journal1 ›› 2015, Vol. 23 ›› Issue (10): 1038-1040.DOI: 10.11852/zgetbjzz2015-23-10-09

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Preschool left-behind children's mental health status and intervention effect in the rural area of Shandong province.

CHEN Zhao-jun,XU Ling-zhong,GAI Ruo-yan,ZHAO Si-qi,XU Xin,WANG Heng.   

  1. Institute of Social Medicine and Health Management,School of Public Health,Shandong University,Jinan,Shandong 250012,China
  • Received:2015-01-15 Online:2015-10-10 Published:2015-10-10
  • Contact: XU Ling-zhong,



  1. 山东大学公共卫生学院社会医学与卫生事业管理研究所,山东 济南 250012
  • 通讯作者: 徐凌忠,
  • 作者简介:陈昭君(1989-),女,山东人,硕士在读,主要研究方向为社会医学与卫生事业管理。
  • 基金资助:

Abstract: Objective To explore the mental health characteristics of preschool left-behind children in rural areas in Shandong province,evaluate the intervention effect and provide evidence for improving left-behind children's mental health. Methods A total of 735 sutdents were selected from 10 kindergartens with layer-cluster random sampling and investigated by Strength and Difficulty Questionnaire (SDQ),which was used to know the psychological status of children.Subjects were divided into intervention group and control group according to areas.After one-year psychological intervention,the subjects were investigated with SDQ again. Results The scores of hyperactivity,behavior problem and total score of difficulty among the left-behind children were higher than those of not left-behind (P<0.05).After intervention,the prevalence of abnormal of the five factors declined.The score of the left-behind children who were supervised by their mother or their grandparents(on their father 's side )declined.There was no statistically significant difference before and after intervention among the left-behind children who was monitored by their grandparents(on their mother's side)(P>0.05). Conclusions Preschool left-behind children has poor mental health;Appropriate intervention can effectively improve the mental health status of preschool left-behind children;The children who were monitored by their mother had the best intervention effect.

Key words: Strength and Difficulties Questionnaire, preschool left-behind children, mental health, intervention

摘要: 目的 了解山东省农村学龄前留守儿童的心理健康状况,评价干预效果,为促进学龄前留守儿童心理健康提供依据。方法 采用随机整群抽样的方法,抽取山东省2个县/区的10个乡镇幼儿园共计735例儿童作为调查对象,使用长处和困难问卷(Strength and Difficulty Questionnaire,SDQ)(家长版)进行心理测量,将受试对象分为干预组和对照组,综合干预1年后,再次对受试对象进行心理状况测量。结果 留守儿童在品行问题、多动问题、困难总分上的评分高于非留守儿童;综合干预1年后,留守儿童SDQ各项因子异常检出率均有下降(P<0.05),监护类型为母亲和祖父母的留守儿童SDQ各项因子得分也均有下降,监护类型为外祖父母的留守儿童干预前后SDQ各项因子评分差异无统计学意义(P>0.05)。结论 留守儿童心理健康状况较差,适当干预可有效改善学龄前留守儿童心理健康状况;母亲和祖父母监护的留守儿童干预效果比外祖父母监护的效果好。

关键词: 长处和困难问卷, 学龄前留守儿童, 心理健康, 干预

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