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The Relationship of Problem Behaviors, Parent-child Communication and Social Support of Liushou Children in Yingshan County

Author: LiJiaoLi
Tutor: LiuHuaShan
School: Central China Normal University
Course: Developmental and Educational Psychology
Keywords: Children Left Behind Communication between parents and children Social Support Problem behavior
CLC: B844.2
Type: Master's thesis
Year: 2009
Downloads: 626
Quote: 4
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Abstract

The children left behind one or both parents offsite workers, to stay in his hometown and the need for others to take care of migrant children aged below 18 years of age. Physical and mental health of the children left behind has been the focus of attention. They are not a problem child? One or both parents go out to work, their parent-child communication okay? Society given the purpose of the help and support of the plan they played what role? Comprehensive understanding of these issues, this study questionnaire as the main research object to Yingshan junior high school children left behind, their problem behavior and parent-child communication, and to study the relationship of social support. The results show that: the first part: all children are test children left behind problem behavior influence factors 1. With the mother of communication problem solving, social support utilization degree, with the mother of communication open, subjective support significantly significantly affect the children left behind problem behavior, which, with Mother's communication problem is the most important factor. However, communication (including communication openness and communication issues) and the father has no effect on the problem behaviors of children left behind. The behavior of left-behind children and all children were combined effect of factors such as communication problems with his mother, and the utilization of social support, subjective support three variables. All children were compared, open communication with the mother is a specific factors affect the behavior of the children left behind. Test for all children, regardless of the quality of parent-child communication good, or poor quality of parent-child communication, high levels of social support, less problem behavior; low level of social support, more problem behavior. For the children left behind, the quality of parent-child communication is good, fewer problem behaviors; poor quality of the parent-child communication, more problem behavior. Social support, fewer problem behaviors; low social support, more problem behavior. The second part: HSSS (high social support schools) LSSS (low social support school) children left behind problem behavior, parent-child communication, differences of social support. Overall, HSSS left behind children's problem behavior was significantly less than LSSS children left behind. Comparison of gender, HSSS LSSS women left behind children's problem behaviors (including extraversion behavior, introverted sex) there is no difference between (including extraversion behavior, but HSSS male children left behind problem behavior, introverted sex) was significantly less than the LSSS men The children left behind. 4.HSSS children left behind with his father, mother, communication quality of communication open with his father and mother were significantly better than the LSSS children left behind, but both father and mother to communicate the problem in terms of difference was not significant. 5.HSSS with LSSS children left behind only objective support dimension difference was not significant. The former social support, subjective support, utilization of social support were significantly higher than those of the latter. 6.HSSS purpose, there are plans to provide to the activities of the children left behind significantly reduce problem behaviors of children left behind. Male children left behind in these activities, the level of benefit is much larger than the female children left behind, the women left behind children benefit from these activities is not significant. These activities to improve parent-child communication problems (including the issue of communication to communication problems with his father and mother) had no significant effect. Part III: the difference between the left-behind children and children left behind on the whole left-behind children and children left behind in the problem behavior, there was no difference. The left-behind children and children left behind in the quality of the parent-child communication, social support and the dimensions were not significantly different. 9 children left behind and non-left-behind children are a high level of social support, fewer problem behaviors; low level of social support, more problem behavior; good quality of parent-child communication, fewer problem behaviors; poor quality of the parent-child communication, problem behavior more.

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