Problems Of Left-behind Children Research Articles

Associations between 24-hour activity behaviours and emotional and behavioural problems of left-behind children: a component analysis of data from a cross-sectional study

ObjectivesThis study employed compositional data analysis to examine the association between 24-hour activity behaviours and emotional and behavioural problems among left-behind children (LBC).DesignCross-sectional analysis.SettingThe research used a cross-sectional approach to...

Review of Literature Research on Problems of Left-behind Children

With the advancement of Chinese industrialization and urbanization, a large number of surplus rural labor migrated to the cities. So the problem of left-behind children has become increasingly prominent and become a hot issue of concern from all sectors of society. In this context, scholars have also conducted research on the problem of left-behind children. Through the statistical analysis of data and key content analysis of the literature published on CNKI before June 2023, this paper finds that education problems and mental health problems are the main problems of left-behind children, and the reasons are complex and diverse, and family, school and society are to blame. Therefore, most of the solutions are explored from the four angles of state, society, school and family. Finally, this paper points out the limitations of the research literature, including the overall quality of the literature is not high, the scope of literature research is limited, the literature lacks innovation, and the literature quantity ratio of quantitative and qualitative research is unbalanced, so that the academic community can make improvements in these aspects and pool their efforts to solve the problem of left-behind children.

Factors Influencing the Mental Health of Left-behind Children in Rural Areas

The problem of left-behind children in rural areas is in existence for many years. Notably, their psychological well-being is the most concerned issue. Scholars previously devoted a great deal of efforts to exploring the causes of the psychological problems of rural left-behind children from school, family and personal aspects, and developed a series of views as a result.This paper intended to summarize and analyze the factors affecting the psychological health of these children from four parts, including family, school, individual and interaction. The aim was to provide guidance for improving the psychological health of rural left-behind children, promoting the well-beings of rural families and social stability in rural areas.

School Problems among Left-Behind Children of Labor Migrant Parents: a study in Vietnam

BackgroundMany studies have shown the effects of parental migration on the psychological and daily life of left-behind children (LBC) of labor migrant parents, but the results on school-related problems of LBC remain inconsistent. Additionally, there is a dearth of research on the factors affecting school problems among LBC, especially in the socio-cultural context of Vietnam. The purpose of this study was to confirm the school problems encountered by LBC in comparison with non-left-behind children (non-LBC). The study also aimed to examine variables of bonding of caregivers with children and resilience of children affecting school problems of LBC.Participants and procedureThe convenient sampling approach was used in the study. The study sample included 792 Vietnamese school students (M¬age = 12.65, SD = 1.60), with 439 children of labor migrant parents and a control group of 353 children of non-migrant parents. The School Problem Questionnaire, Parental Bonding Instrument and the Resilience Scale were employed in this study.ResultsThere was no difference in school problems between the LBC and non-LBC groups. Resilience by goal planning (RGP), resilience by affect control (RAC), and resilience by family support (RFS) are identified as protective variables for children to overcome difficulties encountered in schools, with regression coefficients of -.21, -.33 and -.20, respectively. Meanwhile, bonding of caregivers with children by control (BCCo), resilience by positive thinking (RPT) are considered as factors that increase school problems among LBC with the same regression coefficient of .12.ConclusionsActivities to support LBC should pay attention to improving resilience, namely affect control, goal planning, and promoting the role of caregivers for LBC.

Correlation between reduced telomere length and behavioural and emotional problems in left-behind children in a rural area in China

Evidence shows that being left behind experience (LBE) during childhood may increase the risks of poor psychopathological outcomes. However, it is unclear to what extent the mental health is affected by the LBE. Telomere length (TL), one of the most extensively studied biological markers of cellular ageing, provides a valuable tool for exploring the potential effects of parent-child separation on psychological problems by integrating genetic and environmental factors. In this study, a total of 613 children (mean age = 10.77, SD = 1.92) were recruited from the rural area of Deyang, Sichuan Province, China. We used a self-designed questionnaire to assess LBE, and collected psychopathological outcomes by using the Piers-Harris Children's Self-concept Scale, the Teacher's Report Form 6/18 and the Youth Self-Report 11/18. Terminal restriction fragment analysis was used to measure TL in peripheral blood leukocytes. Analyses revealed that 342 out of 613 participants (55.79%) were Left-behind children. LBE was observed to associated with shorter TL, lower self-esteem, and increased behavioural and emotional problems. The cumulative effects of LBE may be reflected by greater altered telomere homeostasis, decreased self-esteem, and worsened behavioural and emotional problems. The association of the total time of being left behind with self-esteem and behavioural and emotional problems was significantly mediated by altered telomere homeostasis, with estimated effects of 14.19%, 47.95% and 45.13%, respectively. The LBE in childhood, especially prolonged parent-child separation, increases the risk of mental health problems in childhood and adolescence.

The Way Home: Reflections on the Problems of Left-behind Children

The Way Home: Reflections on the Problems of Left-behind Children

Maternal Psychological Control and Rural Left-Behind Children's Anxiety: The Moderating Role of Externalizing Problem Behavior and Teacher Support.

Based on the risk and protective factor framework and context-dependent theory, the present study investigated the association between maternal psychological control and anxiety among left-behind children in rural China as well as the moderating roles of externalizing problem behavior and teacher support in this association. A total of 149 children with two migrant parents, 306 children with only a migrant father, and 287 accompanied children aged 11–16 years (M = 13.85 years, SD = 0.50) in the rural areas of Shandong Province, Eastern China, participated in the study. Children reported their perceived levels of maternal psychological control, teacher support, externalizing problem behavior, and anxiety. The results provided evidence that a higher level of psychological control was associated with more anxiety symptoms in all three groups of children, and this association was stronger in children with two migrant parents than in accompanied children. Hierarchical regression analysis supported our hypotheses that the moderating effects of externalizing problem behavior and teacher support varied as a function of parents' migrant status, with externalizing problem behavior exacerbating the impact of psychological control on anxiety in accompanied children, and teacher support buffering the impact of psychological control on anxiety in children with a migrant father. These findings broaden our understanding of the factors and processes that contribute to anxiety problems in left-behind children in rural China.

Teacher support, peer support, and externalizing problems among left-behind children in rural China: Sequential mediation by self-esteem and self-control

Social support can mitigate the negative effects of being left-behind for children on adverse outcomes like externalizing problems. Self-esteem and self-control were found to be positively associated with social support and negatively with children’s externalizing problems. This study aimed to investigate whether self-esteem and self-control mediated the associations of teacher support and peer support with externalizing problems. Survey data were gathered from a cross-sectional study of left-behind children in a rural region in Henan Province, China (N = 301). Structural equation modelling indicated that the associations of teacher support and peer support with externalizing problems were mediated by self-esteem and in turn self-control. Peer support, but not teacher support, was negatively and directly linked to externalizing problems above the mediation effect. This study indicated a sequential mediation model from teacher and peer support to left-behind children’s externalizing problem behaviors via self-esteem and in turn self-control. These findings may provide some guidance for the intervention programs to reduce externalizing problems in left-behind children.

Emotional and Behavioral Problems of Left-Behind Children in Impoverished Rural China: A Comparative Cross-Sectional Study of First Grade Junior High School

Objective: To investigate the prevalence of emotional and behavioral problems and related factors of left-behind children in impoverished rural China (mainly in the first grade of junior high school). Methods: A cross-sectional survey of rural households in 27 poverty-stricken counties in 12 provinces across China was conducted using the Strengths and Difficulties Questionnaire (SDQ). Results: The prevalence of emotional and behavioral problems in left-behind children was 11.7%, and that of non-left-behind children was 8.9%. There was statistical difference between the two groups (P < 0.01). There are no differences between the two groups in terms of the various factors of SDQ. The incidence of insomnia in the left-behind group was 58.3%, which was higher than that in the non-left-behind group 50.9% (P < 0.01); loneliness (62.1% vs. 51.8%, P < 0.01); running away from home (23.1% vs. 18.8%, P < 0.01), and self-injury behavior (16.8% vs. 12.2%, P < 0.01). Left-behind children are more likely to have negative psychological feelings including insomnia, loneliness, self-injury, and run away from home. They also experienced more bullying including maliciously teased by peers, intentionally excluded or isolated, physically threatened or intimidated. All of these factors are associated with their abnormal emotional and behavioural development. Conclusion: The incidence of emotional and behavioral problems of left-behind children in rural areas in poverty-stricken areas is significantly higher than that of non-left-behind children; Logistic regression analysis showed that bullying behavior and abnormal psychological characteristics are significantly associated with left-behind adolescents abnormal emotional and behavioral development.

Interaction status, victimization and emotional distress of left-behind children: A national survey in China

The problems of left-behind children in China have attracted widespread attention from researchers. However, previous empirical studies on left-behind children have mostly been based on small samples and small-scale surveys and have not covered all age groups. Whether left-behind children fare worse than their non-left-behind counterparts remains unknown. We conducted the first nationwide survey to examine whether left-behind children aged 0–6 years old have poorer interactions with primary caregivers and whether left-behind school-age children experience higher levels of victimization and emotional distress than their non-left-behind counterparts. A total of 25,297 children or primary caregivers from 27 counties in 12 provinces of China participated in our survey. The results indicated that left-behind children aged 3–6 years old had poorer interactions with primary caregivers and that left-behind school-age children experienced higher levels of victimization and emotional distress than their non-left-behind counterparts. Multiple linear regression analyses further found that being left behind was a significant predictor of interaction status, victimization and emotional distress. The present study provides important perspectives for improving the well-being of left-behind children, particularly regarding the need to focus on the quality of care, victimization and emotional distress of left-behind children.

Caregivers’ depressive symptoms and social–emotional development of left-behind children under 3 years old in poor rural China: The mediating role of home environment

We explored the influence of caregivers’ depressive symptoms on the social–emotional development of left-behind children in rural China through a cross-sectional study in five counties from five provinces in middle-western China. We visited 847 left-behind children aged under 3 years and their primary caregivers at home, collecting demographic and anthropometric data of children and caregivers through face-to-face interviews. Depressive symptoms of caregivers were measured using the Zung Self-rating Depression Scale (ZSDS). Home environment was assessed using the Infant-Toddler Home Observation for Measurement of the Environment inventory (IT-HOME). Children’s social–emotional development was evaluated using the Chinese version of Ages & Stages Questionnaires: Social–Emotional (ASQ:SE-C). Of the left-behind children, 37.19% had social–emotional problems, and 40.02% of caregivers reported depressive symptoms. Caregivers’ depressive symptoms were positively correlated with social–emotional problems in left-behind children. This association was mediated by home environment, which explained 15.62% of the total effect. Among the six domains of the IT-HOME, responsivity, acceptance, involvement, and variety mediated the relationship between caregivers’ depressive symptoms and children’s social–emotional problems. The social–emotional development of left-behind children under 3 years old in the surveyed area of rural China was poor, especially in children whose caregivers exhibited depressive symptoms. Comprehensive intervention addressing caregivers’ mental health and the home environment could benefit left-behind children and their families.

Emotional and Behavioral Problems among Left-Behind Children in Indonesia.

Background:The number of migrant workers in Indonesia has been increasing over the years. Most of the migrant workers are females with children, creating a huge number of left-behind children (LBC). The issue of LBC has become important to discuss because LBC tends to experience more emotional and behavioral problems than non-LBC. The aim of this study was to assess and compare emotional and behavioral problems between LBC and non-LBC in Indonesia. This paper analyzes data from a project by the Community Mental Health Research Group from the Faculty of Psychology, Universitas Indonesia, held in 2015 − 2016.Materials and MethodsParticipants were 629 adolescents: 359 LBC and 270 non-LBC. The data were acquired in a cross-sectional study conducted in rural Indonesia. Data on emotional and behavioral problems were assessed with Strength and Difficulties Questionnaire, while data related to risk factor variables were collected using multidimensional scale of perceived social support, the 6-item De Jong Gierveld Loneliness Scale, and Inventory of Parent and Peer Attachment. The data were analyzed with descriptive statistics and multiple regression analysis.Results:The prevalence of emotional and behavioral problems in LBC was 28.4% compared to 21% among non-LBC. Peer attachment, communication, social support, and loneliness were identified as factors that impact the emotional and behavioral problems among LBC.Conclusions:LBC has more emotional and behavioral problems than non-LBC. Comprehensive understanding of various protective and risk factors is needed to provide impactful interventions for LBC.

The psychological problems and related influential factors of left-behind adolescents (LBA) in Hunan, China: a cross sectional study

BackgroundDue to lack of companionship of parents, compared with non left behind children, left behind children (LBC) suffer from more psychological problems compared with children live with their parents. The aim of this study was to explore the mental health status and the relationship among psychological problems and the related factors of LBC.MethodAdopting delaminating-random-group sampling and using region, county, village (town) as sampling framework, we utilized Demographic Data Recording Form, Adolescent Self-Rating Life Events Check List, Scale of APGAR, Perceived Social Support Scale, Simplified Coping Style Questionnaire, Eysenck Personality Questionnaire, Self-Esteem Scale and Scale of Mental Health for Chinese Middle-school Student to assess 1309 left behind child in junior middle school students’ mental health in Hunan. Statistic description, Structural equation model was adopted to analyze the data.ResultThere was a significant difference in score of psychological problems between LBC and non-LBC(F = 18.224, P<0.000). Life event was the major factor(r = .487) that affected psychological problems (path coefficient, PC = 0.08) directly and affect psychological problems indirectly through affecting passive coping (PC = 0.01)and family functioning(PC = 0.02); family functioning impacted psychological problems indirectly through affecting social support (PC = 4.89) and self-esteem (PC = 0.10); social support (PC = −0.02), passive coping (PC =0.07) and active coping PC = −0.04) affected psychological problems directly. Psychoticism (P) (PC = 0.11), Neuroticism (N) influenced psychological problems of LBC both directly (PC = 0.04) and indirectly through affecting self-esteem (PC: P:-1.87; N: -0.83), while Extraversion/Introversion (E) (PC = 0.21) only impact psychological problems indirectly through self-esteem. Altogether, these variables accounted for 50.2% of total variance of psychological problems (F = 130.470, P = 0.000) for LBC.ConclusionIn this research we proved that LBC have more sever psychological problems than non-LBC. We also identified the direct and indirect influential factors of psychological problems of LBC. The findings had important implications for prevention policies and interventions to promote mental health of LBC.

Food preferences, personality and parental rearing styles: analysis of factors influencing health of left-behind children.

To understand the health status and problems of left-behind children (LBC) in rural China, those whose parents have moved to urban areas without them, and to focus on ways to improve their physical and mental health. The study examined 827 children between 7 and 15years old, selected using stratified cluster random sampling from five towns in Xiji County of the Ningxia Hui Autonomous Region. Each child was classified as either LBC or non-LBC. Measures included age- and sex-specific height and body mass index (kg/m2), a food preference questionnaire, the Revised Junior Eysenck Personality Questionnaire, and the Egna Minnen av Barndoms Uppfostran-My Memories of Upbringing (EMBU). Malnutrition rates for LBC and non-LBC were 14.83% (70/472) and 7.04% (25/355) (χ 2 =11.86, p<0.01). More LBC reported hating vegetables and fruits. Eysenck Personality Questionnaire profiles of LBC revealed a significantly higher degree of neuroticism and psychoticism, and a significantly lower lie scale score (p<0.01). LBC's EMBU profiles showed that the paternal approach lacked emotional warmth and understanding and the maternal approach was characterized by favoritism, over-interference and overprotection. There were a significant negative correlation between the personality characteristic of neuroticism and liking vegetables and fruits (p<0.01), and a negative correlation between psychoticism and liking vegetables (p<0.05). The health status of LBC is problematic. Food preferences, personality type and parenting styles should be taken into account when measures are developed to improve the health of these children.

The impact of life skills training on behavior problems in left-behind children in rural China: A pilot study

A randomized controlled experimental pilot study was conducted in order to investigate the effect of life skills training on behavior problems in left-behind children (LBC) in rural China. Sixty-eight LBC were recruited from a middle school in rural China. The intervention group took a ten-week-long life skills training course. The Child Behavior Checklist (CBCL) and Teacher’s Report Form (TRF) were used to evaluate the behavioral problems of the children at three separate intervals: Prior to the intervention, the first week following the intervention, and three months after the intervention. Children in the intervention group showed significant improvement both in the CBCL and the TRF compared to children in the control group. Significant improvements were found in the CBCL total scores, internalizing behavior, externalizing behavior and seven subscales scores ( p &gt; 0.05). In TRF, similar significant improvements were found, except in internalizing behavior and the subscale of thought problems ( p &gt; 0.05). The effect of intervention remained the same three months after the intervention. As a pilot study, the life skill training was found to be effective in improving behavior problems in the LBC in rural China, with the exception of thought problems.

Mental health status and risk factors for mental health problems in left-behind children of women migrant workers in Sri Lanka

Many married Sri Lankan women annually migrate for employment overseas. Despite widely speculated psychological consequences in these children, their mental health status has not been systematically studied using validated instruments. To describe mental health status of children of women overseas workers and compare that with children of locally employed women, and to describe socio-demographic factors and risk factors associated with abnormal mental health in these children. A cross sectional comparative survey was conducted among 253 children (aged 5-10 years) of women migrant workers in the Colombo District and age and sex matched controls from same neighbourhood. Tools used were the validated Sinhala translation of Child Behaviour Check List (CBCL-S) and questionnaires on socio-demographic/risk factors and school functioning. Mean CBCL-S scores and proportion of children with mental health problems were significantly higher in the study group. Not having an elder sibling, father not living with child, mother educated up to grade 5 or less, change of principal carer (PC) twice or more, living with a relative (or not living in own home), child not communicating freely with PC, and not being permitted to engage in recreational activities at school were significantly associated with abnormal mental health of children of migrant women. A high awareness is required among health and social care authorities regarding mental health problems in these children and relevant risk factors in order to take preventive measures.