Caixia Sun1,2, Ziling Shan1, Shucun Sun1,2,3,*
1Fuyang Normal University, Fuyang 236037, Anhui, China.
2Changsha Normal University, Changsha 410100, Hunan, China.
3Northeast Normal University, Changchun 130024, Jilin, China.
*Corresponding author: Shucun Sun
Abstract
The development of resilience among migrant children is an important research topic for promoting the equalization of children's mental health and social integration. To systematically review the research progress on the resilience of migrant children and to make up for the systematic deficiencies of existing research, this study is based on the structural functionalism theoretical perspective and adopts the literature review method to systematically summarize the re-search context of the resilience of migrant children. The study systematically sorts out the existing achievements from risk screening, exploration of protective factors, to multi-system interaction research, and analyzes the mechanisms of the family, school, and society subsystems on children's resilience. The current research highlights the insufficient theoretical localization construction, single research methods, and superficial exploration of system action mechanisms. Based on the research review, in line with the domestic social governance and educational development needs, it is clear that future efforts should focus on deepening the construction of local theories, innovating mixed research paradigms, and deepening the research on cross-system collaborative mechanisms. This article aims to provide theoretical references and practical guidance for the mental health intervention of migrant children and the construction of a home-school-community collaborative support system.
References
Acar, I. H., Veziroglu-Celik, M., Garcia, A., et al. (2019). The qualities of teacher-child relationships and self-regulation of children at risk in the United States and Turkey: The moderating role of gender. Early Childhood Education Journal, 47(1), 75-84.
Basten, M., Tiemeier, H., Althoff, R. R., et al. (2016). The stability of problem behavior across the preschool years: An empirical approach in the general population. Journal of Abnormal Child Psychology, 44(2), 393-404.
Donovan, M. O., Pickard, J. A., Herbert, J. S., et al. (2022). Mindful parent training for parents of children aged 3-12 years with behavioral problems: A scoping review. Mindfulness, 13, 801-820.
Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). Mindful parenting and the emotional life of families: A process model of mindful parenting. Journal of Child and Family Studies, 18(6), 823-838.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Gard, A. M., McLoyd, V. C., Mitchell, C., & Hyde, L. W. (2020). Evaluation of a longitudinal family stress model in a population-based cohort. Social Development, 29(4), 1155-1175.
Thabet, A., Ghandi, S., Barker, E. K., Rutherford, G., & Malekinejad, M. (2023). Interventions to enhance psychological resilience in forcibly displaced children: A systematic review. BMJ Global Health, 8, e007320.
Wang, Y., Liang, Y., Fan, L., et al. (2018). The indirect path from mindful parenting to emotional problems in adolescents: The role of maternal warmth and adolescents' mindfulness. Frontiers in Psychology, 9, 546.
Zhang, J., Wu, Y., Qu, G., et al. (2021). The relationship between psychological resilience and emotion regulation among preschool left-behind children in rural China. Psychology, Health & Medicine, 26(5), 595-606.