The Experimental Research On The Influence Of Empathy Training To Left-behind Children's Aggressive Behavior

The left-behind children, as a special group, are at the critical moment of life development. Their special family conditions induced a series of psychological and behavioral problems. Their problems are hot topics in recent years. In the research, left-behind children are defined as students who are looked after by their patent, other guardians or themselves because their parents one or both have gone out for job or business. At present, there is no research on aggression of left-behind children. Based on the achievements and deficiencies of past studies, this research made an investigation on aggression, implicit aggression of left-behind children, and empathy training for them. Thus, to some extent it can enrich the domestic relative studies and afford some empirical evidence to school teaching and mental health work.The research is designed as three parts: The first part focused on the features of aggression of left-behind children by investigating 1300 rural children; the second part was about implicit aggression by using IAT; the third part was about empathy training for left-behind children. The following conclusions were drawn from the study:(1) There is remarkable difference in the level of aggression between left-behind children and non-left-behind children, and their aggression level is significantly higher than the non-left-behind. The teacher-rating is consistent with self-rating. There exists obvious difference on the physical aggression, verbal aggression, and hostility factors.(2) The aggression of left-behind children is significantly different in gender. On the whole, male students' aggressive behavior is higher then female students.(3) Left-behind children don't have significant difference in grade by self-rating. But left-behind children have significant difference in grade by teacher-rating.(4) The physical aggression of non-left-behind children is significantly different in gender by self-rating. Male students' aggressive behavior is higher then female students by teacher-rating. On the whole, the aggression of non-left-behind children isn't significant different in grade by self-rating, but there is obvious different in hostility. By teacher-rating, there is significant difference in grade.(5) There is no remarkable difference in the type of parent-absent.(6) The aggression of left-behind children is significant different in the frequency of contacting with parents.(7)Children have some aggression on the implicit social cognition, and no gender difference. There is no significant difference between left-behind children and non-left-behind children about implicit aggression. The correlation between the explicit aggression and the implicit aggression isn't remarkable(8) Empathy training is significant effective, and after training, the aggressive behavior has decreased. The training is helpful for left-behind children.