家庭教育中父母缺位对青少年亲社会行为的影响探析——基于积极心理学视角
Exploring Effects of Parental Absence in Family Education on Adolescents’ Pro-Social Behavior—Based on a Positive Psychology Perspective

经济社会发展转型、城乡二元结构体制背景下，父母缺位的教养现象屡见不鲜，父母的情感忽视和生活缺席塑造了青少年创伤的内隐记忆和消极的情感体验。《中华人民共和国家庭教育促进法》的出台，引发了社会对父母角色、功能、责任和义务的关注，亟需再教育的问题迫切召唤着父母的归位。现基于家庭系统理论，分析父母“生理”与“心理”上的缺位、“质”和“量”上的缺位，再论述父母缺位对青少年亲社会行为的阶段化表达及影响，最后，基于积极心理学视角提出改善建议，推动“三全育人”格局的形成，以此防止青少年行为“边缘化”的倾向，促进青少年的健康成长。
In the context of socio-economic transition and urban-rural dichotomy, parenting in the absence of parents is a common phenomenon, and the emotional neglect and absence of parents in life shape the traumatic internal memories and negative emotional experiences of adolescents. The introduction of the Law of the People’s Republic of China on the Promotion of Family Education has triggered social concern about the role, function, responsibility and obligation of parents, and the urgent need for re-education urgently calls for the return of parents. Now, based on the family system theory, we analyze the “physical” and “psychological” absence of parents, the “qualitative” and “quantitative” absence of parents, and then discuss the stage expression and impact of parental absence on adolescents’ pro-social behaviors, and propose suggestions for improvement from the perspective of positive psychology, so as to prevent the tendency of “marginalization” of adolescents’ behaviors and promote their healthy growth.