Because of family reasons, left-behind children lack care since childhood, especially from their parents. The establishment of a good relationship between parents and children will directly affect children's future growth and attitude towards others. The following is my introduction to the mental health development of left-behind children. Welcome to reading.
Abstract: With the development of society, left-behind children are a group that needs to be highly valued. In this paper, the overall mental health status of left-behind children is comprehensively summarized, and their mental health status in anxiety, personality, behavior and interpersonal communication is integrated, so as to further analyze the factors affecting the mental health status of left-behind children. Among them, parents, guardianship type, gender of left-behind children, school and society are all important factors affecting the mental health of left-behind children, and then some countermeasures and suggestions for the mental health development of left-behind children are put forward. Strengthening parents' educational responsibility, giving full play to the educational function of schools, establishing relevant social care system and improving the coordinated development of families, schools and society can all improve the mental health development level of left-behind children.
Keywords: left-behind children; Mental health; develop
I. Introduction
Since the reform and opening up in 1980s, with the construction of China's socialist market economy, a special product-left-behind children has emerged. They are in a critical period of physical and mental development, but often most of them lack a healthy family education environment, which leads to their unhealthy body and mind. For example, it is impossible to enjoy normal family support, care and education, making left-behind children a "vulnerable group".
Second, the concept of left-behind children
1994 first put forward the concept of "left-behind children", which refers to "children whose parents work and study abroad but are left at home". At present, there are many differences on the concept of "left-behind children" in China: first, the division of left-behind years; Second, the age division of left-behind children; Third, the division of parents going out. Most researchers [1] believe that the definition of "left-behind children in rural areas" should be "minors under the age of 0/7 whose parents or one of them moved from rural areas to other areas, while their children stayed in the rural areas where their household registration was located, so they could not live with both parents".
Third, the physical and mental health of left-behind children
1. Mental health (SCL-90). Li Baofeng and others [2] showed that left-behind children scored higher than the national norm in nine factors: obsessive-compulsive symptoms, somatization, depression, interpersonal sensitivity, hostility, anxiety, paranoia, terror and psychosis (P
2. anxiety. Liu Zhengkui and others [4] draw a conclusion through relevant research that the level of state anxiety of left-behind children is significantly higher than that of non-left-behind children. At the same time, there are differences in the individual anxiety level of left-behind children, which are mainly manifested as follows: first, the younger the parents leave the children, the higher the anxiety level; Second, the level of anxiety is also related to the frequency of contact between parents and children. Gong's research shows that there is no significant difference in trait anxiety between left-behind children and non-left-behind children. Zhang Shun et al. [6] investigated two rural primary schools in a county of Anhui Province, and the results showed that the social anxiety of left-behind children was significantly higher than that of non-left-behind children.
3. Personality. Fan Fang et al. [7] found that the left-behind children scored significantly lower in stability, gregarious, self-discipline and ease than the control group through the experimental method of establishing the control group and using 16PF respectively. But the scores of nervousness, sophistication and anxiety were significantly higher than those of the control group. Zhao Hong et al. [8] used EPQ personality questionnaire and children's self-awareness scale as survey tools to conduct a gender comparison experiment between the control group and the left-behind children group. There are significant differences between men and women in the left-behind group in six factors: behavior, extraversion, intelligence and school situation, nervousness, self-awareness and the total score of gregarious children, while the difference between men and women in the control group is only reflected in the behavior factor. Cheng Shaogui and others used MHT and EPQ scale tests, and compared with the norm, it was concluded that the scale scores of left-behind children were significantly lower than the norm of the same age, mainly reflected in the factors of spirituality, extraversion and concealment, and the scores of left-behind girls were significantly higher than the norm of the same age.
4. behavior. Professor Zhou Zongkui and others believe that the main behavioral problems of left-behind children are: freedom, disobedience, gang, fighting, gambling and theft. Cheng Liangdao (2005) believes that left-behind children in rural areas are prone to problems such as maladjustment, truancy, weariness of learning, petty theft, interpersonal tension, withdrawal, indifference, introversion, aggressive behavior, willfulness, loneliness, sense of loss, uselessness and worthlessness. Many reports show that most of the current juvenile offenders are children who lack parental care in their early years, among which left-behind children account for a large proportion.
5. interpersonal communication. Because of family reasons, left-behind children lack care since childhood, especially from their parents. The establishment of a good relationship between parents and children will directly affect children's future growth and attitude towards others. For left-behind children, because they rarely communicate with others, they generally don't think of taking the initiative to talk to others when problems arise. Over time, they tend to become silent, indifferent to others, difficult to get close to others, indifferent to other people's affairs, and never take the initiative to mention their own affairs to others. This attitude will affect their normal communication with others, and often there will be some problems in interpersonal relationships, which will lead to indifference to others until they are isolated.
6. Other aspects. There is a huge psychological crisis lurking among left-behind children, and most of them show more abrupt personality and behavior characteristics than ordinary people. For example, they often fight for a trivial matter, and they are seriously rebellious, willful and overbearing, selfish and indifferent, sensitive and suspicious, opinionated, and emotionally changeable, so that they are violent and even have a deformed mentality of hating the rich. This is also the reason why left-behind children account for a large proportion of juvenile offenders.
Fourthly, the factors that affect the mental health of left-behind children.
1. Parents. A survey by Wang Lifen and Wang Dongyu (2002) shows that the relationship between the years of parents' absence from home and the mental health level of left-behind children is generally parabolic. The mental health level of left-behind children is very low when their parents go out for one year, rises after two years, and then decreases year by year, reaching the lowest in their teens; The research also shows that in the mental health of left-behind children, boys are higher than girls, high school students are better than junior high school students, and living with brothers and sisters is better than not having brothers and sisters. Another study pointed out that the mental health of left-behind children is highly related to the frequency of contact between parents and children, the education level of parents, the relationship between parents, the relationship between father and son, and the relationship between mother and child. In particular, the lower the contact frequency, the more dangerous the fear tendency and allergic tendency of left-behind children. Among the factors that affect children's future growth, parents often occupy a large proportion. The lack of getting along with parents and children will lead to various psychological development problems for children. ? 2. Factors of guardianship type. In Ye's research, there are four types of guardianship for left-behind children: single parent guardianship, intergenerational guardianship, elder guardianship and peer guardianship. There are significant differences between different types of guardianship and the mental health level of left-behind children. Among them, the most problematic left-behind children exist in intergenerational custody. Gao Yabing's research shows that: First, the family education of the next generation and the previous generation is narrow and only involves the children's lives. Because of their low education level and older age, they can't coach their children's learning and moral growth; Secondly, intergenerational guardianship and parental guardianship rarely communicate with left-behind children, and of course they will not help children eliminate their troubles. Most of them will take the way of letting children solve or suppress themselves; Finally, there are differences between the two types of guardians in their family upbringing. For example, the next generation of guardians is more accommodating and doting, while the previous generation is more indifferent.
3. Gender factors of left-behind children. Female left-behind children are more likely to have psychological problems than male left-behind children, and are more likely to show anxiety, anxiety, terror, self-blame and other emotions in communication with others. Yue Huilan Cai (2006) combined with research further confirmed this statement. The tendency of anxiety, terror and self-blame of girls is significantly higher than that of boys. This can be explained by the differences in physical and psychological development between men and women. As far as physical condition is concerned, girls are physically weak and introverted, which leads to their psychological sensitivity, delicate emotions, strong dependence, weak willpower and poor adaptability.
4. Insufficient school education. As far as schools are concerned, the life, education and care for left-behind children are obviously insufficient, and this special group has not received enough attention in most places, especially in remote areas and rural schools. Due to the weak teachers in these schools, it is very good for left-behind children to ensure normal study at school, and it is difficult to get humanistic care outside of study. Even in normal schools, because of the large number of students and the great pressure of study, they seldom pay special attention to left-behind children, such as caring about their diet and daily life, exchanging ideas with them, caring about their getting along with their classmates and exploring their inner world. At present, most left-behind children are boarding at school, which makes their daily management and care "empty". Teachers basically don't communicate with students after class, which easily makes left-behind children feel neglected and abandoned, which will seriously affect their physical and mental health development.
5. Lack of social care. If you pay a little attention to your daily life, you will find that there are few demands for caring for left-behind children around you, and there are few related organizations that help, educate and care for these left-behind children. On the contrary, we often see news encouraging farmers to go out to work, which will lead to more left-behind children. In this way, paying attention to the psychological development of left-behind children is not only the responsibility of families and schools, but also the responsibility of society.
Verb (abbreviation of verb) promotes the mental health development of left-behind children.
1. Strengthen parents' educational responsibility. The biggest difference between left-behind children and normal children is the lack of opportunities to live, communicate and communicate with their parents. Their lack of getting along with their parents in the process of growing up needs the care and cultivation of the acquired family education. It is said that parents are children's first teachers, therefore, parents greatly influence children's psychological growth. Suggestions for families of left-behind children are: try to avoid parents going out when the children are young, or at least leave one parent to take care of the children; In the way of education, parents should not turn to doting education because of their psychological debt to their children. They should pay attention to express their feelings correctly, communicate with their children in time, pay more attention to their physical and mental changes and problems in the process of growth, and set an example strictly, so that children can develop good behavior patterns from childhood and cultivate their sound and healthy psychological functions.
2. Give play to the educational function of the school. School is the most frequented place for school-age children. If we can give full play to the role of school education, we can make up for the lack of family education for left-behind children and let them grow up healthily. In addition to daily teaching activities, schools should give special attention and help to left-behind children: first, establish "files of left-behind children"; Second, equip mental health teachers and set up psychological consultation rooms; Thirdly, teachers should pay more attention to the after-school life of left-behind children and communicate with them more; Fourthly, taking "home visit" as an important task, teachers should keep in touch with their parents in time. It is necessary for teachers to care more about left-behind children and give them positive encouragement and guidance so that their studies and psychology can be well developed.
3. Establish a social care system. The society urgently needs to appeal to people from all walks of life to pay attention to the psychological healthy growth of left-behind children. First of all, relevant public welfare relief agencies can be established to care for the life and growth of left-behind children, which can be composed of retired teachers, college student volunteers and other personnel; Secondly, through legal, publicity and education means, put an end to gambling, internet addiction and other activities that have a negative impact on the physical and mental health of minors; Social welfare institutions should organize summer camps, scientific and technological activities and other activities that are beneficial to the growth of left-behind children; Finally, we call on people with lofty ideals to go deep into the grassroots, expand education in rural and remote areas, and improve teaching quality.
4. Promote the coordinated development of family, school and society. Left-behind children are a group that needs the common concern of family, school and society. Whether the mental health level of left-behind children can be improved should be the result of the coordinated development of three schools and one family. Social concern urges schools and families to provide better education and care for left-behind children, which promote each other and lay a solid foundation for the bright future of left-behind children.
Conclusion of intransitive verbs
The appearance of left-behind children stems from family factors, but the mental health deviation of left-behind children is not caused by family unilaterally, but by many factors, such as lack of family education, insufficient school education and insufficient social attention. This requires us to make up for it through various cooperation, give material and spiritual input, and let the left-behind children know themselves correctly, know themselves, discover their self-worth, give play to their strengths and potentials, and grow up healthily. This is a systematic project, but also a long-term and particularly important task, which should arouse the attention and care of all sectors of society.
References:
[1], paragraph, A Summary of Research on Left-behind Children [J]. Population Research, 2006,30 (3): 60-65.
[2] Li Baofeng. Mental health problems of left-behind children in rural areas and their intervention [J]. Educational Exploration, 2005,20 (5): 82-83.
[3] Wang Dongyu, Lin Hong. Investigation on mental health status of 284 left-behind children in junior middle schools in Fujian Province [J]. China School Health, 2003,24 (3): 521-522.
[4] Liu Zhengkui, Gao Wenbin, Wang Ting, et al. Characteristics and influencing factors of anxiety of left-behind children in rural areas [J]. China Journal of Clinical Psychology, 2007,15 (2):177-179.
[5] Gong. Anxiety of left-behind children in rural areas and their individual differences [J]. China Journal of Health Psychology, 2008, 16 (4): 466-468.
Zhang Shun, Wang Liangfeng, Sun, et al. Epidemiological investigation on social anxiety of left-behind children in primary schools [J]. Modern Preventive Medicine, 2007,34 (3): 441-443.
[7] Fan Fang, Sang Biao. Lack of parental education and personality \ academic performance and behavior problems of "left-behind children" [J]. Psychological Science, 2005,28 (4): 855-858.
[8], Li,, et al. Gender differences in mental health status of rural "left-behind children" [J]. Journal of Psychiatry, 2007,20 (1):1-13.
About the author: Pei Jingjing (1987-), female, from Xianyang, Shaanxi Province, graduate student, master, research direction: mental health education.
;