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本文聚焦上海市民办农民工子女小学教师群体,依托上海市社区公益创投项目——“阳光伴我行”项目,在专业服务的实践中,了解他们的效能感、归属感和乐观感,界定他们的需求与困境,挖掘他们的内外部优势,释放他们的压力源。通过实践总结经验,提出提升民办农民工子女小学教师抗逆力的有效措施,致力于帮助教师实现自我增能的同时,助力农民工子女的教育发展。研究发现,民办农民工子女小学教师的抗逆力弱,具体表现在内在效能性保护因素、外在支持性保护因素和内在本体性保护因素三方面。据此,项目借鉴“抗逆力轮”模型,从行为系统锻炼和认知系统改变出发提出的抗逆力增强机制,实施干预过程,即培养综合能力提升效能感、增强身份认同构建归属感、树立正向思维培育乐观感,旨在建立危机缓冲系统,帮助服务对象在面对危机与压力时学会缓冲,作出调整;建立抗逆力建构系统,促进服务对象建构抗逆力,提升心理能量。
This article focuses on Shanghai’s private migrant workers primary school teachers group, relying on Shanghai Community Philanthropy Project - “Sunshine with my line ” project, in the practice of professional services to understand their sense of effectiveness, belonging and optimism , Define their needs and difficulties, tap their internal and external advantages, release their source of stress. Through practical experience, put forward effective measures to improve the resilience of primary school teachers in private migrant children, to help teachers achieve self-improvement, while helping migrant workers children’s education. The study found that the primary school teachers of private migrant workers children’s weak resilience, specifically in the internal performance protection factor, external supportive protection factors and internal protection factors in three aspects. Accordingly, the project draws on the “anti-dumping wheel” model, from the behavioral system exercise and cognitive system to change the proposed anti-resilience enhancement mechanism, the implementation of the intervention process, that is, to develop a comprehensive ability to enhance the sense of efficacy and enhance identity to build ownership A sense of positive thinking to cultivate optimism, aiming to establish a crisis buffer system to help clients in the face of crisis and pressure to learn to buffer and make adjustments; build resilience building system to promote the service object to build resilience and enhance psychological energy.