| Objective To investigate the emotional problems and its influencing factorsof the Left-behind children in rural area, and formulate psychological interventionprograms for them, so as to reduce the incidence rate of their emotional problems,and afford reference frame for psychological intervention model which is suitablefor the Left-behind children.Methods8schools were selected in Yongning, Ningxia. The investigationwas divided into two parts, one was questionnaire study and the other wasintervention study.Questionnaire study:6primary schools and2secondary schools wereselected.1455students, of which643were Left-behind children, and812werenon-Left-behind children, chosen from each different grade of the schools, wereassessed by the questionnaires as follow, self-designed General InformationQuestionnaire, Screen for Child Anxiety Related Emotional Disorders (SCARED),Depression Self–rating Scale for Children (DSRSC), Adolescent Self-rating LifeEvent Checklist (ASLEC） and Simplified Coping Style Questionnaire (SCSQ)，Automatic Thoughts Questionnaire(ATQ). The status of the emotional problemsand its influencing factors of the Left-behind children were investigated throughthe questionnaire study.Intervention study:60Left-behind children, chosen according to the scores ofSCARED and DSRSC, their ages, and the exclusion criteria, were divided into two groups randomly. One group received psychological intervention lasting for16weeks, and the other group didn’t receive any kind of intervention. after theintervention was over.Results The results of the questionnaire study:①The anxiety and depressiondetectable rate of the left-behind children was higher than the non-left-behindchildren’s.（P＜0.05）②The scores ofATQ, ASLEC, SCSQ of the Left-behindchildren were higher than the non Left-behind children’s.（P＜0.05）③The score ofsocial phobia inventory of the female Left-behind children was higher than themale Left-behind children, and the scores of anxiety, generalized anxiety, andsocial phobia inventory of12-15old children were higher than the ones between7and11years old. The scores of anxiety, generalized anxiety, somatization andschool phobia of the Hui Left-behind children were higher than the Han ethnicchildren’s.（P＜0.05）④There were statistical difference among the scores ofanxiety and generalized anxiety of the Left-behind children who were guarded byfour different kinds.（P＜0.05）⑤The depression and school phobia scores of theLeft-behind children whose patents went outside in different time werestatistically different.（P＜0.05）⑥The depression, anxiety, separability anxiety,somatization, terrified and social terror scores of the Left-behind children whoattached their parents with different frequency were statistically different.（P＜0.05）⑦The bad interpersonal relationship and negative coping could make itworse. The time which parents went outside for jobs was the hazards factor ofdepression, other grade was the protective factor, and positive coping style couldbuffer the negative effects taken by depression.The results of the intervention study:①The scores of depression, anxiety,separability anxiety, social phobia inventory, generalized anxiety of theintervention group were lower than the control group’s after the intervention.（P ＜0.05）。②The positive coping style score of the intervention group was higherthan the control group’s.（P＜0.05）。③The interpersonal relationship and studypressure scores of the intervention group were lower than the control group’s.（P＜0.05）。Conclusion①The anxiety-depression relevance ratio of the Left-behind children washigher than the non-Left-behind children, and the scores of ATQ, ASLEC and negativecoping of them were higher than the non-Left-behind children as well.②Gender, age,nationality, guardianship type, the time their parents went outside for jobs andattaching parents frequency were influencing factors of emotional problems. Thebad interpersonal relationship and negative coping could make it worse. The timewhich parents went outside for jobs was the hazards factor of depression,otherwise grade was the protective factor, and positive coping style could bufferthe negative effects taken by depression.③The psychological intervention can promoteanxiety-depression emotional problems, enhance positive coping styles, reduce learning... |
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