1. Inferiority is common.
According to a survey of some left-behind children in rural areas, most of them have a serious sense of inferiority. Left-behind children have no dependence and strong protection because their parents are not around. Therefore, compared with children whose parents are around, they are prone to psychological barriers of inferiority. Once inferiority complex is formed, it will exist as a negative emotional experience. Because the objective environment and subjective cognition are difficult to change, this inferiority complex will not decrease with the extension of parents' working hours, but will increase and generalize, which will seriously affect their physical and mental health. The closer the relationship with parents, the richer the emotional communication, and the more obvious the inferiority complex of parents after going out.
2. Have withdrawn psychology and interpersonal barriers.
Psychological research shows that children tend to be attached to their parents, and attachment is the earliest interpersonal relationship formed after children are born. The degree and nature of attachment directly affect children's trust in the world around them, and affect their emotions, social behaviors and sexual characteristics. Due to the long-term absence of parents, left-behind children lack the minimum opportunities for psychological communication, and their inner troubles and conflicts cannot be confided and guided, resulting in a lack of security and trust in the outside world, which seriously affects social interaction with others. Zhou Zongkui and others found that a considerable number of children will feel lost when their parents go out. For a time, they didn't like to talk, didn't like to associate with others, and became autistic. Their isolation, vulnerability and yearning for family ties have become the biggest psychological problems of left-behind children.
3. Deviation between personality and behavior
Left-behind children in rural areas are unable to enjoy the guidance and help of their parents in their ideological understanding and values because their parents are not around for a long time. They lack the care and care of their parents in the process of growing up, and are prone to deviation in their understanding and values and deformity in their personality development. On the one hand, children become timid, cowardly, closed-minded, emotionally indifferent, withdrawn and lack the initiative of love and communication because of lack of parental protection; On the other hand, children are impatient and impulsive because they are not bound by their parents. They often escalate unprovoked trifles into fighting, beating and scolding teachers, classmates and even elders. Very few left-behind children are influenced by bad social gangs, which leads to disciplinary actions or crimes.
4. The rebellious mentality is serious
Left-behind children have a strong rebellious mentality and a serious confrontational mood. They are insecure, full of doubts about everything around them, always look at the world with colored glasses, and even more full of distrust of the relationship between people. This subconscious distrust leads to their rebellious behavior, which is often manifested as "disobedience", "impoliteness", "modesty" and "naughty". Left-behind children always feel that others are bullying them, and they take trivial matters very seriously. They are full of vigilance and even hostility when interacting with people, and have a strong rebellious attitude towards the discipline and criticism of teachers, guardians, relatives and friends.
Second, the causes of psychological problems of left-behind children
1. Lack of parental education
Lack of complete family education is an important reason for the psychological problems of left-behind children in rural areas. Parental education has a direct, lasting and subtle influence on children. For most children, parent-child relationship plays a very important role in their growth. Left-behind children in rural areas are separated from their parents for a long time, so they can't have normal emotional communication with their parents in a good parent-child relationship, and they can't get direct emotional experience, which will lead to the lack of security and self-esteem, and lead to psychological hostility and anxiety.
2. Improper guardian education
The guardianship of left-behind children is mainly divided into two types: intergenerational guardianship and parental guardianship. In intergenerational guardianship, most guardians are their grandparents, including grandparents and grandparents. Grandparents' thoughts and living habits are out of step with the times, which is not conducive to children's socialization and is easy to cause children's maladjustment; Most grandparents dote on their children, demanding relaxation and relaxing principles, which is easy to make children develop stubborn and willful bad characters and behaviors. The previous generation of guardianship means that parents and peers, usually relatives or friends, take care of their children and supervise them less than their parents. First, it is difficult for relatives and friends to devote all their energy to educating their children in order to make a living. Second, children are not their own, or they are too spoiled, which is easy for children to develop some bad behavior habits and personalities; Or too strict, it is easy for children to have negative confrontational emotions and behaviors.
3. Insufficient school education
School is an important place for rural left-behind children to learn and grow up, and school education will directly affect the growth of left-behind children. However, the lack of school conditions, educational concepts and teachers restricts the healthy psychological development of left-behind children. At present, boarding is a good management measure for left-behind children, but most rural schools lack boarding conditions, even if there are, the general conditions are poor, schools rarely offer psychological courses, and rarely educate students on survival, safety and legal system, so their mental health development lacks correct guidance; Some teachers neglected the communication with left-behind children, and 75.0% left-behind children reported that their teachers had never been to their home. The feeling of being neglected and abandoned has seriously affected their psychological development.
4. Poor social education
As far as the present situation of education in China is concerned, there are too few institutions that provide effective help for children's development, especially in the vast rural areas. Because there are few or no relevant children's community education organizations at the grassroots level, the education, growth and development of rural children are still in the vacuum zone of community education. Left-behind children are school-age children. Social negative factors, such as modern media, are highly permeable, and some vulgar and vulgar works can easily affect unsuspecting children. At this time, poor or out-of-control family supervision provides a breeding ground for their bad tendencies.
Third, the countermeasures of mental health education for left-behind children in rural areas
1. Improve family education and give full play to the educational functions of parents and guardians.
Giving full play to the educational function of parents requires parents to keep in constant contact with their children. Besides life, body and study, we should also pay attention to emotional communication and psychological communication with children. They can also talk about their working experience, so that children can understand and respect their parents and form a correct outlook on life. On the other hand, guardians should establish a sense of role and really shoulder the responsibility and obligation of raising children. For left-behind children, we can neither let ourselves go nor spoil them, so as to combine strictness with love; At the same time, we should communicate with left-behind children regularly to understand their needs and psychological status, contact parents and schools in time, and take measures to promote their healthy growth.
2. Make full use of the educational resources of the school and give full play to the educational function of the school.
As an educational institution where left-behind children are located, they should make full use of various educational resources and make more contributions to the psychological healthy development of left-behind children. First, the school should set up a special psychological counseling room, equipped with psychological counseling and consulting teachers, to provide psychological counseling and consulting services for the teachers and students of the school. Second, establish a home visit system and a parent school. Cultivate parents and guardians to have a correct educational concept, master the methods and skills of communicating with children, and explore and popularize advanced family education experience. Third, set up a peer counseling group for left-behind children. In group communication and activities, left-behind children can share each other's happiness, understand and share each other's troubles, and exchange and discuss their own confusion and doubts during their growth. From * * *' s communication activities, we can cultivate their sense of attachment and belonging to the group and form a positive emotional experience. Teachers can make the peer counseling group for left-behind children become an effective way to promote children's psychological development through paying attention to the counseling group and planning guidance and participation.
3. Integrate social forces, and build an educational monitoring system for left-behind children.
Government departments at all levels clearly define and assume responsibilities, establish an education and guardianship system for left-behind children, and strive to make social education, school education and family education work together to promote the healthy development of left-behind children. First of all, community neighborhood committees should investigate the number, address, age and family situation of left-behind children and provide supplementary supervision for left-behind children; Secondly, actively carry out a variety of youth activities, such as developing public welfare activities to create an environment for them to participate in social practice, and carrying out considerate counseling activities to solve the problems they may face. Give positive guidance to left-behind children in the activities, such as praising and encouraging them to continue to carry forward the spirit of self-discipline and self-improvement, using local idle educational resources to set up a "care and care service team for left-behind children", taking advantage of the slack season to undertake extracurricular education for some left-behind children, and assisting guardians to manage left-behind children well through education.
4. Left-behind children should strengthen psychological quality training.
In fact, all kinds of psychological problems and troubles of left-behind children can be thought to be caused by lack of correct attitude towards reality and inner imbalance. It is a reality that parents go out to work, and left-behind children should face up to the reality with a healthy attitude. Without changing the reality that parents go out, we can only learn to adjust ourselves and improve our psychological adaptability. As left-behind children, we should learn to be self-confident, self-reliant and self-reliant, regard the absence of parents as a kind of exercise and test for ourselves, set goals for ourselves, cultivate various interests, correct learning attitude, regard learning as an interesting thing, contact teachers and classmates more, actively communicate with parents, and bravely face and overcome problems and difficulties encountered in life and study.