The Intervention Study Of Mindfulness Training On Pro-social Behavior For Rural Left-behind Children

The continuous development of economy and reform in our country make a large number of rural labor force will remain transfering to cities in a long time in the future, which will lead to the number of rural left-behind children remains high. So the healthy growth of the left-behind children will also be persistent and the society will pay attention to it. Some research has showed that prosocial behavior has a positive influence on children’s healthy growth and mindfulness can promote the prosocial behavior. Therefor, the author attempts to apply mindfulness intervention to cultivate children’s prosocial behavior. The objectives of the research are to study the effect of mindfulness intervention in cultivating rural left-behind children’s prosocial behavior and explore the method of promoting children’s prosocial behavior.Mindfulness intervention including some methods to improve the level of mindfulness,such as creatively classify, actively observe novel distinctions,contemplate puzzles and paradoxes, add humor to the situation,view the situation from multiple perspectives, consider alternative understandings of problematic aspects and keep a catalog of moments of joy, etc. According to the difference of mindfulness training methods, this research is divided into two parts to verify the effect of mindfulness training in promoting the prosocial behavior for rural left-behind children.After a review of previous studies, The paper discusses the effect of "creative classification",one method of mindfulness intervention, in promoting the rural left-behind children’s prosocial behavior firstly. The research objects are rural left-behind children from sixth grade in a rural elementary school. Before and after research design was applied to both experimental group and control group. Mindfulness training was conducted for 30 minutes a day for four days. Mindfulness Scale and Prosocial Tendency Scale were used to measure the level of mindfulness and prosocial behavior of subjects before and after mindfulness training.Independent sample t-test was used to analyze the data. Results show that mindfulness training for rural left-behind children’s prosocial behavior has a certain effect, but the effect is not significant.The second part of the research attempts to combine the other methods of mindfulness intervention with the professional social work methods, exploring the feasibility and effectiveness of combining mindfulness intervention and social work methods to promote rural left-behind children’s prosocial behavior. The author knew the level of left-behind children’s prosocial behavior in present and the existing problems by interviewing teachers in school.Then,the author found a left-behind student having problems in pro-social behavior as a case study object, found eight left-behind students having common problems in prosocial behavior as members of the social work grope, and then intervened in them respectively. In the process of intervention, mindfulness training skill was usded.According to the observation in the process of case study and group and teacher’s feedback, case work and group work intervention has a good effect.Study shows that combing mindfulness intervention and social work in promoting the rural left-behind children’s prosocial behavior is proved to be effective.The results show that mindfulness training for rural left-behind children’s prosocial behavior is effective. The results can guide the rural left-behind children’s prosocial behavior training services, having practical significance to the related service practice.Finally, the author summed up the research deficiencies, and presents future research prospects.