青少年自我认同危机的识别与思政教育干预

Identification of Self-Identity Crisis in Adolescents and Ideological and Political Education Interventions

摘要: 青少年自我认同危机是12~18岁青少年向成年过渡阶段的关键心理冲突，直接影响其价值观塑造、心理健康与社会适应能力。本研究基于埃里克森心理社会发展理论、自我效能感理论及教育生态学理论，系统剖析危机在自我认知、情绪状态、行为表现、人际与社会适应四大层面的具体表征，深挖个体特质、家庭环境、学校教育、社会文化等多因素交织的成因机理。在此基础上，构建“认知筑基–实践赋能–心理疏导–协同育人”四位一体的思政教育干预体系：深耕课堂融入核心价值观与主体意识培育，搭建实践平台强化价值感，强化精准心理疏导，构建家校社协同育人体系。该体系契合青少年身心发展规律与多系统协同需求，可为化解自我认同危机、培育健全人格提供可操作的实践参考。

Abstract: The identity crisis among adolescents aged 12 to 18 is a critical psychological conflict during the transition to adulthood, directly influencing their value formation, mental health, and social adaptability. This study, based on Erikson’s theory of psychosocial development, Bandura’s self-efficacy theory, and ecological theory of education, systematically analyzes the specific manifestations of the crisis in four aspects: self-perception, emotional state, behavioral performance, and interpersonal and social adaptation. It also delves into the interwoven causes and mechanisms involving individual traits, family environment, school education, and social culture. On this basis, construct a four-in-one ideological and political education intervention system that integrates “cognitive foundation building, practice empowerment, psychological counseling, and collaborative education”: integrating core values and subject consciousness cultivation into classroom teaching, establishing practical platforms to enhance a sense of value, strengthening precise psychological counseling, and building a collaborative education system involving families, schools, and communities. This system aligns with the physical and mental development laws of adolescents and the demands of multi-system collaboration, providing practical references for resolving identity crises and fostering healthy personalities.