A Study On The Mental Care Strategy Of The Head Teacher In Rural Elementary Schools For Left-behind Children

Since the 1980 s,with China’s reform and opening up,social and economic transformation,a large number of rural labor force began to pour into the city,left-behind children this vulnerable group also emerged.With the expansion of the scale of left-behind children,the "problem of left-behind children" also began to attract the great attention of the country and all walks of life.Large number of experts and scholars have carried out investigation and research on psychological problems,family problems,moral problems,educational problems and so on,and put forward many valuable solutions.The survey found that the biggest problem in left-behind children is the lack of kinship.Because of the parental separation,They are not only lack of care in life,but also lack of care in mind and emotion.Maslow put forward the concept of "satisfying health ",saying that " the degree of need to meet has a definite relationship with mental health." It can be seen that the satisfaction of care needs in childhood is closely related to the formation of healthy personality after adulthood.The left-behind children in the primary school stage are more eager for their parents’ love and care.However,most rural parents neglect their children’s emotional and psychological needs because of their own cultural level,educational concept,life pressure and so on.Under the influence of examination-oriented education,many rural schools marginalize psychological education andthere is a lack of mental crisis intervention mechanism.In the moral education,we still adopt the traditional way of critical education,and neglect the emotional and psychological guidance to the left-behind children.In addition,the lack of educational power in rural communities and the family make it more difficult to meet the needs of spiritual care for left-behind children.As the direct person in charge of the left-behind children in school education,it is necessary to meet the needs of the left-behind children’s mental care in order to do a good job in the education management of the left-behind children.This study takes the students in Grade 4-6 from Y primary school in Chongqing as the research object.The author investigated the mental health status and some problems in the lack of mental care of left-behind children through questionnaire survey,observation,conversation and case analysis.First,taking the mental health diagnostic test(MHT)revised by Professor Bucheng Zhou and some other psychological researchers as a measuring tool,about 300 students were randomly selected in grades 4 to 6 to carry out the mental health test.Then,the author used spss statistical software to collect and collate the data to analyze and process the survey results.The results showed that 152 children were left behind in 273 valid questionnaires.While left-behind children accounted for 11 with scores of more than 65 in the mental health test,and the detection rate of psychological problems was 7.2%.After that,200 questionnaires were randomly distributed,and a simple survey was conducted on the living and psychological status of children left behind in school.190 valid questionnaires were recovered,of which 141 were left-behind children,close to 74% of the total.The results show that the number of left-behind children has increased significantly,and most of the left-behind children’s parents go out when the children were very little.They work out for a long time,only return home in the New year.Combined with the observation,conversation and experience sharing with other teachers in educational practice,the author found that the lack of mental care for left-behind children in rural primary schools is mainly manifested in the following aspects.At the interpersonal level,it shows a lack of communication with parents and guardians,a lack of security and a lack of friendship.In learning,it shows a lack of supervision,guidance and learning motivation.In the emotional performance,it manifests loneliness,sensitivity,inferiority complex;rebellious strong;bored sense;depression.There are the following problems in moral behavior: lying,speaking rude words,comparison and waste,aggressive,stealing,destructive behavior,conduct disorder,etc.Some left-behind children also showed poor environmental adaptation.As the "important others" in the school life of left-behind children in rural primary schools,the head teacher bears the overall growth of students and plays an irreplaceable important role in the path of children’s spiritual growth.Therefore,the head teacher needs to overcome all unfavorable factors and shoulder the responsibility of children’s mental health growth.This paper is based on Maslow’s theory of hierarchy of needs,humanism and Noddings’ theory of caring education.Combined with the status of mental care of left-behind children in rural primary schools and the research results of other scholars,this paper puts forward some suggestions and strategies on how to educate left-behind children based on mental care.For example,we should embody humanistic care in class management;pay attention to the inner needs of left-behind children;give them adequate emotional care and psychological care;combine the strength of the family of left-behind children.It is hoped to arouse the attention of rural primary schools to the "mental care" of left-behind children,arouse the educational conscience and care consciousness of rural teachers,so as to help more left-behind children to achieve healthy growth.