【摘要】：目的了解留守兒童行為其問題狀況并分析其影響因素，制定心理干預方案，并實施干預，以減少留守兒童行為問題的發(fā)生，，提高留守兒童心理健康水平，為構建適合留守兒童的行為問題干預模式提供參考依據。 方法現狀調查：選取寧夏地區(qū)外出務工以及民族分布具有代表性的永寧縣的6所小學和2所初中做為被試學校。采用隨機抽樣的方法，抽取1344（留守622人、非留守722人）名學生作為被試對象。采用Achenbach兒童行為量表(Child Behavior ChecklistCBCL)和自編兒童一般資料調查問卷進行調查，采用非條件Logistic回歸分析行為問題相關因素。通過調查，了解留守兒童行為問題狀況并分析其影響因素。 干預研究：從現狀調查篩查出的127名有問題行為的留守兒童中，選取60人作為被試對象。用隨機的方法在被試對象中抽取30人作為干預組，30人作為對照組。對干預組進行為期6個月的心理干預，對照組不進行心理干預。干預結束后，評價干預效果。 結果現狀調查結果：6～15歲中小學生的行為問題檢出率為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題檢出率的對比中，除了監(jiān)護人文化程度為小學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)護人文化為小學或者文盲、父母與老師交流＜1次/月者行為問題檢出率高（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）更容易出現行為問題，學校在遠離縣城的農村的留守兒童（OR=0.569）及父母與老師聯系頻繁的留守兒童（OR=0.665）則不容易出現行為問題。12～15歲的回族留守兒童（OR=0.179）及父母與老師聯系頻繁的回族留守兒童(OR=0.362)不容易出現行為問題。 綜合干預能夠有效降低留守兒童行為問題水平，干預組在社交問題、攻擊性、違紀、多動以及不成熟因子分數上有明顯的降低（P＜0.05）。 結論①留守兒童的行為問題情況較非留守兒童嚴重。②留守女童、回族留守兒童更容易出現行為問題，而學校在遠離縣城的農村的留守兒童及父母與老師聯系頻繁的留守兒童則不容易出現行為問題。③綜合干預能夠有效降低留守兒童行為問題的水平，12~15歲的兒童的干預效果較6~11歲兒童的干預效果更好。
[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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