雷 晶

升学受挫后，部分家长虽察觉孩子的变化，仍鼓励孩子继续坚持、努力，缺乏回应。本文作者持续十一年从事青少年生涯规划咨询，从亲历的两个案，对家长的问题理解、咨询建议及后续情况进行反思总结。两个案在咨询中认同共情、改善亲子关系和讨论升学选择的建议，但现有材料不足以判断建议的实际推进程度。认知失调理论为理解家长维护原有教育判断提供了一种视角，其解释仍需与问题识别、现实顾虑等因素参照。文章提出，教育咨询应将原则性共识转化为具体沟通与行动安排，并分别关注学业去向和学生的生活适应。

升学受挫；家长回应；教育咨询；认知失调；亲子沟通

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