摘要
目的探讨心理干预对农村留守儿童心理状况的影响。方法首先筛选出留守儿童,然后由老师填写Corners儿童行为问题问卷调查,农村留守儿童填写症状自评量表(SCL-90)和社会适应不良量表,同时给予团体心理教育、个体辅导、亲情关怀等,1年后随访并进行比较。结果心理干预1年后心理状况有显著改变,如自感生活条件(χ2=29)、受教育满意度(χ2=7.1)、父母养育满意度(χ2=7.0))差异有显著性意义(P<0.01;恐惧、偏执(P<0.05)、抑郁、焦虑、敌对、精神病(P<0.01)等差异也有统计学意义,Conner氏教师用量表中品行问题(t=2.17)、多动(t=2.38)、多动指数(t=2.77)及社会适应不良量表(学生自评)(t=3.78,P<0.01)比较也具有明显差异。结论心理干预对农村留守儿童心理、行为、社会适应等方面有明显改善作用。
Objective To explore the effect of psychological intervention on psychological status of rural left-behind children.Methods First,screening of the left-behind children,and then the teachers filled out the survey of Corners Children Behavioral Problems,rural left-behind children filled in symptoms checklist 90(SCL-90)and social maladjustment scale,while providing group psychological education,individual counseling,family care,etc,and taking 1-year follow-up.Results One year after psychological intervention,psychological status of rural left-behind children had changed,such as the self-inductance of living conditions(χ2=29,P0.01),education satisfaction(χ2=7.1,P0.01),parents raising satisfaction(χ2=7.0,P0.01),fear(t=2.02,P0.05),paranoia(t=2.12,P0.05),depression(t=2.69,P0.01),anxiety((t=3.21,P0.01),hostility(t=2.72,P0.01)and psychoticism(t=2.58,P0.01);The amount of Conner's teachers table conduct problems(t=2.17,P0.05),hyperactivity(t=2.38,P0.05),hyperactivity index(t=2.77,P0.01)and social maladjustment scale(student Edition)(t=3.78,P0.01)also had significant differences.Conclusion Psychological intervention can significantly improve psychology,behavioral and social adaptability of rural left-behind children.
出处
《中国健康心理学杂志》
2013年第2期214-215,共2页
China Journal of Health Psychology
基金
徐州市科技项目(XM07C027)
关键词
农村留守儿童
心理状况
心理干预
症状自评量表
Rural left-behind children
Psychological status
Psychological intervention
SCL-90