社会工作介入留守儿童生命教育的实践路径——基于意义治疗理论的案例研究

Practical Path of Social Work Intervention in Life Education for Left-behind Children—A Case Study Based on Logotherapy Theory

摘要: 随着城镇化进程的深入，留守儿童生命教育缺失问题日益凸显，关乎其健康成长。研究基于弗兰克尔意义治疗理论，构建“创造性–经验性–态度性”的三维分析框架，通过对重庆市F县S社会工作项目案例的深度研究，剖析社会工作介入留守儿童生命教育的实践路径。研究发现，项目通过多元化责任实践、多层次支持感知与多维度态度赋能三条路径，有效提升了留守儿童的生命意义感。同时也揭示出当前介入路径中存在责任实践载体缺乏、情感支持网络脆弱、专业力量不足等结构性困境。据此，文章提出了链接多方力量构建实践平台、强化家庭赋能及优化社工人力资源等对策，为构建“家庭–学校–社区–社会”为一体的留守儿童生命教育支持体系提供理论参考与实务启示。

Abstract: With the deepening of urbanization, the lack of life education for left-behind children has become increasingly prominent, which is related to their healthy growth. Based on Viktor Frankl’s logotherapy theory, this study constructs a three-dimensional analytical framework of “creativity-experience-attitude”. Through an in-depth case study of the S Social Work Project in F County, Chongqing, it analyzes the practical path of social work intervention in life education for left-behind children. The study finds that the project has effectively improved the sense of meaning in life among left-behind children through three paths: diversified responsibility practice, multi-level support perception, and multi-dimensional attitude empowerment. It also reveals structural dilemmas in the current intervention, such as insufficient carriers for responsibility practice, fragile emotional support networks, and inadequate professional forces. Accordingly, this paper puts forward countermeasures including linking multiple forces to build a practice platform, strengthening family empowerment, and optimizing social work human resources, so as to provide theoretical reference and practical implications for constructing a four-in-one life education support system for left-behind children integrating “family-school-community-society”.