不同监护人的留守儿童心理干预效果评价

Analysis of Intervention Effect to Left-behind Students from Different Guardian

目的探讨不同监护人农村留守儿童的心理卫生问题干预效果,为促进留守儿童心理健康提供依据。方法选择6所中小学1264名留守儿童进行SCL-90心理问卷量表测量,综合干预6个月后,比较干预前后量表得分。结果干预后,监护人为父亲或母亲的留守儿童在9项因子得分上均有降低;监护人为祖父母的留守儿童在强迫症状、人际关系敏感性、抑郁、精神病性等因子得分上有降低;监护人为外祖父母的留守儿童在强迫症状因子得分上有降低。监护人为其他亲戚与邻居的留守儿童在躯体化、焦虑、恐怖、偏执、精神病性等因子得分上有显著性增加,差异均有统计学意义(P<0.05)。结论监护人为父(母)的留守儿童心理卫生问题干预效果最明显,而其他亲戚或邻居为监护人的,没能阻止留守儿童心理健康水平的恶化。

Objective To explore the effect of comprehensive intervention to correct psychological problems of left-behind students from different guardians,and to provide evidence for the left-behind children.Methods The 1 264 left-behind students from six county primary and middle schools were selected and investigated with SCL-90.The psychological intervention was given for 6 months.A pre-and post-test control group design was implemented.Results At the end of intervention,the 9 items scores of left-behind students whose guardian was father or mother were decreased significantly.Whose guardian was grandparents,their scores of obsessive-compulsive,interpersonal sensitivity,depression,and psychoticism were decreased markedly.Whose guardian was other relations or neighbors,their scores of somatization,anxiety,phobic anxiety,paranoid ideation and psychoticism were increased markedly（P0.05）.Conclusion The psycho-social intervention is effective in improvement of left-behind students whose guardian is father or mother.Whose guardian is other relation or neighbor,their mental health are continuously worsen.