当前我国存在数量庞大的残疾群体，残疾给他们带来的除了日常生活上的不便以外，还有正常融入社会生活的困难。尽管随着经济社会的不断发展和国民素质的提升，普通群体对残疾群体的包容和理解正不断消除残疾群体融入社会生活的隔阂，国家也积极出台了一系列政策保障残疾人士的合法权益，但残疾群体的精神需求仍然难以满足。这主要是由于我们目前对残疾人士的帮扶还主要集中于物质领域，而对残疾人精神方面的关注远远不够。对于正处于青春期的肢残青少年来说，这种需求主要体现在受尊重和人际交往两个方面，然而这种需求却很难得到满足，当前很多肢残青少年正面临着严重的人际交往障碍，生理上的特殊带来心理上的自卑、敏感、猜忌等不良情绪，致使他们难以融入校园生活，日益自我封闭，未来甚至难以参与社会生活，与外部世界隔离。因此，运用社会工作的专业方法介入肢残青少年人际交往障碍，帮助他们融入学校和社会，构建良好的心理状况和社交能力，不仅能够保障肢残青少年进行正常的学习和生活，更有利于他们个人的未来发展，促进残疾群体更好得融入社会，促进社会的和谐稳定。
       本研究以南京市X 街道高中生Z 为研究对象，运用个案工作方法对Z进行介入。案例源于Z母亲向研究者实习所在机构的主动求助，研究者在收集资料和初步预估后决定正式接案，并开始着手制定工作计划。本案例中的研究对象由于突发性的神经疾病造成了腿部残疾，身体上的病变带来强烈的自卑情绪，长时间的治疗也使她的学习受到影响，错失了心仪的高中，自信心再次遭受打击，进入高中后愈发一蹶不振，自我封闭不愿意与同学交流。在分析了收集到的资料后，研究者对Z 人际交往障碍的表现进行了总结，并从个人、家庭、社会三个层面分析了Z 人际交往障碍的成因，发现Z 自身的错误认知、不正确的家庭教养方式和部分同学的嘲笑作弄是造成Z 人际交往障碍的主要原因，因此制定了对应的工作目标和介入计划。
       在具体的介入过程中，研究者根据Z 的情况选取了强调“人在情境中”的心理与社会治疗模式，对服务对象进行了直接介入和间接介入。在直接介入阶段，研究者主要通过几次面谈，运用反思性直接治疗、支持、探索-描述-宣泄等技巧，修正了服务对象的错误认知，重新建立社交自信，建议服务对象参加机构周末课堂活动提升学业水平，将服务对象放置于社交环境中学习人际交往技巧。在间接介入方面，首先研究者与Z 的母亲进行了会谈，并为Z 的母亲链接了亲子关系课堂资源，帮助Z 的母亲修正了错误的教养方式，学习亲子沟通技巧，与Z 忙于工作的父亲取得联系，建议其要增加对于孩子的陪伴支持。其次与Z 所在的学校和社区进行沟通，通过帮助Z 和初中同学取得联系、鼓励Z 参加校园集体活动和陪伴Z 参与社区活动等方式，尝试为Z创造一个更加无障碍、包容的社交环境。介入计划实施结束后通过目标实现程度测量、量表测量等手段对服务效果进行了评估，发现Z 已经可以正确看待自身的残疾状况，人际交往障碍得到明显改善，在班级中能够与同学和睦相处，成绩也有提高，服务目标基本实现，服务对象及其身边重要成员也都对服务过程表示了满意。

       最后，本研究对整个个案工作过程从介入模式的选取、社会工作者角色和伦理困境、个案工作介入肢残青少年人际交往障碍的建议四个方面进行了总结和反思，并提出了相应的建议，希望未来能够为社会工作专业介入肢残青少年的相关研究提供参考和借鉴。

At present, there are a large number of disabled groups in our country. In addition to the inconvenience in daily life, the disability brings them difficulties in integrating into social life. Although with the continuous development of the economy and society and the
improvement of national quality, the tolerance and understanding of the general group for the disabled group is continuously eliminating the barriers for the disabled group to integrate into social life, the state has also actively introduced a series of policies to protect the legal rights and interests of the disabled, but The spiritual needs of the disabled group are still difficult to meet. This is mainly due to the fact that our current assistance to the disabled is still mainly concentrated in the material field, and the attention to the spiritual aspects of the disabled is far from enough. For adolescents with disabilities, this spiritual need is mainly reflected in the need for interpersonal communication and respect. However,in real life, this need is often not met. Many disabled teenagers are facing severe interpersonal communication barriers. Physical specialness brings psychological inferiority,sensitivity, suspicion and other bad emotions, making it difficult for them to integrate.Campus life is becoming increasingly self-enclosed, and it will be difficult to even participate in social life in the future and be isolated from the outside world. Therefore, the use of professional methods of social work to intervene in the interpersonal communication barriers of disabled youths, help them integrate into school and society, and build a good psychological state and social skills, not only can ensure the disabled youths to carry out normal learning and life, but also benefit them personally. The future development of the country will promote the better integration of disabled groups into society and promote social harmony and stability.
This research takes the high school student Z of X Street in Nanjing as the research object, and uses the method of casework to intervene. The case originated from Mother Z’s initiative to ask for help from the institution where the researcher was intern. The researcher formally accepted the case after collecting data, preliminary estimates, and interviews with the client. After establishing a professional relationship with the client, the researcher began to formulate a work plan. The subject in this case has leg disabilities caused by a sudden neurological disease, and physical lesions have brought a strong feeling of inferiority. The
long-term treatment has also affected her study, missed her favorite high school, and self-confidence. I was hit again, and after entering high school, I became more and more desperate, self-closed and unwilling to communicate with my classmates. After analyZing the collected data, the researcher summariZed the performance of Z interpersonal communication barriers, and analyZed the causes of Z interpersonal communication barriers from three levels of individual, family, and society, and found that they have misunderstood and incorrect Z's family parenting style and the ridicule of some classmates are the main reasons for Z's interpersonal communication barriers. Therefore, corresponding work goals and intervention plans have been formulated. In the specific intervention process, the researcher selected a psychological and social therapy model that emphasiZed "people in the situation" according to the situation, and conducted direct and indirect interventions on the clients. In the direct intervention stage,the researcher mainly used several interviews, using reflective direct treatment, support,exploration-description-catharsis and other techniques to correct Z’s misperceptions, help Z re-establish social self-confidence, and link Z’s organiZation Weekend tutoring resources improve academic standards, and place Z in a social environment to learn interpersonal skills. In terms of indirect intervention, the researcher first had a meeting with Z's parents to help them correct the wrong parenting style, and link the parent-child relationship
classroom resources for the mother to improve communication and education skills. Secondly, communicate with Z's school and community, and actively help Z integrate into the surrounding living environment. After the implementation of the intervention plan, the service effect was evaluated by measuring the degree of goal achievement and the measurement of service satisfaction. It was found that one's own disability status can be viewed correctly, the barriers to interpersonal communication have been significantly improved, and the class can get along with classmates in harmony. The results have also improved, the service goals have basically been achieved, and the service targets and important members around them are also satisfied with the service process.
Finally, this study summariZes and reflects on the entire casework process from the three aspects of intervention mode selection, social work process and ethical dilemma, and puts forward corresponding suggestions. I hope that the future will be able to intervene in the social work profession in relation to disabled youth Research provides reference and reference.

一、专著类

[1] Brittany M. Rucly. Youth's Negative Self-Statements as Related to Socilf-Efficacy among Differing

Relationships[J].2013.35(1):106-112.

[2] Employment For Disabled Youth. 1952, 2(4778):277-277.

[3] Homans, G.C"Social Behavior: Its Elementary Forms." revue fran?aise de sociologie(1974).

[4] Olivares-Olivares Pablo José, Orti-Gonále Pedro Francisco, Olivares José.

[5] Purcal C , Fisher K R , Robinson S , et al. Co-production in peer support group research with

disabled people[J]. Area, 2018.64-38.

[6] Role of [52]social skills training in adolescents with social anxiety disorder.. 2019, 19(1):41-48.

[7] Snarey J , Poole S . Erikson, Erik H[M]. Springer US, 2011.:126-31.

[8] 美国精神医学学会, 张道龙. 精神障碍诊断与统计手册[M]. 北京大学出版社, 2016.

[9] 黄希庭, 杨治良, 林崇德(2003). 心理学大辞典. 上海: 上海教育出版社, 1582.

[10] 社会工作导论[M]. 高等教育出版社 , 王思斌主编, 2004

二、期刊类

中文期刊

[1] 陈凯雯.促进残疾人社会融入的路径探究[J].黑河学刊,2017(02):181-183.

[2] 陈凯雯.重度残疾人家庭照顾者压力研究——基于南京市的调查[J].农村经济与科

技,2017,28(04):172-173+175.

[3] 陈茜, 梁燕, 张晓艳,等.老年人家庭照顾者及其压力的研究进展[J].现代预防医学，

2008(10):88-89+91.

[4] 程曦.社会测量法简介[J].心理发展与教育,1991(01):31-36.

[5] 程秀琳,李潇,王滔.互动游戏促进自闭症儿童人际交往能力的个案研究[J].代特殊教

育,2020(08):52-59.

[6] 郭晓薇.大学生社交焦虑成因的研究[J].心理学探新,2000(01):55-58.

[7] 黄一莉,李敏.绘画治疗对肢残大学生情绪障碍干预的个案研究[J].生活教育,2017

[8] 黄云,杨会芹,孙早迪.音乐治疗对孤独症儿童人际交往能力的个案研究[J].教育教学论坛,2020(19):92-93.

[9] 黄一莉,李敏.绘画治疗对肢残大学生情绪障碍干预的个案研究[J].生活教育,2017

[10] 刘翔平.沙利文人际关系理论简介[J].心理学动态,1988(02):11-17

[11] 马建青. 大学生心理卫生 (第2 版)[M]// 大学生心理卫生, （第2 版）. 浙江大学出版社, 2003.

[12] 佟丽君.论霍曼斯的人际交往理论[J].求是学刊,1997(01):32-34.

[13] 王强,邱芳,苗小翠,肖海雁.限制性团体箱庭疗法提升贫困大学生人际交往能力的实证研究—

—以山西大同大学为例[J].山西大同大学学报(自然科学版),2020,36(02):82-85.

[14] 王英春,邹泓.青少年人际交往能力的类型及其与友谊质量的关系[J].中国特殊教

育,2009(02):75-79.

[15] 吴文君,向小平.大学生同伴交往与心理健康的关系:人际交往能力的中介作用[J].中国健康心

理学杂志,2020,28(04):585-591.

[16] 谢海燕,侯军杰,罗文杰,邓倩.肢残家庭子女心理健康状况及心理特点初探[J].广州中医药大学

学报,2003(03):253-256.

[17] 熊跃根.成年子女对照顾老人的看法——焦点小组访问的定性资料分析[J].社会学研究,

1998(05):74-85.

[18] 张立新.浅谈交往对幼儿健康心理的影响[J].吉林教育科学,2000(08):36-37.

[19] 张凌晨.特殊的心理救助——残疾人心理互助组织初探[J].法制与社会,2008(31):224-225.

[20] 赵强,郭芳芳,宋晓红,吴建杰.人际交往团体辅导在住院精神分裂症患者治疗中的应用[J].国际

医药卫生导报,2013,19(05):593-595.

[21] 郑日昌.大学生心理诊断[M]. 山东教育出版社,1999: 339-344.

[22] 赵志航,郭雪萍,田宝.国内外智力残疾状况与康复研究[J].中国康复理论与实践,2010,16

英文期刊

[1] Alono Church. Review: William C. Schut, FIRO, A Three-Dimensional Theory of Interpersonal

Behavior. 1959, 24(3):216-217.

[2] Doistua Joseba, Lacano Idurre, Madariaga Aurora. Self-Managed Leisure, Satisfaction, and Benefits

Perceived by Disabled Youth in Northern Spain.. 2020, 11:716.

[3] Duggan Ashley,Bradshaw Ylisabyth S,Carroll Shannon E,Rattigan Sara H,Altman Wayne. What can

I learn from this interaction? A qualitative analysis of medical student self-reflection and learning in

a standardied patient exercise about disability.[J]. Journal of Health Communication,2009,14(8).

[4] Elif Karagün, Mustafa Yildi，et al. Sixth-year follow-up of the effects of recreational activities found

to eliminate the symptoms of social phobia and shyness. 2020, 66(6):553-559.

[5] Hansen S M , Stubberud J , Hjertstedt M , et al. Intensive and standard group-based treatment for

persons with social communication difficulties after an acquired brain injury: study protocol for a

randomised controlled trial[J]. BMJ Open, 2019, 9(9):-.

[6] hu Shin Ying, Sakai Naomi, Lee Jaehoon, et al. Comparison of social anxiety between Japanese

adults who stutter and non-stuttering controls.. 2020, 65:105767.

[7] MASLOW A H,SILAGYI-KESSLER I. Security and breast-feeding.[J]. Journal of abnormal

psychology,1946,41.

[8] Miller V . Book Review:Cognitive-Behavioral Group Therapy for Social Phobia.By Richard G.

Heimberg and Robert E. Becker. New York: The Guilford Press, 2002, 334 pp. 6 tables, 39 figures.

$40.00 (hardcover)[J]. 2003, 33(2):147-148.

[9] Minami K , Horikawa E . Social anxiety tendency and autism spectrum disorder in Japanese

Adolescence[J]. Pediatrics International, 2020.:398-127.

[10] Mohammedamin Hajure, akir Abdu. Social Phobia and Its Impact on Quality of Life Among

Regular Undergraduate Students of Mettu University, Mettu, Ethiopia. 2020, 2020(default):79-87.

[11] Parrish, D. E. , et al. "Feasibility of Virtual Reality Environments for Adolescent Social Anxiety

Disorder." Research on Social Work Practice (2015):1049731514568897.(12):116-119.

[12] Patterson, Strauss M L , Milton E . An examination of the discriminant validity of the Social

Avoidance and Distress Scale.[J]. Journal of Consulting and Clinical Psychology, 1972.:76-53.

[13] Robin Lin Miller. Book Reviews : Power and Community: Organiational and Cultural Responses to

AIDS, Dennis Altman, London, Taylor and Francis, 1994, 179 pp. 1996, 23(4):543-545.

[14] Schul R, Martire LM, "Family Care-giving of persons with dementia: prevalence,health effects, and

strategies"[J].Am J Geriatt-vol.12 no.3 (May 2004), pp.240-249.

[15] Schwart Ariel E,Kramer Jessica M,Cohn Ellen S,McDonald Katherine E. "That Felt Like Real

Engagement": Fostering and Maintaining Inclusive Research Collaborations With Individuals With

Intellectual Disability.[J].Qualitative health research,2020,30(2):253-167.

[16] Simone A. du Toit, Saif A. Kade, Craig T. Danielson, et al. The effect of emotional working

memory training on emotional and cognitive outcomes in individuals with elevated social anxiety.

2020, 261:76-83.

[17] Smart, Eric, Edwards, Brydne, Kingsnorth, Shauna,等. Creating an inclusive leisure space:

strategies used to engage children with and without disabilities in the arts-mediated program Spiral

Garden[J]. Disability & Rehabilitation:1-9.

[18] State, Statistics, Bureau.Statistical Communique of the People's Republic of China on the 1999

National Economic and Social Development[J].经济研究参考, 2000(50):13-27.

[19] Theresa Loreno, Vic McKinney, Armand Bam, et al. Mapping participation of disabled youth in

sport and other free-time activities to facilitate their livelihoods development. 2019, 82(2):80-89.

三、学位论文类

[1] 成慧年. 力量在逆境中成长：肢残青少年低水平抗逆力的影响因素及提升策略[D].福建师范大

学,2016.

[2] 楚梦雅. 小组工作介入肢残青少年人际交往自我效能感提升研究[D].大连海事大学,2020.

[3] 邓娟. 小组工作介入肢残青少年自我认同问题研究[D].贵州大学,2015.

[4] 郭婷. 残疾人际交往障碍的小组工作介入[D].苏州大学,2018.

[5] 何一明.基于社会工作视阈的高校贫困生人际交往障碍及介入方法研究[J].高教学

刊,2019(06):75-77.

[6] 颜鹏. 个案工作介入离异家庭儿童人际交往障碍的实务研究[D].井冈山大学,2020.[6] 贾月玮.

社会工作介入成年智力残疾人士增能研究[D].天津理工大学,2019.

[7] 王晶. 互惠小组对肢残青少年家庭照顾者压力疏导的介入研究[D].吉林大学,2014.

[8] 王玲. 残疾中专生的压力应对策略研究[D].云南大学,2010.

[9] 王艳霞. 轻度肢残者社区康复的社会工作介入[D].长春工业大学,2016.

[10] 肖昕茹. 上海市残疾人社会空间研究[D].华东师范大学,2010.

四、其他类

[1] 第二次全国残疾人抽样调查数据公报及其问答.第二次全国残疾人抽样调查办公室，2006,12,1