| Objective To learn about the status of left-behind children’s mental health,thenanalyze the influence factors. To institute the plan of mental intervention and put the mentalintervention into practice. Reduce the psychological problems, improve the left-behindchildren’s mental health level, in order to provide the reference for constructing theleft-behind children’s psychological intervention model.Methods Selected nine schools in Lingwu and Yongning country of Ningxia HuiAutonomous region as research field. Research is divided into two parts, cross-sectionalinvestigation and intervention study.Cross-sectional investigation: To investigate1180students from grade seven to gradenine of nine school in the selected areas (including580left-behind children and600non-left-behind children).The investigation content includes: Mental Health DiagnosticTest(MHT), Adolescents Self-Rating Life Event Check List(ASLEC), Social Support RatingScale(SSRS), Emotional Problem Behavior Rating Scale, the generally questionnaire forleft-behind children, the questionnaire for left-behind children’s guardian.To learn about thestatus of left-behind children’s mental health,then analyze the influence factors.Intervention study:120left-behind children were selected randomly from Lingwucountry into the intervention group.Then to carry out6month psychological intervention. Usethe same method to select120left-behind children from Yongning into the control groupcountry, the control group did not accept the psychological intervention. To evaluate theintervention effect after the psychological intervention ended. Results The results ofcross-sectional investigation:①left-behind childrenpsychological problems incidence was higher than those of the non-left-behind children.Left-behind children MHT all factors score were higher than those of non-left-behind children(P<0.05).②The frequency that the life event of failure in the exam or undesirable results wasthe highest among all events. Interpersonal relationship, punishment, health adaptation andother four factors scores for left-behind children were higher than those of the non-left-behindchildren(P<0.05).③The score of left-behind children’s retreat factor was higher than that ofthe non-left-behind children (P<0.05),The score of left-behind children’s for help factor waslower than that of the non-left-behind children (P<0.05).④Left-behind children’s socialsupport total score, subjective support and support availability scores were lower those of thenon-left-behind children (P＜0.05).⑤The scores of left-behind children’s aggression,depression, anxiety, inferiority, paranoid, withdrawn cold were higher than those of thenon-left-behind children,(P<0.05).⑥The scores of left-behind girl study anxiety,humananxiety,body symptoms, terrorist tendency, impulse tendency, total anxiety tend were higherthan those of the left-behind boy (P<0.05). Eight grade left-behind children mental healthlevel was highest among the three grades.⑦To compare the differences of status mentalhealth of parent-absent children taken care of by grandparents and previousgeneration,one-parent-absent children,general children(non-left-behind children).There isstatistically significant difference(P<0.05) on five factors scores of learning anxiety, anxietyfor people, lonely tendency,physical symptoms,total anxiety tendency for four children inguardianship type.The results of intervention study:①After psychological intervention, the interventiongroup of left-behind children’s psychological problems detection rate was lower than that ofthe control group (P<0.05).②The scores of Intervention group’s interpersonal relationship,punishment, loss, health adaptation, other, total amount of stress were lower than those of thecontrol group(P<0.05).③The scores of intervention group’s problem solving and for help were higher than those of the control group (P<0.05).④The scores of intervention group’ssupport, support availability, the total score were higher than those of the control group(P<0.05).⑤Thescores of intervention group’s aggression, anxiety, inferiority, paranoid scorewere lower than those of the control group (P<0.05).Conclusion①Left-behind children’s mental health level was lower than that of thenon-left-behind children, their psychological problems detection rates were higher than thoseof the non-left-behind children.②The effect factors of left-behind children’s mental healthstatus are grade, gender and guardianship type.③Psychological intervention can reduce theincidence of left-behind children’s psychological problems, improve the left-behind children’smental health level, reduce the left-behind children’s life events incidence, improveleft-behind children’s coping style,improve the availability of social support of degree, reducethe occurrence of emotional problem behavior. |
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