Research (county) And The Left-behind Children's Mental Health Status Factors Kunming Four Areas

[Objective] To investigate the mental health condition of the left-behind children in Kunming district, and analyse the influencing factors, providing reference for the study of the left-behind children’s mental health and the prevention of their psychological problem.[Methods] The MHT scale, the juvenile version of EPQ, MHRSP and self-designed mental health questionnaire were used to investigate the mental health condition and the influencing factors, meanwhile, a self-designed outline was used to have a qualitative interview with the left-behind children and their guardians and teachers.[Results](1) There are465students participated in the MHT questionnaires survey, of which18children (accounted for3.9%) are diagnosed with psychological problems. The detection rate of the left-behind children is5.6%, which is obviously higher than that (2.2%) of the un-left-behind children.(2) The mentalis has a close relation with the personality, it is positive correlated with E, P, N, and negative correlated with L (correlation coefficient ordered as follows:0.171.0.378.0.701.-0.228. P<0.01)(3) It is found by the logistic regression that the questions whether the teachers care about your learning and how often the teacher have a visit to your home are protective factors of the mental health.(4) The personality analysis shows that the personality bias rate of left-behind children is higher than that of un-left-behind children.(5) According to the mental health evaluation of the pupils finished by related teacher, the left-behind children get a lower score than their un-left-behind peers in the aspects of study, emotion, adaption, morality, behavior, harmful habit and special disorders(P<0.05).[Conclusion](1)The metal health of the left-behind children need more attention and appropriate measures.(2) The personality has a close relation with the mental health, the personality should be taken into account to correct the psychological problems.(3) Interaction between the teachers, school and family is a protective factor for the left-behind children, it could be used fully to the prevention of the psychological problems of the left-behind children.(4) The left-behind children undergo more obstacles than their un-left-behind peers, and they need more considerations.