The Study Of Generation And Governance Of Rural Left-behind Children’s Antisocial Behavior From The Perspective Of Life Course

Left-behind children in rural areas are a special kind of group emerging in the process of modernization in China.In recent years,the problem behavior of left-behind children have emerged and attracted wide attention.Deviation theory focuses on the results of behaviors and believes that left-behind children’s problematic behaviors deviate from social norms.The traditional social adaptation paradigm advocates social forces promote the improvement of left-behind children’s self-protection awareness and self-protection ability,and claims that left-behind children’s guardians should be guided to strengthen the sense of guardianship through efforts from community.However,the new phenomenon and characteristics of left-behind children’s problem behavior have greatly touched the sensitive nerve of the government and the society,and also presented a new challenge to the mainstream paradigm of deviation and social adaptation.The traditional research paradigms does not pay enough attention to the mutual construction mechanism between left-behind children and the social environment,and often separates children,environment and control in research as a result of lacking systematic and procedural thinking.Therefore,some scholars began to introduce the concept of “antisocial behavior” into the study of left-behind children’s problem behavior,believing that antisocial behavior is the result of left-behind children’s separation from social relations,and emphasizing that the comprehensive development of left-behind children needs harmonious social relations.Based on this background,this research adopts the method of case study to focus on the spatial and temporal background of Case L’s becoming left-behind,and sorts out the left-behind experience of this case.The research finds that Case L has experienced three stages of left-behind experience: the beginning of left-behind,left-behind in the mobility,and another left behind.Combined with the four basic elements of social control theory and starting from the two approaches“attachment-control” and “commitment-faith",this study finds that,in this clockpendulum flow life trajectory,Case L was unable to establish a good attachment relationship with important social institutions such as family,school and community,which made him turn from attachment to his parents,school and community to attachment to his undesirable peers.After leaving school and family,Case L escaped from the constraints and supervision of important social institutions,and further involved himself in non-traditional social activities.This made him acquire very limited behaviors and habits conforming to social norms in the socialization process,which leads to his low degree of understanding and internalization of social rules as well as his inability of restraint and self-control.Left-behind experience and the resulting deficiency of social control and self-control are the main reasons for the antisocial behavior of Case L.The antisocial behavior of left-behind children is the result of the gradual accumulation,continuous strengthening,and mutual superposition of various disadvantages in the left-behind process.To block the formation mechanism of antisocial behavior of left-behind children,it is necessary not only for left-behind children and their families to make efforts,but also for social policy to strengthen the connection between the governance of left-behind children’s antisocial behavior and other relevant policies.More importantly,it is necessary to fundamentally reduce parent-child separation and strengthen the attachment relationship between left-behind children and their families,schools and communities.At the same time,an integrated social control system should be constructed,which not only corrects the existing antisocial behaviors,but also pays attention to the prevention before the appearance of behavior,behavior correction before scientific diagnosis and behavior correction after the system evaluation,tracking,etc.Meanwhile,it also emphasizes resource sharing and interaction and cooperation among multiple subjects.