School of Environment, Education and Development, The University of Manchester, Manchester M13 9PL, UK.
School Psychology and Development in Context, KU Leuven, Oude Markt 13, 3000 Leuven, Belgium.
Int J Environ Res Public Health. 2021 Nov 12;18(22):11904. doi: 10.3390/ijerph182211904.
loneliness is a common experience for adolescents, yet the voices of adolescents are missing from current conceptualisations of loneliness. That means, measures that have been created based on current conceptualisations may miss important contexts of adolescence, such as the roles of friendships, that determine the way loneliness is experienced. The current study aims to centre adolescent voices to identify how they conceptualise loneliness and what strategies they consider to be useful for adolescents to cope with loneliness.
thematic framework analysis (TFA) was conducted on qualitative interviews with young people aged 8-14 years in Belgium and Italy to identify salient themes in their conceptualisations of loneliness.
Loneliness was conceptualised as a negative emotional state involving negative thinking patterns that occurs when an individual perceives they are missing out on a desired aspect in their social relationships. Coping strategies related to alleviating negative affect, and aiding social reconnection.
friendships with peers were understood to be central to adolescent loneliness experiences. In line with that, loneliness was seen to be experienced at school. Age-related differences in friendship expectations were identified, highlighting how developmental needs relate to the loneliness experience.
孤独是青少年常见的经历，但目前对孤独的概念化中缺少青少年的声音。这意味着，基于当前概念化而创建的措施可能会错过青少年的重要背景，例如友谊的作用，而这些作用决定了孤独的体验方式。本研究旨在以青少年的声音为中心，确定他们如何概念化孤独，以及他们认为哪些策略对青少年应对孤独有用。
对来自比利时和意大利的 8-14 岁青少年进行了定性访谈，采用主题框架分析（TFA）来确定他们对孤独概念化的突出主题。
孤独被概念化为一种消极的情绪状态，涉及到消极的思维模式，当个体感觉到他们在社交关系中缺失了某个理想的方面时就会发生。应对策略与减轻负面情绪和促进社交重新联系有关。
与同伴的友谊被理解为青少年孤独经历的核心。相应地，孤独被认为是在学校经历的。还确定了与友谊期望相关的年龄差异，强调了发展需求与孤独体验的关系。
