积极心理学视角下青少年心理健康读本的本土化编写策略研究

Research on Localization Strategies for Developing Adolescent Mental Health Reading Materials from the Perspective of Positive Psychology

摘要: 积极心理学为青少年心理健康教育提供了从问题干预转向积极培育的理论框架，但这一理论资源如何在中国文化土壤中实现本土化转化，仍是亟待解决的理论与实践问题。本文在梳理积极心理学本土化学理逻辑的基础上，分析了国外青少年心理健康读本在我国应用时面临的文化适应性问题，进而从内容框架的本土化重构、话语体系的本土化转换、体例结构的本土化设计以及文化资源的本土化融合四个维度，系统探讨了青少年心理健康读本的本土化编写策略。本文认为，本土化编写的本质是一个理论落地与文化扎根的双重过程，既需要将PERMA模型等积极心理学的核心理论转化为中国青少年可理解、可操作的内容，又需要将这些内容嵌入中国青少年的文化情境和生活经验之中，使其真正成为“看得懂、喜欢读、用得上”的心理健康自助读物。

Abstract: Positive psychology offers a theoretical framework for shifting adolescent mental health education from problem-based intervention to positive cultivation; however, the localization of this theoretical resource within the context of Chinese culture remains a pressing theoretical and practical challenge. Based on an analysis of the rationale behind the localization of positive psychology, this paper examines the cultural adaptation issues encountered when applying foreign adolescent mental health reading materials in my country. It then systematically explores localization strategies across four dimensions: reconstructing content frameworks, adapting discourse systems, designing structural formats, and integrating cultural resources. The paper argues that the essence of localization lies in a dual process of grounding theory in practice and rooting it in culture. This requires not only translating core positive psychology theories—such as the PERMA model—into content that is understandable and actionable for Chinese adolescents, but also embedding this content within their cultural contexts and lived experiences, thereby creating mental health self-help materials that are truly accessible, engaging, and practical.