The Relationship And Intervention Research Of Parent-child Communication, Peer Relationships And Coping Styles In Children Left-behind

Objective (1)Explore the difference between left-behind children and non-left-behindchildren in parent-child communication, peer relationships and coping styles.(2)Explore the relationship between parent-child communication, peer relationships andcoping styles of children left-behind.(3)Explore the effects of group sandplay intervention on parent-child communication,peer relationships and coping styles in children left-behind.Methods (1)This study used questionnaires and psychological intervention.(2)Taken160students as research subjects from five to seven grades in TongZhuang secondaryvocational school of ZaoZhuang town of FuYang city,AnHui province.(3)Issued160questionnaires,including general information questionnaire, parent-child communicationquestionnaire, peer relationships questionnaire and coping stylesquestionnaire.Statistical analysis of valid questionnaires,then to filter40children-behindstudents as intervention trials, whose the parent-child communication and peerrelationship questionnaire scores were both low and suitable for psychologicalintervention.(4)Carried the group Sandplay therapy for once a week and the totaltimes were eight weeks psychological intervention activities.Then to post-test theintervention trials including parent-child communication questionnaire, peerrelationships questionnaire and coping styles questionnaire after the interventionactivities.(5)Used independent sample T-test, paired T-test, correlation analysis and multiple regression analysis and other statistical methods for data processing.Results (1)The left-behindchildren compared with non-left-behind children:①Father’sand parents’ total communication scores were both significantlylower(t=-14.124,p<0.001;t=-7.681,p<0.01);②Peer acceptance was significantlylower(t=-5.440,p<0.001),peer interaction fear, low self-esteem was significantlyhigher(t=2.593,p<0.05);③To seek support,vent their emotions and fantasies deny weresignificantly higher(t=2.951,p<0.01;t=2.029,p<0.09;t=2.500,p<0.05).(2)Parent-child communication, peer relationships and coping styles in childrenleft-behind:①Parent-child communication and peer relationships, parent-childcommunication and coping styles, peer relationships and coping styles there weresignificantly related;②Parent-child communication will directly influence the peerrelationships, parent-child communication will also affect peer relationships throughcoping styles, coping styles is the intermediary variable between parent-childcommunication and peer relationships.(3)The effects of group sandplay intervention on parent-child communication, peerrelationships and coping styles in children left-behind were significant:①After theintervention,their father’s, mother’s, and parents’ total communication scores weresignificantly improved(t=3.244,p<0.01;=2.142,p<0.05;t=2.749,p<0.01);②After theintervention,peer acceptance was significantly improved(t=4.703,p<0.001),peerinteraction fear, low self-esteem was Significantly decreased(t=-3.7534,p<0.01);③Afterthe intervention, left-behind children are more likely to use points to problem theactively coping styles(t=3.076,p<0.001),and emotional endurance has also beensignificantly improved (t=3.471,p<0.01).Conclusion (1)Left-behind children’s parent-child communication and peer relationshipquality is poor, left-behind children tend to seek support, vent emotions and fantasy denied coping styles.(2)Coping styles in the parent-child communication to theprediction of peer relationship plays a mediating role part.(3)Group Sandplay therapyhas a certain effect to improve parent-child communication and peer relationships ofleft-behind children, and also makes the children left-behind are more likely to adoptpositive coping styles.