CAJ | 학술논문

本文运用埃里克森的自我同一性发展理论,通过分析湖北省武汉市流动青少年自我同一性发展面临的不利因素：即流动青少年自我意识存在矛盾、自我与社会认知存在偏差、家庭教育方式及亲子关系存在问题、农民工子弟学校师资缺乏及教学条件落后、缺乏与城市同龄人的沟通交流、流动青少年聚集的社区基本设施不足、卫生条件较差和社会主流文化对流动青少年群体的负面评价等因素,探讨学校社会工作介入流动青少年自我同一性的策略,优化流动青少年自我同一性发展的社会环境,促进流动青少年自我同一性的发展。
본문운용애리극삼적자아동일성발전이론,통과분석호북성무한시류동청소년자아동일성발전면림적불리인소：즉류동청소년자아의식존재모순、자아여사회인지존재편차、가정교육방식급친자관계존재문제、농민공자제학교사자결핍급교학조건락후、결핍여성시동령인적구통교류、류동청소년취집적사구기본설시불족、위생조건교차화사회주류문화대류동청소년군체적부면평개등인소,탐토학교사회공작개입류동청소년자아동일성적책략,우화류동청소년자아동일성발전적사회배경,촉진류동청소년자아동일성적발전。
By using self-identity development theory of Erik Erikson, by analyzing adverse factors faced by self-identity development of the floating teenagers of Wuhan City of Hubei Province, e.g. the floating teenagers have contradictions in their self-consciousness, have deviation in self and social cognition and have problems in family education method and parent-child relation, the schools for holding the children of migrant workers are short of teachers, have backward teaching condition and are deficient in communication with the peer children whose parents are urban inhabitants, the communities for the floating teenagers to gather have inadequate facilities and poor sanitary condition and social mainstream factors have negative influence on the floating teenagers, this paper discusses the strategy for school social work to involve in self-identity of the floating teenagers to optimize the social environment for the floating teenagers to develop self-identity and to boost self-identity development of floating teenagers.