The Investigation Of Behavior Problem And Study Of Mental Intervention About The Left-behind Children In Ningxia Rural District

Objective To investigate the status of the left-behind children’s behavior problems, andanalyze its influencing factors. Provide intervention to the left-behind children, so as toreduce their behavior problems, improve their mental health level and provide the referencefor constructing the left-behind children’s psychological intervention model.Methods Cross-sectional investigation:1344children, between6and15years old, ofwhich622were left-behind children and722were non-left-behind children, were selectedfrom six primary schools and two junior middle schools in Ningxia usingcluster random sampling method. All of them were assessed by the Achenbach ’s ChildBehavior Checklist (CBCL) and self-designed General Information Questionnaire. Logisticregression method was used to analyze the correlative factors of behavior problems.To learnabout the status of left-behind children’s behavior problems,then analyze the influencefactors.Intervention study:60samples were selected randomly from127left-behind childrenwith behavior problems, and were put into two groups. The intervention group receivedpsychological intervention lasting for6months, otherwise the control group did not acceptany intervention. The intervention effect was asssed after the psychological interventionended.Results The detectable rate of behavior problems among children between6and15years old in Ningxia rural district was13.9%.The Left-behind children’s detectable rate andthe non-left-behind children’s were respectively20.4%and9.3%, and the former was higherthan the later(χ~2=33.563，P＜0.001). Among the left-behind children, the female, Hui ethnic, learning at urban, whose guarder’s education background was primary school or illiteracy,and those whose parents exchange ideas with teachers less than one time in a month had ahigher detectable rate（χ~2=8.143,11.556,4.914,13.648，P＜0.05）.The detectable rate ofbehavior problems among the Hui ethnic children between6and15years old was31.3%,which was higher than the Han left-behind children’s(17.8%) and Hui non-left-behindchildren’s (15.0%).Among the Hui left-behind children, those who were between6and11years old, been left alone between5and7, and whose parents exchange ideas with teachersless than one time a month had higher detectable rates（χ~2=14.904,6.327,7.904，P＜0.05）.Logistic regression analysis showed that female left-behind children (OR=1.727) and the Huileft-behind children (OR=1.764) were more likely to have behavior problems, whereas whowere studying at the rural primary school far from the county town(OR=0.569) and whoseparents contact with their teachers frequently (OR=0.665) had a little rate to attach behaviorproblems. The Hui left-behind children between12and15years old (OR=0.179) and thosewhose parents contact with their teachers frequently (OR=0.362) had less possibilities toattach behavior problems. Comprehensive intervention could reduce the left-behind children’sbehavior problems, and there were statistical lessen of that, such as social issue, aggressiveproblems, break the rules, hyperkinetic syndrome and immature score, of whom had receivedintervention.（P＜0.05）Conclusion①The behavior problems of left-behind children were worse than thenon-left-behind children’s.②F emale left-behind children and the Hui left-behind childrenwere more likely to have behavior problems, whereas who were studying at the rural primaryschool far from the county town and whose parents contact with their teachers frequently hada little rate to attach behavior problems.③Comprehensive intervention could reduce the levelof the left-behind children’s behavior problems, those who between12and15years old hadmore better effect than6and11years old ones after intervention.