How Can the Wall of Loneliness Be Broken?—Research on the Impact of Social Status on Social Anxiety and Psychosocial Adaptation of Rural Children

青少年在同伴群体中的社交地位是衡量其同伴关系质量的重要指标，这一指标对个体自我概念、情感调节以及社会化行为模式的塑造具有深远影响。因此，本研究拟考察教育因素、环境因素、以及孤独感和人际交往自我效能感对乡村儿童，尤其是乡村留守儿童社会交往的潜在影响，从而对社交地位和社交焦虑的关系有更加清晰明确的认识。本研究拟采用问卷调查法、访谈法、参与式观察法，针对贵州省铜仁市松桃苗族自治县寨英镇寨英完小乡村儿童社交地位对社交焦虑的影响展开系列研究。同时，探索团体心理辅导、心理健康课等多维度干预手段，对于缓解儿童社交焦虑的有效性，助力儿童建立健康的同伴互动认知体系，促进其心理社会适应能力的良性发展。The social status of teenagers within peer groups serves as a critical indicator for assessing the quality of their peer relationships. This indicator significantly influences the formation of individual self-concept, emotional regulation, and social behavior patterns. Consequently, this study aims to explore the potential impacts of educational factors, environmental factors, feelings of loneliness, and interpersonal communication self-efficacy on the social interactions of rural children, with a particular focus on left-behind children in rural areas. The objective is to achieve a more precise understanding of the relationship between social status and social anxiety. This study will employ methods such as questionnaire surveys, interviews, and participatory observations to investigate the influence of social status on social anxiety among rural children at Zhaiying Primary School in Zhaiying Town, Songtao Miao Autonomous County, Tongren City, Guizhou Province. Additionally, it will evaluate the effectiveness of multi-dimensional intervention strategies, including group psychological counseling and mental health education, in alleviating children’s social anxiety, fostering healthy peer interaction cognitive systems, and promoting positive psychosocial development.