拒学儿童青少年家长心智化特点的反思性主题分析
A Reflexive Thematic Analysis of the Characteristics of Parental Mentalization among Parents of School-Refusing Children and Adolescents
DOI: 10.12677/ap.2026.1610507, PDF,   
作者: 李海哲：澳门城市大学大健康学院，澳门；温州医科大学第二临床医学院，浙江 温州；林宣贤：温州医科大学心理健康教育中心，浙江 温州；张 彤*：澳门城市大学大健康学院，澳门
关键词: 拒学；儿童青少年；家长心智化；反思性主题分析；School Refusal； Children and Adolescents； Parental Mentalization； Reflective Thematic Analysis
摘要: 拒学(school refusal)是儿童青少年因情绪困扰而反复出现的上学困难，而家长处于理解并应对该问题的关键节点。本研究以语境主义为认识论立场，基于父母发展访谈(PDI)，以家长心智化为敏化概念，运用反思性主题分析(RTA)对资料进行系统、递归的分析。研究发现五个反应拒学儿童青少年家长心智化特点的反思性主题，包括思考拒学时对孩子动机的确定性归因，面对拒学时在强烈情绪下的即时回应，应对拒学时行动常先于理解孩子的感受，家长代际关系反思发现的代际经验重演与反向补偿，以及基于家长心智化的亲子良性互动。针对拒学，家长宜暂缓确定性动机判断、询问孩子的具体体验以及辨认自身情绪反应，并由家庭、学校与专业人员多方共同动态调整应对策略。
Abstract: School refusal refers to the repeated difficulty in attending school experienced by children and adolescents due to emotional distress, and parents play a crucial role in understanding and addressing this issue. This study adopts a contextualist epistemological stance, based on Parent Development Interview (PDI), and uses the concept of parental mentalization as a sensitization factor. Through reflective thematic analysis (RTA), the data were systematically and recursively analyzed. The study identified five reflective themes related to the characteristics of parental mentalization among parents of children with school refusal, including the determination of children’s motivation when considering school refusal, immediate responses in the face of school refusal under intense emotions, actions to deal with school refusal often preceding understanding of children’s feelings, reflection on intergenerational relationships revealing the repetition and reverse compensation of intergenerational experiences, and positive parent-child interaction based on parental mentalization. For school refusal, parents should temporarily refrain from making deterministic motivation judgments, inquire about the specific experiences of the children, and recognize their own emotional reactions. The response strategies should be dynamically adjusted by the family, school, and professionals in a collaborative manner.
文章引用：李海哲, 林宣贤, 张彤 (2026). 拒学儿童青少年家长心智化特点的反思性主题分析. 心理学进展, 16(10), 420-431. https://doi.org/10.12677/ap.2026.1610507

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