Left-behind children's psychological model essay: Reflections on the mental health education of left-behind children in rural areas Abstract: Left-behind children are a special group and vulnerable group in China's social transformation period, and their scale is expanding with the rapid advancement of urbanization. The mental health problem of left-behind children has also become one of the problems that the society pays close attention to but can never be completely solved.
Keywords: left-behind children in rural areas; Mental health education; Countermeasures
China Library Classification. : G44 document number: a product number:1001-828x (2015) 013-000-03.
First of all, the questions raised
Left-behind children are one of the special groups in the social transformation period. Some people think that left-behind children are the product of the "dual system" of urban-rural division. Because of the existence of "dual system", rural children have to face welfare obstacles in education and medical care when they enter cities. In order to reduce the burden, parents have to reluctantly leave their children in the countryside and entrust others to look after them. This kind of care is a simple life care, not to mention assisting children's education and physical and mental development, which is extremely unfavorable to children's growth and success. Because of this, the problem of left-behind children has increasingly become one of the social problems that are widely concerned by the society but difficult to completely break at the moment. 2065438+On June 9, 2005, four left-behind children committed suicide by drinking pesticides collectively in Qixingguan District, Bijie City. The occurrence of this tragedy quickly aroused the concern of the society for left-behind children again.
In fact, this suicide is not the first tragedy that happened to left-behind children. By searching for the keyword "left-behind children" on the Internet, we can find that the tragedy of left-behind children has already appeared in newspapers. For example, as early as 2008, a left-behind child aged 12 in Anhui hanged himself because his parents often went out to work; 20 12, 1 1 year 10, five street children in qixingguan district, Bijie city made a fire to keep warm, and died of carbon monoxide poisoning. June 20 14, a 9-year-old left-behind child in Anhui Province hanged himself in his toilet. In the same year, a 13-year-old left-behind girl in Hubei Province attempted to commit suicide by cutting her wrist at home, and so on. Tragic incidents about left-behind children occur frequently. In the first half of 20 15 alone, some children fell from buildings, drowned and were sexually assaulted.
These tragedies that happened to left-behind children have long been unbearable to society, but why do they always happen and have a worsening trend? Is it because they don't have enough food and clothes? The answer is no, of course. The tragic events of left-behind children are largely due to the lack of care, which leads to mental health problems and then leads to tragedy. It is not impossible to solve the problem of left-behind children overnight, but it is not powerless. Starting from the special group of left-behind children in rural areas, this paper briefly analyzes the manifestations and negative effects of mental health problems of left-behind children in rural areas, and then discusses the ways to alleviate their psychological problems. It is emphasized that the society should take practical actions to care for the left-behind children, strengthen their mental health education, guide their healthy growth and prevent the tragedy from repeating itself.
Second, the performance and impact of mental health problems of rural left-behind children
In China, the scale of left-behind children is huge. According to the sample data of the sixth national census, there are 610.0255 million left-behind children in rural areas, accounting for 37.7% of rural children and 210.88% of national children. Compared with the estimated data of sampling survey in 2005 1%, the number of left-behind children in rural areas in China increased by about 2.42 million in five years. ① According to China Family Development Report 20 15 issued by the National Health and Family Planning Commission, the proportion of left-behind children in rural areas exceeds 1/3, and the number of left-behind elderly people is close to 1/4, which makes left-behind families a normal family model. Guizhou province is located in the southwest of the motherland, where the economic and social development is in an underdeveloped state, with a large population base and a large scale of migrant workers, and the problem of left-behind children is outstanding. In 20 14, Guizhou Social Development Report (20 14) issued by Guizhou Academy of Social Sciences shows that in 20 13, there were 6.58 million primary and secondary school students in Guizhou province, 2.4 million left-behind children in rural areas, 980,000 left-behind children in schools and 6.5438+0.5 million left-behind children before school. ② A series of data reflect that the problem of left-behind children in Guizhou Province is more serious. left-behind?children
The seriousness of children's problems is not only a reflection of data, but also a major obstacle for this special vulnerable group in study, life and spirit, especially mental health problems. Previous surveys showed that the detection rate of psychological problems of left-behind children was as high as 57. 14%. Compared with non-left-behind children of the same age, left-behind children have more mental health problems because they have not been cared and educated by their parents for a long time, which is easy to have negative effects, from rebellious or withdrawn personality to tragic life.
(A) withdrawn and rebellious character
Left-behind children lack the most important "nutrition" supplement in their childhood because their parents go out to work, which leads to "malnutrition" in their growing environment. Despite the care of grandparents and other guardians, due to intergenerational reasons, the care of these relatives can never replace the care of parents. Relevant research shows that 43.8% left-behind children have little or no emotional communication with their guardians, 37% left-behind children say that they often don't want to talk to anyone, and 30% left-behind children often feel lonely. Therefore, left-behind children tend to form a withdrawn personality, and they don't like to talk and play with friends. They are solitary, and over time they have formed an introverted personality. At the same time, because their self-awareness and self-esteem increase with age, they are unwilling to accept the discipline of their grandparents and other relatives, and gradually produce rebellious psychology. They are often prone to fly into a rage because of trivial matters and contradict people. Even if they are unreasonable, they will make a fuss and even be xenophobic. The formation of these behavioral habits or personalities is not conducive to the rapid and smooth integration of left-behind children into society when they grow up. In today's society, which emphasizes teamwork, these withdrawn and rebellious people will be out of tune with society and their personal values or life goals will be difficult to achieve. Long-term depression will form hatred for society to a certain extent, and once it breaks out, it will cause serious harm to society and others.
(B) obvious inferiority complex
Inferiority is a common psychological problem of most left-behind children, especially children in rural areas have different opportunities from children of the same age in cities. Long-term separation from parents can easily lead to children's inner closure and lack of self-confidence. When others talk about their parents or parents sending other children to school and shopping, these left-behind children will remember where their parents are for the first time. Why can't you stay with me? Whether he was abandoned or not. At the same time, due to intergenerational reasons, the existing guardians can't coach the education of left-behind children or meet their learning needs. They can't meet their other needs except taking care of their daily life and diet. In addition, when the school holds a sports meeting or parent-teacher conference, these left-behind children will be anxious and more closed because their parents can't be present. Left-behind children's lack of self-confidence or strong sense of inferiority is the result of long-term lack of harmonious parent-child relationship, which is extremely unfavorable to their all-round development in the future. It can be said that they lost to their peers at the starting line.
(C) the ideological and moral situation is worrying
Parents are the children's first teachers, and their words and deeds affect the formation of children's ideological and moral literacy. However, because parents go out to work and have been separated from their children for a long time, they have little obligation in education except to meet their children materially, let alone to influence and cultivate their correct ideological and moral concepts through their children's words and deeds. In the daily education of left-behind children, many parents even think that it is willing to give more pocket money every day as long as the children are not naughty. In fact, many times it is this kind of thinking that makes children suffer or suffer. Once a child has enough money in his hand, he can do many things besides studying and form bad habits, the most common ones are smoking and surfing the Internet. Practice has proved that left-behind children in rural areas cannot get good family education and supervision because their parents go out to work. Some left-behind children are prone to commit bad behaviors such as stealing, fighting, surfing the Internet and smoking. In serious cases, it will gang up and harm people. These negative effects in ideological and moral construction, if not stopped, will directly affect the formation of children's world outlook, outlook on life and values, even if parents expect more, it is difficult to do so. (D) Exclusion of learning
Parents go out to work in the hope of creating a comfortable family environment for their children to study hard and get ahead in the future, so they leave their children in the countryside and choose to work in cities. However, due to the long-term separation between parents and children, parents have no time to educate and discipline their children, and the existing guardians of children are too old or busy with farm work to undertake the educational function of the ward. Such a living and educational environment is almost completely free and unconstrained. Because of the playful nature of childhood and weak self-control, left-behind children don't know the importance and necessity of learning. As a result, these left-behind children in rural areas do not listen carefully in class, occasionally disturbing classroom discipline, and their homework cannot be completed after class. Seriously, they will skip classes and play truant, which will eventually lead to weariness, weariness and loss of self-motivation, which runs counter to their parents' original intention. A survey conducted in Guizhou, Chongqing, Henan and other labor exporting provinces shows that 43.8% left-behind children are not interested in learning, and 49.4% left-behind children often do not finish their homework. It can be seen that the learning situation of left-behind children has a great direct relationship with the long-term separation caused by parents going out to work.
Third, measures to strengthen the mental health education of left-behind children in rural areas
Left-behind children in rural areas caused by poverty are a huge vulnerable group, and the suffering of this huge group is being passed on to society by tragedies again and again. Although academia, government and various social organizations have long paid attention to the phenomenon of left-behind children and made efforts to change the learning and living environment of this group, up to now, all the work seems to have failed to prevent the tragedy of left-behind children. In the future, how to alleviate or solve the problem of left-behind children in rural areas requires the joint efforts of families, schools, government and society.
(1) family.
In order to cultivate children with affection, parents must choose to go out to work according to time, situation and place, that is, choose the appropriate recent working time according to family life and children's actual situation. On the one hand, if the family living conditions are self-sufficient, they can stay at home to take care of and educate their children, and they must not be left behind just because they want to go out and feel the bustling modern urban life. On the other hand, if the family conditions are really difficult and they have to go out to work in order to survive, then parents should at least provide "three guarantees" for their children who stay at home. First, make sure to call or video chat your children every night, ask them about their study, encourage them to study hard, and let them feel that their parents are always around, and they can study hard and grow up normally like non-left-behind children. Summer vacation should also bring children to the workplace for intimate family training and communication; Two, be sure to call the existing guardian within three days, ask about the living conditions of children and students, and coordinate the guardian to solve the existing difficulties in time; Third, be sure to call the head teacher of the school for a week to know and master their children's learning and other performances at school in real time and support school education. For the mental health education of left-behind children in rural areas, the family environment is the most important, and the companionship of parents is the most direct and effective method.
(2) school.
Schools have a direct and important responsibility in the mental health education of left-behind children. Therefore, in order to meet the educational needs of left-behind children in rural areas, schools need to innovate traditional educational models. First, bring mental health education into the curriculum system of nine-year compulsory education, strengthen students' ideological and moral quality education, and cultivate children's correct, positive and upward values from an early age; The second is to improve the professional structure of teachers, introduce graduates majoring in social work and mental health education to rural primary and secondary schools in real time, strengthen the intervention of mental health education for left-behind children, and make up for the deficiency that the existing professional structure of teachers can not meet the needs of students' mental health education; Third, through team games, gratitude education, moral church and other activities, let the left-behind children cultivate self-confidence, unity and positive spirit in the activities and cultivate moral sentiments; Fourth, strengthen the publicity and education of campus legal system, guide students to study hard, obey the law and form good behavior habits; Fifth, strengthen the intensity and frequency of rural primary school teachers' home visits, establish a linkage mechanism for the education of left-behind children, and create a good living and learning environment for left-behind children.
(3) the government.
Government functional departments play an important role in the process of mental health education for left-behind children in rural areas, and the government needs to take more measures to do the function of logistics minister well. First, establish a sound social security system, especially the township government needs to formulate a targeted social security system for left-behind children in rural areas according to the social security system issued by higher functional departments and the actual situation in the jurisdiction, and be responsible for implementation and supervision. Second, the government at or above the county level should budget special financial funds, strengthen the infrastructure investment in boarding schools, let the left-behind children in rural areas feel the care of the school through the perfect school living environment, cultivate their self-care ability, group consciousness and team spirit, and learn to be grateful; Third, the joint education, women's federations, civil affairs and other functional departments conducted a comprehensive and detailed investigation on the left-behind children within their jurisdiction, registered their personal and family information, established and improved the dynamic management mechanism for left-behind children in rural areas, and facilitated the work of pairing assistance. Fourth, strengthen the improvement and supervision of the surrounding environment of the school, and ban Internet cafes, bars, game halls and other places that hinder students' study according to law, so as to create a good social space for school education. Fifth, establish and improve the legal protection system for left-behind children in rural areas, punish violations of left-behind children according to law, and effectively protect their rights and interests.
(4) Social aspects
As one of the vulnerable groups, left-behind children need the attention, care and concern of the whole society. For example, as an enterprise, we should make the conventional management system more humanized, allow the parents of left-behind children to return home to visit their children regularly with pay, establish a care fund for left-behind children, and organize left-behind children to visit their parents in the city for free, and so on; As neighbors, we should take the initiative to care for the left-behind children, give them care in material and spiritual aspects, and let them feel the warmth of home; As a village committee, it is necessary to establish a ledger system to fully grasp the personal and family situation of left-behind children in rural areas, establish a one-on-one assistance system, visit the families of left-behind children from time to time, and give them policy care. The power of society is infinite. The participation of enterprises, neighbors, village committees and other organizations will create a healthy social environment and atmosphere for left-behind children in rural areas and play a positive role in promoting their mental health education.
Precautions:
① Research Group of All-China Women's Federation. Research report on the situation of left-behind children in rural areas and floating children in urban and rural areas in China, May 13.
② Guizhou Academy of Social Sciences. Report on Social Development in Guizhou (20 14), Social Science Literature Publishing House, 2065438+27, March 2004.
③ Xinhuanet: The plight of rural families in China behind left-behind children, June 1, 2065438.
④ Xinhuanet: The Dilemma of Rural Families in China Behind Left-behind Children, June 1, 2065438.
References:
[1] Li Guizhi. The Influence of Lack of Family Education on Left-behind Children in Rural Areas and Countermeasures [J]. After-school Education in China, 20 15(4).
[2] Zou. The role of family education in children's growth [J]. Quality Education Forum, 20 10(2).
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A preliminary study on the psychological problems of left-behind children in rural areas Now, with the development of economy and the widening gap between urban and rural areas, more and more people go out to work, and most of their children will stay at home and be looked after by grandparents or relatives. The survey shows that 80% of left-behind children in rural areas have mild or severe psychological disorders, and a series of "left-behind children syndrome" have appeared. Therefore, the educational problems related to the psychological development of left-behind children in rural areas need the cooperation of various measures.
Keywords left-behind children in rural areas; Emotional fragility; Introversion; Reverse negativity
With the further acceleration of urbanization, the gap between urban and rural areas has further widened. In order to meet the needs of survival and family development, the rural surplus labor force has gradually moved to cities, and farmers who go out to work have to leave their children in the countryside, usually raised by elderly grandparents or fostered in relatives' homes. These children grew up in an incomplete family and lacked the care of their parents, resulting in various family and social problems. As the typical left-behind children in rural areas with low social and economic status in China today, their mental health and education problems should attract wide attention from all walks of life. 20 13 summer vacation, School of Literature and Journalism, Chongqing Three Gorges University, "My Chinese Dream? With the help and leadership of the local government, our practice service organization organized 19 college students to go deep into Changtan Town where basic education is weak, educational resources are scarce, and children of left-behind migrant workers are relatively concentrated. We provide voluntary services such as academic consultation, course teaching, charity donation and cultural performances. In view of local primary and secondary school students, especially migrant workers' left-behind children, the living conditions of rural left-behind girls and related voluntary services were investigated, and the psychological development and education of rural left-behind children were also investigated.
First, the psychological development of left-behind children in rural areas
The survey found that 5 1% children live with grandparents, 34% children live with relatives, 1 1% children live with others, and 4% children live alone. This shows that left-behind children in rural areas have been separated from their parents for a long time. For children's growth, school education and family education failed to achieve a successful convergence. Therefore, in the critical period when their outlook on life and values were formed, their parents did not receive timely and effective guidance in their study and life, and their psychological growth lacked certain care, which not only brought serious confusion to school education and social management, but also affected their children's psychological healthy growth. The prominent psychological problems are: emotional fragility, anxiety and autism; Introverted personality, interpersonal difficulties; Negative and distorted values; Timid and weak, low ability to resist setbacks; Irrational extreme behavior. This will be discussed below.
(1) Emotional fragility, anxiety and autism. According to the survey, parents go out to work for a long time, leaving their young children at home in the countryside. Although they are taken care of by grandparents, compared with other children whose parents are at home, the emotional support and comfort received by left-behind children in rural areas is weak. After all, grandparents are old, and some old concepts and traditions bind them. It is difficult for them to accept new concepts and educational methods, which may not help their children emotionally. Moreover, rural children have been isolated from their parents since childhood, at least once a year, and for a long time, they lack enough fatherly love and maternal love, so rural left-behind children are emotionally fragile, selfish and indifferent, alienated from their parents' feelings, and some even blame their parents very much. In addition, they will show nervousness, anxiety, uneasiness, indecision and indecision.
(2), introverted, interpersonal difficulties. Previous studies show that due to the lack of parental protection and restraint, 55.5% of left-behind children are introverted, have serious inferiority, cowardice and timidity, lack basic trust in people, are unwilling to communicate with others, and are afraid of interacting with others. The parents of left-behind children in rural areas have been working outside for a long time, and there will be a generation gap between them and their grandparents, so the contradictions or troubles accumulated in their hearts cannot be appeased and well guided in time. In the long run, left-behind children in rural areas are more distrustful of society and others, insecure, withdrawn and introverted, and do not like to communicate with others. Gradually, they will even feel inferior and feel inferior to others, so they will not take the initiative to communicate with others. When a person is unwilling to communicate with others, who has the obligation to contact you actively? Compared with children whose parents are at home, left-behind children in rural areas are relatively introverted. Coupled with their own inferiority complex, left-behind children always feel inferior to others, and are more likely to feel inferior and frustrated, making interpersonal communication difficult.
(3) Negative and distorted values. Some left-behind children in rural areas are passive and rebellious, with distorted values, impulsive and irritable, rebellious and willful, and always love to oppose others, which is easy to produce abnormal mentality of hating the rich and hatred, and boys may have violent tendencies. Left-behind children in rural areas go their own way since childhood. With the growth of age, especially in adolescence, they are more disobedient and ignore the teachings of their guardians. It is easy to have conflicts with them. Always like to oppose them, pointing east and west, and talking impolitely. Due to the lack of family care, left-behind children in rural areas have difficulty in self-identification, self-evaluation and self-control, lack the ability to experience and give love, and form a good relationship with the surrounding environment, so their values are distorted.
(4), timid, low ability to resist setbacks. Due to the influence of family environment, school education and society, and the lack of parental care, left-behind children in rural areas are not only timid, afraid to act boldly, have no perseverance, give up easily, and have low resistance to setbacks. Indecision, lack of determination, often afraid to retreat when encountering problems, and dare not try to solve them.
Second, the causes of psychological problems of left-behind children in rural areas
Children left behind in rural areas are a special group. The psychological problems of left-behind children in rural areas are not caused by simple parents working outside the home for a long time, but by the interaction of many factors such as family, school and society. Below I will analyze the causes of psychological problems of left-behind children from family, school and social factors.
(1) Family environment factors. Left-behind children in rural areas have been separated from their parents for a long time and lack contact. According to our survey, 50% people contact their parents once a week on average, 265,438+0% people contact their parents regularly and irregularly, 20% people contact their parents once a month, but 9% people rarely contact their parents. Left-behind children in rural areas are introverted and withdrawn, prone to loneliness, especially lack of security and self-confidence. Generally, children are taken care of by their elderly grandparents at home. Grandparents are old, exhausted and have not accumulated much cultural knowledge. They are unable to supervise the left-behind children, and their psychological education is completely ignored.
(2) The influence of school education. School is a paradise for teaching and educating people. In rural areas, many teachers are reluctant to teach there because they are located in remote mountainous areas, with inconvenient transportation, incomplete facilities and difficult conditions. Therefore, the school not only lacks teachers' resources, but also lacks paper books and materials, not to mention psychological education materials, and has no extra money to hire special psychological teachers to attend special psychological classes and give psychological counseling to children.
Third, suggestions to promote the psychological development of left-behind children
(1) Strengthen family education. Family environment has a great influence on children's psychological development. As guardians of children, we should be friends with children, be humble and care for each other. Guardians should change their educational concepts, improve their own quality, adopt democratic and efficient educational methods, and give enlightening guidance and education to children's wrong behaviors, and should not be extreme or spoiled. Parents who rush about for their children should always keep in touch with their children and often go home to see them.
(2) Strengthen psychological education in schools. Rural education resources are scarce, but we should strive for more funds, strengthen school infrastructure construction, and promote children's all-round development in morality, intelligence, physique and aesthetics. Fully implement quality education, carry out psychological education to help the classroom, help students understand some psychological knowledge and cultivate good psychological quality. At the same time, schools should also carry out more cultural and sports activities to enrich students' spare time life, promote their integration into collective life, and eliminate their sense of loneliness and inferiority.
refer to
[1] Zhou Zongkui, Sun Xiaojun, Liu Ya, et al. Psychological development and education of left-behind children in rural areas [J]. Journal of Beijing Normal University (Social Science Edition), 2005 (0 1): 7 1-79.
[2] Zhou Zongkui, Sun Xiaojun, Fan. Psychological development problems of left-behind children in rural areas and countermeasures [J]. Journal of South China Normal University (Social Science Edition), 2007 (06):119-125+160.
[3] Cui. Psychological development of left-behind children and its influencing factors [J]. Shanghai Education Research, 2009 (04): 36-38.
[4] High subglacial ice. Cause analysis and countermeasures of psychological development problems of left-behind children in rural areas [J]. Teaching and Management, 20 10 (03): 44-46.
[5] Guan Shuping. Investigation on the psychological development of left-behind children in rural areas and its countermeasures [J]. Teaching and Management, 2012 (18): 81-82.
Related articles of psychological papers on left-behind children:
1. Analysis of psychological characteristics of left-behind children
2. Research papers on mental health of left-behind children
3. Papers on the psychology of left-behind children
4. On psychological papers of left-behind children
5. Mental health of left-behind children in rural areas