农村学龄前留守儿童心理行为社区家庭工作坊干预

Community-based family workshop for improving psycho-behavioral performance of rural left-behind preschoolers

目的:评估农村社区家庭工作坊对学龄前留守儿童心理行为干预作用,为建立有效的农村留守儿童社区干预模式提供实证依据。方法:本研究选取粤东西南北中地域方位的5个市,每个市各取2个经济发展水平相当的县,每个县各取2个相邻的乡镇社区,分别确立为干预社区与对照社区。在干预社区自愿参与者中抽取110例农村学龄前留守儿童及家庭纳入家庭工作坊干预组(FW组),在对照社区中抽取70例农村学龄前留守儿童及家庭纳入常规活动对照组(NA组)。两组均参与农村社区常规活动,FW组在此基础上连续8个月实施农村社区家庭工作坊干预。采用长处和困难问卷(SDQ)家长版进行干预前和干预后心理评估。SDQ分为情绪症状、品行问题、多动与注意缺陷、同伴交往和亲社会行为5个维度。结果:FW组与NA组在多动与注意缺陷和亲社会行为维度上干预前后两次测评差值分别为[(0.5±1.6),(-0.4±2.7)],[(-1.0±2.9),(0.1±3.6)],差异有统计学意义(均P<0.05);干预后,FW组的SDQ总分、品行问题、多动与注意缺陷维度的得分呈下降趋势,亲社会行为维度分值呈上升趋势(均P<0.05),NA组干预前后各个维度得分的差异无统计学意义(均P>0.05)。结论:农村社区家庭工作坊对改善学龄前留守儿童的长处总体困难、品行问题和多动与注意缺陷、亲社会行为等行为问题有一定的效果。

Objective： To evaluate the effect of rural community-based family workshop for improving psycho-behavioral performance of left-behind preschoolers so as to build an effective evidence-based community intervention model for rural left-behind children. Methods： In the study,multi-stage sampling method w as adopted,firstly selecting five cities located in the east,w est,south,north and middle of Guangdong province,secondly selecting tw o counties w ith a considerable level of economic development from each city,thirdly selecting tw o neighboring rural communities from each of the ten selected counties,naming them as intervention community and control community respectively. In the intervention community,110 volunteers of rural left-behind preschoolers and their families w ere recruited into family w orkshop intervention group（ FW group）,and 70 volunteers of rural left-behind preschoolers and their families w ere recruited into normal activity control group（ NA group）. Both of them took part in rural community normal activities. In addition,the intervention group implemented 8 month rural community-based family w orkshop intervention. Pre-and post-intervention measure w as the Strength and Difficulty Questionnaire（ SDQ）-parent ＇ s version containing five subscales-emotional symptoms, conduct problems, hyperactivity / inattention,peer relationship problems and prosocial behaviors. Results： The mean difference of pre-and post-assessment of FW and NA group w ere [（ 0. 5 ± 1. 6）,（- 0. 4 ± 2. 7） ] on ＂ hyperactivity / inattention＂ subscale and [（- 1. 0 ±2. 9）,（ 0. 1 ± 3. 6） ] on ＂prosocial behaviors＂ subscale respectively,both of w hich w ere statistically significant（ P〈0. 05）. After intervention,the FW group scored significantly low er on SDQ total difficulties, ＂ conduct problems＂ and ＂hyperactivity / inattention＂ subscales and significantly higher on ＂ prosocial behaviors＂ subscale（ Ps 0. 05）,w hile the NA group had no significant difference on all subscales scores before and after intervention（ Ps 0. 05）.Conclusion： It suggests that the rural community-based family w orkshop may have a certain effect on improving left-behind preschoolers＇ total difficulties and behavioral problems such as conduct problems,hyperactivity / inattention and prosocial behaviors.