The Influence And Intervention Of Childhood Trauma On Interpersonal Competence Of The College Students With Left-Behind Experience:the Role Of Self-Esteem And Social Anxiety

The number of left-behind groups in China is large and increasing gradually,and the left-behind problem has been concerned.Left-behind experience not only affects children,but also affects the adult stage,such as college students.A large number of experimental studies have confirmed the influence of left-behind experience on mental health and personality traits of college students.However,most studies have explored the "brand"caused by left-behind experience on the group from the perspective of problems.This study believes that the influence should be viewed dynamically and deeply,and attention should be paid to the growth and development of left-behind experience college students.Interpersonal skills reflect the social attributes of human beings and are essential core qualities for individual survival and development.From the perspective of development,this study attempts to focus on the impact of childhood trauma on the interpersonal skills of leftbehind experience college students and how to make the impact through quantitative research,deeply explore the role of self-esteem and social anxiety,and adopt painting therapy to conduct group intervention on the interpersonal skills of left-behind experience college students.This study is divided into two parts.In study 1,928 college students in Jiangsu Province were tested by the Basic Information Questionnaire,the Childhood Traumatic Experience Questionnaire,the Interpersonal Skills Questionnaire,the Rosenberg Self-esteem Scale and the Social Anxiety Scale to investigate the status quo of stay-behind experience,interpersonal skills,childhood trauma,self-esteem and social anxiety of college students.In study 2,based on the results of study 1,students with low interpersonal skills were recruited for semi-structured interviews.Finally,according to the results of study 1 and interview,the corresponding painting group guidance program was formulated.20 left-behind college students were divided into intervention group and control group and received group psychological counseling on painting.This study draws the following conclusions:The detection rate of students with left-behind experience was 25.43%.The left-behind experience of rural college students is significantly more than that of urban students,and the number of left-behind experience of non-singleton families is significantly more than that of singleton families.The number of childhood trauma associated with left-behind students was significantly higher than that of non-stay-behind students.The conflict management of interpersonal competence,emotional support,self-esteem and social anxiety of students with stay-behind experience are significantly worse than those without stay-behind experience.Childhood trauma is negatively correlated with interpersonal competence of left-behind experienced college students,and childhood trauma has a negative inhibitory effect on interpersonal competence of left-behind experienced college students.The relationship between childhood trauma and interpersonal competence between self-esteem and social anxiety of left-behind experienced college students is significantly mediated by chain,and the independent mediating effect of self-esteem is significant.Painting group psychological counseling can significantly improve the interpersonal skills and the social anxiety level of left-behind students.