留守儿童“隐忍未发”的情感体验:危害与疏导

The Left-behind Children's Emotional Experience : Impairing and Guiding

"孤独"和"渴望"是较易探寻到的两种可能会被留守儿童暂时或长时"隐忍"起来的情感体验。"孤独"本身就带有一定消极特性,而"渴望"则不然。但"渴望"有时也会被留守儿童当作消极的情感体验予以隐忍。倘若消极的情感体验长期积郁于心而得不到恰当的疏导,便可能会造成一定的不良后果,如影响留守儿童人格发展的走向、激发反常行为的产生抑或是加剧心理问题等,危害留守儿童的身心健康发展。基于此,在父母无法发挥充分的疏导效用前提下,教师必须要对留守儿童"隐忍未发"的消极情感体验进行疏导,除了引导留守儿童正确认知自身的情感体验外,通过富有成效的对话方式引发留守儿童将消极的情感体验表达出来,消除留守儿童"隐忍"致因。

＂Loneliness＂ and ＂Craving＂ are two kinds of emotional experiences that are more easily exploredand may be temporarily or long -term ＂hidden＂ by left -behind children. ＂Loneliness＂ itself carries a certainnegative characters, while ＂craving＂ dose not. However ＂craving＂ is sometimes tolerated by left-behind children asa negative emotional experience. If the negative emotional experience is not properly condensed in the hearts of theleft-behind children, it may cause certain adverse consequences, such as affecting the development of the left-behind children＇s personality, stimulating the occurrence of abnormal behaviors or aggravating psychologicalproblems that harm the physical and mental health of left-behind children. Based on this, under the premise thatparents can＇t exert sufficient diversion effect, teachers should guide the negative emotional experience of left -behind children. In addition to guiding left -behind children to correctly recognize their emotional experience,through fruitful dialogue to guide the left-behind children express negative emotional experiences and eliminatethe factors of ＂tolerance＂ of the left-behind children.