Parental Refusal And Externalizing Problem Behaviors

In recent years,with the continuous changes of the social ecological background,the bad behaviors of children and adolescents are also increasing.Problem behaviors mainly refer to improper behaviors that endanger personal social adaptation and their physical and mental health.Problem behaviors can be divided into two types:internalizing problem behaviors and externalizing problem behaviors.Among them,internalized problem behavior is a kind of psychological disorder,which generally refers to people’s emotions,such as anxiety,depression,withdrawn,and frustration.The behaviors of externalization problems are mainly manifested as external behaviors that do not completely conform to or directly violate the currently generally recognized legal code of conduct or related legal code of conduct in the society,such as fighting,fighting,playing truant,participating in illegal activities etc.Externalized problem behaviors are closely related to the various maladaptive outcomes of children and adolescents.Among the many factors that affect students’ externalized problem behaviors,parental rearing style is a very important factor.Previous studies have found that there is a close relationship between parental rearing styles and students’ externalized problem behaviors.There are relatively few researches in.This article starts from a single population and explores the relationship between parental refusal and externalized acceptance of primary and secondary school students,which is one of the dimensions of parental upbringing methods,and analyzes and discusses it,mainly including the following studies:The first study used a difference analysis method to study the current performance and development of the externalized problem behaviors of primary and secondary school students in my country.The results showed that there are obvious differences in the externalized problem behaviors of primary and secondary school students in terms of their gender and family economic and social status.Specifically,Boys have more externalized problem behaviors than girls.Individuals with lower family socioeconomic status have more externalized problem behaviors than individuals with high family socioeconomic status.The second study uses parental refusal as the independent variable,externalization problem behavior as the dependent variable,and psychological capital and social identity as the intermediary variables to establish a structural equation model.Studies have found that psychological capital plays a part of mediating role between parental rejection and externalizing problem behaviors,and psychological capital and social identity play a chain-like mediating role between parental rejection and externalizing problem behaviors.At the same time,we incorporate the family socioeconomic status variables into the model.The results of multi-group analysis show that the relationship between family socioeconomic status regulates psychological capital and externalized problem behavior.In addition,family socioeconomic status affects the predictive model of parents’ rejection of externalization problem behavior.For groups with high family socioeconomic status,parents’ economics mainly influence externalizing problem behaviors through the mediating effect of psychological capital;for groups with low family socioeconomic status,parents’ refusal to predict problem behaviors is mainly through their direct influence.Research 3 is based on the results of Research 1 and Research 2.It has formulated a set of education courses for primary and secondary school students with relatively low family and socioeconomic status in my country.The psychological capital intervention model pci is used as the main theoretical basis,from hope,optimism and self.The four aspects of efficacy and resilience are designed with positive psychologyoriented education courses,a total of eight units.Research three is based on the results of research and research two.It formulates education courses for elementary school students with low family socioeconomic status,uses the psychological capital intervention model PCI as the theoretical basis,and designs positive psychology based on the four dimensions of psychological capital.There are a total of eight units in the education curriculum.