宁夏农村留守儿童行为问题现状调查及其干预研究

发布时间：2019-05-12 02:05

【摘要】：目的了解留守儿童行为其问题状况并分析其影响因素，制定心理干预方案，并实施干预，以减少留守儿童行为问题的发生，，提高留守儿童心理健康水平，为构建适合留守儿童的行为问题干预模式提供参考依据。 方法现状调查：选取宁夏地区外出务工以及民族分布具有代表性的永宁县的6所小学和2所初中做为被试学校。采用随机抽样的方法，抽取1344（留守622人、非留守722人）名学生作为被试对象。采用Achenbach儿童行为量表(Child Behavior ChecklistCBCL)和自编儿童一般资料调查问卷进行调查，采用非条件Logistic回归分析行为问题相关因素。通过调查，了解留守儿童行为问题状况并分析其影响因素。 干预研究：从现状调查筛查出的127名有问题行为的留守儿童中，选取60人作为被试对象。用随机的方法在被试对象中抽取30人作为干预组，30人作为对照组。对干预组进行为期6个月的心理干预，对照组不进行心理干预。干预结束后，评价干预效果。 结果现状调查结果：6～15岁中小学生的行为问题检出率为13.9%，留守组检出率为20.4%，高于非留守组的9.3%(χ~2=33.563，P＜0.001)。不同类型的留守与非留守儿童行为问题检出率的对比中，除了监护人文化程度为小学或文盲的留守儿童的检出率不高于非留守儿（25.0%vs23.4%，χ~2=0.106，P＞0.05），其余均明显高于非留守儿童（均P＜0.05）。留守组中，女性、回族、监护人文化为小学或者文盲、父母与老师交流＜1次/月者行为问题检出率高（χ~2=8.143、11.556、4.914、13.648，P＜0.05）。除了12～15岁男孩组，其余性别年龄段的留守儿童行为问题检出率均高于非留守儿童（均P＜0.05）。回族组检出率为31.3%，高于汉族组的17.8%(χ~2=11.556，P＜0.01)。回族留守儿童检出率31.3%，高于非留守儿童的15.0%（χ~2=14.904，P＜0.01），回族留守儿童中，6～11岁年龄段、留守起始年龄在5～7岁年龄段、父母与老师交流＜1次/月者行为问题检出率高（χ~2=14.904、6.327、7.904，均P＜0.05）。Logistic回归分析显示，留守女童（OR=1.727）、回族留守儿童（OR=1.764）更容易出现行为问题，学校在远离县城的农村的留守儿童（OR=0.569）及父母与老师联系频繁的留守儿童（OR=0.665）则不容易出现行为问题。12～15岁的回族留守儿童（OR=0.179）及父母与老师联系频繁的回族留守儿童(OR=0.362)不容易出现行为问题。 综合干预能够有效降低留守儿童行为问题水平，干预组在社交问题、攻击性、违纪、多动以及不成熟因子分数上有明显的降低（P＜0.05）。 结论①留守儿童的行为问题情况较非留守儿童严重。②留守女童、回族留守儿童更容易出现行为问题，而学校在远离县城的农村的留守儿童及父母与老师联系频繁的留守儿童则不容易出现行为问题。③综合干预能够有效降低留守儿童行为问题的水平，12~15岁的儿童的干预效果较6~11岁儿童的干预效果更好。
[Abstract]:Objective to understand the problem of left-behind children's behavior and analyze its influencing factors, to formulate psychological intervention program and to carry out intervention in order to reduce the occurrence of left-behind children's behavior problems and improve the mental health level of left-behind children. It provides a reference for the construction of behavior problem intervention model suitable for left-behind children. Methods investigation on the present situation: 6 primary schools and 2 junior middle schools in Yongning County, which are representative of ethnic distribution, were selected as subjects. 1344 students (622 left-behind and 722 non-left-behind) were selected as subjects by random sampling. Achenbach Child behavior scale (Child Behavior ChecklistCBCL) and self-designed Children's General data questionnaire were used to investigate, and non-conditional Logistic regression was used to analyze the related factors of behavior problems. Through the investigation, the behavior problems of left-behind children were understood and the influencing factors were analyzed. Intervention study: of 127 left-behind children with problematic behavior, 60 were selected as subjects. 30 subjects were randomly selected as intervention group and 30 as control group. The intervention group was given psychological intervention for 6 months, while the control group was not given psychological intervention. After the intervention, the effect of intervention was evaluated. Results: the prevalence of behavioral problems was 13.9% in 6-15-year-old primary and middle school students and 20.4% in left-behind group, which was higher than 9.3% in non-left-behind group (蠂 ~ 2 / 33.563, P < 0.001). The detection rate of behavioral problems between different types of left-behind and non-left-behind children was not higher than that of non-left-behind children (25.0% vs 23.4%, P > 0.05), except that the rate of left-behind children with primary school or illiterate educational level was not higher than that of non-left-behind children (25.0% vs 23.4%, 蠂 ~ 2 鈮

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