青少年心理困扰、求助屏障与学校社会工作介入研究——基于D市六大片区568名学生的实证反思

Research on Adolescent Psychological Distress, Help-Seeking Barriers, and School Social Work Intervention—Based on an Empirical Reflection of 568 Students in Six Districts of D City

摘要: 研究基于生态系统理论与社会支持系统视角，采用分层整群抽样方法对D市568名中小学生进行问卷调查，旨在探讨青少年心理困扰的现状、求助屏障的成因以及学校社会工作的介入路径。研究引入心理健康双因素模型，发现38.7%的学生是需要重点关注的心理困扰群体，心理健康形势严峻。研究揭示了“高困扰、低求助”的矛盾：面临困扰时，学生向专业人员(学校社工或心理老师)的求助转化率仅为12.2%。研究显示，初中阶段是心理韧性下滑关键期，女生情绪困扰更显著；家庭微观生态分析发现母亲过度保护水平较高，社工等“其他支持”处于社会支持网络边缘；相关分析证实父母消极教养方式(如控制、拒绝)与青少年心理困扰显著正相关，且家庭内部压力跨边界溢出，强化了学生自我消化、担心隐私泄露和害怕同辈污名等主观求助屏障。文章认为学校社会工作需要跳出个案工作的传统方式，围绕朋辈赋能、规范伦理边界、服务普惠化以及家校社联动这四个层面去对干预路径做出调整，以提升心理健康服务的可及性与成效。

Abstract: This study, grounded in Ecological Systems Theory and the Social Support System perspective, employed stratified cluster sampling to conduct a questionnaire survey among 568 primary and secondary school students in City D. It aimed to examine the current state of adolescent psychological distress, the causes of help-seeking barriers, and the intervention pathways for school social work. By introducing the Dual-Factor Model of Mental Health, the study found that 38.7% of students constitute a psychologically distressed group requiring priority attention, indicating a grave mental health situation. The research reveals a paradox of “high distress, low help-seeking”: when facing difficulties, only 12.2% of students actually seek help from professionals (school social workers or psychological counselors). The study shows that junior high school is a critical period for the decline of psychological resilience, and girls exhibit more significant emotional distress. Micro-ecological analysis of the family reveals a high level of maternal overprotection, while “other support” such as social workers remains peripheral to the social support network. Correlation analysis confirms that negative parenting styles (e.g., control and rejection) are significantly positively correlated with adolescent psychological distress, and intra-family stress spills over across boundaries, reinforcing subjective help-seeking barriers such as students’ tendency to internalize problems, concerns about privacy disclosure, and fear of peer stigmatization. The paper argues that school social work needs to move beyond the traditional casework approach and adjust intervention pathways around four dimensions: peer empowerment, standardizing ethical boundaries, inclusive service delivery, and home-school-community collaboration, so as to enhance the accessibility and effectiveness of mental health services.