监护人员对农村3～7岁留守儿童情绪行为问题影响分析

目的 初步探讨监护人员对农村3～7岁留守儿童情绪行为问题的影响.方法 采用自拟儿童基本情况调查表、儿童长处和困难问卷(父母版)对805例农村3～7岁留守儿童进行调查评估.结果 留守儿童困难问题检出率为3.5%,男性为4.1%,女性为2.7%,男女性儿童困难问题检出率差异无统计学意义(X~2=1.154,P>0.05).留守儿童同伴交往问题评分(2.30±1.86)显著高于非留守儿童(2.09±1.74),差异有统计学意义(t=2.318,P<0.05).父母双方外出留守儿童情绪症状评分(2.76±1.84)、困难总分评分(11.41±4.77)显著高于父/母单方外出者(2.29±1.64)、(10.41±5.18),差异均有统计学意义(t=-2.489～-2.006,P<0.05);亲社会行为评分(6.39±2.26)显著低于父/母单方外出者(7.34±2.18),差异有统计学意义(t=4.036,P<0.001).监护人员文化程度为"初中及以上"者,留守儿童亲社会行为评分(7.02±2.21)显著高于"文盲/半文盲"(6.20±2.44)、"小学"(6.42±2.16),差异均有统计学意义(P<0.01).监护人员为"祖辈"者,留守儿童情绪症状评分(2.77±1.84)、困难总分评分(11.45±4.74)显著高于"父/母亲"为监护人员者(2.29±1.64)、(10.41±5.18),差异均有统计学意义(P<0.05),而亲社会行为评分(6.37±2.25)要低于"父/母亲"为监护人员者(7.34±2.18),差异有统计学意义(P<0.001).监护人员照顾留守儿童"非常愿意"者,留守儿童多动注意不能评分(5.02±1.95)、困难总分评分(12.26±4.39)显著高于监护人员照顾留守儿童意愿"愿意"者(4.10±2.02)、(11.06±4.88),差异有统计学意义(P<0.01～0.001).监护人员照顾留守儿童感受"负担很重"者,留守儿童情绪症状评分(3.33±2.19)高于"有能力带"者(2.60±1.72),差异有统计学意义(P<0.05);多动注意不能评分(5.17 ±1.76)、同伴交往评分(3.87 ±1.96)、困难总分评分(14.70±5.03)均高于"负担重"(4.26±2.03)、(2.63±1.70)、(11.85±4.95);"说不上负担"(4.32±1.88)、(1.87±1.82)、(10.91±4.42);"有能力带"者(4.16±2.16)、(2.20 ±1.86)、(10.86±4.85),差异均有统计学意义(P<0.01～0.05);而亲社会行为评分(5.53±1.98)显著低于"有能力带"者(6.81±2.20),差异有统计学意义(P<0.01).监护人员照顾留守儿童感受(β=-0.725,P=0.000)及意愿(β=-1.069,P=0.000)影响留守儿童困难问题.结论 父母双方外出留守儿童情绪行为问题更为突出,父母外出时尽量留下一方照顾儿童.提高监护人员素质,有利于留守儿童身心健康发展.

Analysis on influences of guardians On behavior of left-behind children aged 3 to 7 years in countryside

Objective To explore the influences of guardians on emotion and behavior of rural left-behind children aged 3 to 7 years. Methods A self-designed questionnaire of children' s condition and Children Strengths and Difficulties Questionnaire (the edition for parents, SDQ) were used to investigate 805 left-behind children aged 3 to 7 years in countryside. Results The prevalence of difficulty among left-behind children was 3.5%, in male it was 4.1% and in female 2.7%, the difference was not significant (χ~2 = 1.154, P > 0.05) between male and female. The scores of peer communication problems among associate the left-behind children were (2.30 ± 1.86), which was significantly higher than that (2.09 ± 1.74) of not left-behind children(P <0.05). The score of emotion symptom was (2.76 ± 1.84) and the total score of difficulty was (11.41 ± 4.77) among left-behind children was significantly higher than those of left-behind children with one parent stayed out (2.29 ± 1.64) and (10. 41 ± 5.18), were significantly different (t =-2.489--2.006, P < 0.05), the score of social behavior (6.39 ± 2.26) was significantly lower than that of left-behind children with father or mother stayed out (7.34 ± 2.18, P < 0.001). The score of social behavior of children whose guardians had higher education level (7.02 ± 2.21) was significantly higher than those with guardians who were illiterate or semiliterate (6.20 ±2.44, P < 0.01). Conclusions There are evident problems in emotion and behavior among left-behind children with parents staying out. One of parents should stay home to care for children. To improve educational level of guardian will be beneficial to development of physical and mental health among left-behind children.