【摘要】：目的了解留守兒童行為其問(wèn)題狀況并分析其影響因素，制定心理干預(yù)方案，并實(shí)施干預(yù)，以減少留守兒童行為問(wèn)題的發(fā)生，，提高留守兒童心理健康水平，為構(gòu)建適合留守兒童的行為問(wèn)題干預(yù)模式提供參考依據(jù)。 方法現(xiàn)狀調(diào)查：選取寧夏地區(qū)外出務(wù)工以及民族分布具有代表性的永寧縣的6所小學(xué)和2所初中做為被試學(xué)校。采用隨機(jī)抽樣的方法，抽取1344（留守622人、非留守722人）名學(xué)生作為被試對(duì)象。采用Achenbach兒童行為量表(Child Behavior ChecklistCBCL)和自編兒童一般資料調(diào)查問(wèn)卷進(jìn)行調(diào)查，采用非條件Logistic回歸分析行為問(wèn)題相關(guān)因素。通過(guò)調(diào)查，了解留守兒童行為問(wèn)題狀況并分析其影響因素。 干預(yù)研究：從現(xiàn)狀調(diào)查篩查出的127名有問(wèn)題行為的留守兒童中，選取60人作為被試對(duì)象。用隨機(jī)的方法在被試對(duì)象中抽取30人作為干預(yù)組，30人作為對(duì)照組。對(duì)干預(yù)組進(jìn)行為期6個(gè)月的心理干預(yù)，對(duì)照組不進(jìn)行心理干預(yù)。干預(yù)結(jié)束后，評(píng)價(jià)干預(yù)效果。 結(jié)果現(xiàn)狀調(diào)查結(jié)果：6～15歲中小學(xué)生的行為問(wèn)題檢出率為13.9%，留守組檢出率為20.4%，高于非留守組的9.3%(χ~2=33.563，P＜0.001)。不同類型的留守與非留守兒童行為問(wèn)題檢出率的對(duì)比中，除了監(jiān)護(hù)人文化程度為小學(xué)或文盲的留守兒童的檢出率不高于非留守兒（25.0%vs23.4%，χ~2=0.106，P＞0.05），其余均明顯高于非留守兒童（均P＜0.05）。留守組中，女性、回族、監(jiān)護(hù)人文化為小學(xué)或者文盲、父母與老師交流＜1次/月者行為問(wèn)題檢出率高（χ~2=8.143、11.556、4.914、13.648，P＜0.05）。除了12～15歲男孩組，其余性別年齡段的留守兒童行為問(wèn)題檢出率均高于非留守兒童（均P＜0.05）�；刈褰M檢出率為31.3%，高于漢族組的17.8%(χ~2=11.556，P＜0.01)�；刈辶羰貎和瘷z出率31.3%，高于非留守兒童的15.0%（χ~2=14.904，P＜0.01），回族留守兒童中，6～11歲年齡段、留守起始年齡在5～7歲年齡段、父母與老師交流＜1次/月者行為問(wèn)題檢出率高（χ~2=14.904、6.327、7.904，均P＜0.05）。Logistic回歸分析顯示，留守女童（OR=1.727）、回族留守兒童（OR=1.764）更容易出現(xiàn)行為問(wèn)題，學(xué)校在遠(yuǎn)離縣城的農(nóng)村的留守兒童（OR=0.569）及父母與老師聯(lián)系頻繁的留守兒童（OR=0.665）則不容易出現(xiàn)行為問(wèn)題。12～15歲的回族留守兒童（OR=0.179）及父母與老師聯(lián)系頻繁的回族留守兒童(OR=0.362)不容易出現(xiàn)行為問(wèn)題。 綜合干預(yù)能夠有效降低留守兒童行為問(wèn)題水平，干預(yù)組在社交問(wèn)題、攻擊性、違紀(jì)、多動(dòng)以及不成熟因子分?jǐn)?shù)上有明顯的降低（P＜0.05）。 結(jié)論①留守兒童的行為問(wèn)題情況較非留守兒童嚴(yán)重。②留守女童、回族留守兒童更容易出現(xiàn)行為問(wèn)題，而學(xué)校在遠(yuǎn)離縣城的農(nóng)村的留守兒童及父母與老師聯(lián)系頻繁的留守兒童則不容易出現(xiàn)行為問(wèn)題。③綜合干預(yù)能夠有效降低留守兒童行為問(wèn)題的水平，12~15歲的兒童的干預(yù)效果較6~11歲兒童的干預(yù)效果更好。
[Abstract]:Objective to understand the problem of left-behind children's behavior and analyze its influencing factors, to formulate psychological intervention program and to carry out intervention in order to reduce the occurrence of left-behind children's behavior problems and improve the mental health level of left-behind children. It provides a reference for the construction of behavior problem intervention model suitable for left-behind children. Methods investigation on the present situation: 6 primary schools and 2 junior middle schools in Yongning County, which are representative of ethnic distribution, were selected as subjects. 1344 students (622 left-behind and 722 non-left-behind) were selected as subjects by random sampling. Achenbach Child behavior scale (Child Behavior ChecklistCBCL) and self-designed Children's General data questionnaire were used to investigate, and non-conditional Logistic regression was used to analyze the related factors of behavior problems. Through the investigation, the behavior problems of left-behind children were understood and the influencing factors were analyzed. Intervention study: of 127 left-behind children with problematic behavior, 60 were selected as subjects. 30 subjects were randomly selected as intervention group and 30 as control group. The intervention group was given psychological intervention for 6 months, while the control group was not given psychological intervention. After the intervention, the effect of intervention was evaluated. Results: the prevalence of behavioral problems was 13.9% in 6-15-year-old primary and middle school students and 20.4% in left-behind group, which was higher than 9.3% in non-left-behind group (蠂 ~ 2 / 33.563, P < 0.001). The detection rate of behavioral problems between different types of left-behind and non-left-behind children was not higher than that of non-left-behind children (25.0% vs 23.4%, P > 0.05), except that the rate of left-behind children with primary school or illiterate educational level was not higher than that of non-left-behind children (25.0% vs 23.4%, 蠂 ~ 2 鈮

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