1. Influence of institutional care environment on children: Institutional care is a closed group care. Although children's basic survival needs such as food, clothing, housing and transportation are met 24 hours a day, this parenting environment objectively creates a relatively dilute parent-child emotional relationship and atmosphere for children, and the staff shifts three times a day. For children in institutions, it's like having two or three different groups of parents. Children's caregivers often change, which can't provide continuous care for children, resulting in role vacancy or role conflict. Therefore, children who grow up in institutions lack family life experience, normal attachment and emotional communication with others, which greatly restricts their physical, intellectual and personality socialization. Relevant research shows that children who lost their mothers at an early age without replacing their mothers will have long-term defects in physical development, emotional development and intellectual development. These children often become rude, indifferent and impulsive because of nervousness when they grow up.
2. The influence of educators' own quality on orphans and disabled children: There are many nurses and special education teachers in institutions, and their own quality varies with their education level. In the teaching process, they are equivalent to parents' "teaching" and "education" in family education, but they also have many roles, including careful observation of illness, life care and emotional care, as well as parents, friends, teachers and other multiple roles.
3. Children's characteristics: Children and adolescents in welfare homes are basically admitted to the hospital at a certain time and discharged indefinitely. Lack of communication with the outside world makes children in welfare homes in trouble in individual identity and peer groups, which is not conducive to the shaping and cultivation of children and adolescents' sound personality. Children's welfare homes lack the necessary occasions and stages to realize socialization. Children themselves are limited by physiology, behavioral deviation, emotional problems and personality traits, which affect their opportunities to participate in various social activities and reduce the process and quality of children's participation in socialization. Many times, they are withdrawn, lonely, selfish and neurotic, unable to cultivate social norms and play the expected role of society.
Second, ways to improve the psychological quality of children in child welfare institutions
1. Create a good institutional education environment: create a family culture. Let orphans and disabled children enjoy the same care and care as normal children, so that workers engaged in child welfare must respect children, understand their physiological and psychological development characteristics and needs, change passive and simple work responsibilities into active and affectionate parental responsibilities, and let every child live in the sight of staff and grow up in the arms of caregivers from the cultivation of family ties to the establishment of children's attachment complex. Create a healthy and rich activity environment, decorate the wall with lively and interesting children's cartoon paintings, and design different themes on different floors and rooms to stimulate children's imagination and creativity; Rockery bonsai, fish tanks and swing chairs are set up in the activity area, and pictures and children's works centered on children's activities are hung in the corridor, so as to enhance children's subjective consciousness and sense of "home", realize that they are the small masters of children's welfare homes, and help them establish self-confidence and pride.
2. Educators should constantly improve their own cultural quality and psychological quality: "lead by example". Educators' good cultural quality and excellent moral quality permeate children's hearts all the time. Educators should use good behavior to drive, educate and influence children and cultivate their stable mood and cheerful personality. Teaching students in accordance with their aptitude, educators should not only talk about democracy, but also indulge, let go more, restrain less, encourage more and punish less. When the wishes of children are inconsistent with those of educators, authority should not be abused indiscriminately, but persuasion should be given priority. Love is the basic psychological need of children and the key factor to cultivate their sound personality. They should respect their children without connivance, care for them without doting. We should pay attention to children's all-round development, combine children's interests, tap children's potential, create an environment, take advantage of the situation, actively encourage children to practice themselves, and let children draw strength from educators' long-term good wishes and make continuous progress, thus promoting and maintaining their mental health.
3. Institutions should carry out various forms of education, give full play to the professional psychological counseling role of social workers, correct behavioral deviations, and pay attention to children's mental health: train professionals to carry out early touching of newborn babies, use volunteer resources to carry out enlightenment education imitating parents and children, and carry out targeted small-class structure education, so that children can enjoy family affection in the arms of similar parents, enjoy the sense of security in adults' arms, get the pleasure brought by physical contact, cultivate orphans and disabled children's good emotional intelligence, and reduce the probability of psychological obstacles during their growth. Behavioral deviation may be more rooted in the psychological problems of orphans and disabled children. Professional intervention by social workers and psychological counselors is an important way to improve the mental health of orphans and disabled children and optimize their psychological quality.
4. Expand social activities and integrate into society: increasing the opportunities for orphans and disabled children to have social contact and social interaction is extremely effective in cultivating their positive, optimistic and healthy psychological quality. By teaching children basic social communication skills, they can harmonize their partners' feelings, enrich their cultural and sports life, stimulate their interest in life and cultivate their lively and healthy psychological quality.
Institutional rearing environment is very important for the psychological healthy growth of orphans and disabled children. Children are the future of the motherland, and it is the unshirkable responsibility of society to pay attention to children, especially orphans and disabled children. As educators in children's welfare institutions, they should correctly understand their own values, integrate their true feelings and dedication into ordinary posts, fully understand the important role of institutional parenting, and make use of social favorable resources to promote the psychological healthy growth of orphans and disabled children.