广东省清远市农村留守儿童伤害流行特征调查研究

朱旭豪; 林顺伟; 潘敏仪; 周舒冬; 孟瑞琳; 黎杏如; 李静华

doi:10.16462/j.cnki.zhjbkz.2019.03.010

广东省清远市农村留守儿童伤害流行特征调查研究

doi: 10.16462/j.cnki.zhjbkz.2019.03.010

1.
511515 清远, 清远市疾病预防控制中心慢性非传染病预防控制科
2.
510310 广州, 广东药科大学公共卫生学院
3.
511430 广州, 广东省疾病预防控制中心慢性非传染性疾病预防控制所
4.
511800 清远, 清远市清新区疾病预防控制中心疾病预防控制科
5.
511800 清远, 清远市清新区疾病预防控制中心公共卫生科

基金项目:

2017年清远市社会发展领域自筹经费科技计划项目 2017B072

详细信息

通讯作者:
周舒冬, E-mail: 1030614@qq.com

中图分类号: R181
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- 被引次数: 0
出版历程
- 收稿日期: 2018-09-01
- 修回日期: 2018-11-24
- 刊出日期: 2019-03-10

Investigation on the epidemic characteristics of injuries among left-behind children in rural areas in Qingyuan city, Guangdong Province

1.
Department of Control and Prevention for Chronic Non-infective Disease, Qingyuan City Center for Disease Control and Prevention, Qingyuan 511515, China
2.
School of Public Health, Guangdong Pharmaceutical University, Guangzhou 510310, China
3.
Institute of Control and Prevention for Chronic Non-infective Disease, Guangdong Provincial Center for Disease Control and Prevention, Guangzhou 511430, China
4.
Department of Disease Prevention and Control, Center for Disease Control and Prevention of Qingxin District of Qingyuan City, Qingyuan 511800, China
5.
Department of Public Health, Center for Disease Control and Prevention of Qingxin District of Qingyuan City, Qingyuan 511800, China

摘要

摘要: 目的探讨农村留守儿童伤害的流行情况及危险因素，为制订预防伤害措施提供相应的证据支持。方法采用分层整群抽样，于广东省清远市清新区经济发展程度不同的2个层中各随机抽取一个镇，再从当地随机抽取3所小学、3所中学的3~9年级的留守青少年儿童为研究对象，以学生自填问卷方式调查近一年内的伤害发生情况、个人情况、家庭环境和学校情况。运用χ²检验和多因素Logistic回归模型分析伤害的影响因素。结果一年内当地的留守儿童伤害发生率为17.50%（440人）。单因素检验提示学段、独生情况、健康状况、焦虑状况、伤害知识水平、伤害行为水平、与同学的关系、老师对学生态度、老师强调安全问题的组间伤害发生率的差异有统计学意义（均有P<0.05），多因素Logistic回归模型结果提示中学、身体健康、行为水平合格、与同学关系融洽是保护因素（均有P<0.05），焦虑是危险因素（OR=1.262，95%CI：1.009~1.577，P=0.041）。结论农村留守儿童伤害情况受多因素影响，因此应采取综合干预措施，在营造安全健康的成长环境的同时，积极做好伤害教育工作，减少伤害的发生。
- 农村 /
- 留守儿童 /
- 伤害 /
- 流行病特征
Abstract: Objective To investigate the epidemic character of injuries among rural left-behind children, so as to provide evidence for strategies and processes on preventing injuries. Methods Using stratified cluster sampling, a town was randomly selected from each of the two layers with different economic development levels in Qingxin district, Qingyuan city, Guangdong Province. The local left-behind children of 3-9 grades from 3 elementary schools and 3 middle schools were randomly selected from the local area. The student self-administered questionnaire was used to investigate the occurrence of injuries, personal circumstances, family environment and school situation in the past year. Data of injury situation, personal situation, family situation and school situation during last year were analysed by Chi-square and multiple logistic analysis. Results Injuries were reported to occur in 440 left-behind children, with an injury rate of 17.5%. Significant difference of injury rate was observed between groups divided by grades, being only-child in family, health conditions, anxiety, getting along with other students, teacher's attitude to students, emphasizing security by teachers, knowledge level about injury, and injury-relative behaviors (all P<0.05). Multivariate logistic regression model results suggested that middle school, physical health, behavioral level, and relationship with classmates are protective factors, anxiety is a risk factor (OR=1.262, 95%CI: 1.009~1.577, P=0.041). Conclusions We have to take some comprehensive methods to prevent injuries that are influenced by all kinds of factors. While constructing an advantage circumstance to left-behind children, their awareness of security should also be improved to reduce the occurrence of injuries.
- Countryside /
- Left-behind children /
- Injuries /
- Epidemic character

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表 1 影响农村留守儿童发生伤害的个人因素分析

Table 1. Analysis of personal factors affecting the injury of left-behind children in rural areas

类别	调查人数	伤害人数(n=440)	伤害率(%)	χ²值	P值
学段				31.454	<0.001
小学	1 266	275	21.72
中学	1 248	165	13.22
性别^a				1.378	0.240
男	1 256	230	18.31
女	1 199	198	16.51
寄宿情况				0.015	0.904
寄宿	1 022	180	17.61
非寄宿	1 492	260	17.43
独生情况				3.956	0.047
独生	545	111	20.37
非独生	1 969	329	16.71
身体状况				6.525	0.011
较差	655	136	20.76
健康	1 859	304	16.35
焦虑状况				3.874	0.049
有	825	162	19.64
无	1 689	278	16.46
伤害知识水平				4.050	0.044
合格	1 943	324	16.68
不合格	571	116	20.32
伤害行为水平				15.170	<0.001
合格	2 154	351	16.30
不合格	360	89	24.72
注：^a性别缺失59例。

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表 2 影响农村留守儿童发生伤害的学校因素分析

Table 2. Analysis of school factors affecting the injury of left-behind children in rural areas

类别	调查人数	伤害人数(n=440)	伤害率(%)	χ²值	P值
与同学关系6				26.166	<0.001
融洽	1 507	216	14.33
一般或不融洽	1 007	224	22.24
老师对学生态度				16.379	<0.001
和善	1 338	210	15.70
严格	658	111	16.87
溺爱	52	16	30.77
一般	466	103	22.10
老师强调安全问题				4.915	0.027
较多^a	2 266	384	16.95
较少^b	248	56	22.58
学校开展安全教育				0.441	0.506
有	2 387	415	17.39
没有	127	25	19.69
学校开展安全演习				0.925	0.336
有	2 383	413	17.33
没有	131	27	20.61
注：^a包含总是、经常；^b包含偶尔、很少、从不。

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表 3 影响农村留守儿童发生伤害的家庭因素分析

Table 3. Analysis of family factors affecting the injury of left-behind children in rural areas

类别	调查人数	伤害人数(n=440)	伤害率(%)	χ²值	P值
父母离异^a				1.1497	0.284
是	230	46	20.00
否	2 206	379	17.18
父亲文化程度^bg				3.664	0.056
高	297	62	20.88
低	1 772	290	16.37
父亲关心程度^c				5.713	0.058
经常	1 373	247	17.99
有时	642	92	14.33
很少	412	80	19.42
母亲文化程度^dg				15.571	<0.001
高	283	72	25.44
低	1 803	287	15.92
母亲关心程度^e				4.234	0.120
经常	1 740	285	16.38
有时	421	80	19.00
很少	253	53	20.95
父母感情^f				5.374	0.068
好	1 879	310	16.50
一般	410	84	20.49
差	150	32	21.33
注：^a父母离异缺失78例，^b父亲文化程度缺失127例，^c父亲关心程度缺失87例，^d母亲文化程度缺失107例，^e母亲关心程度缺失100例，^f父母感情缺失75例；^g文化程度：学历在高中中专及其以上的为高学历，初中及其以下为低学历。

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表 4 农村留守儿童发生伤害的多因素分析

Table 4. Multi-factor analysis of injuries in rural left-behind children

因素	β	sx	Wald值	P值	OR(95% CI)值
学段
小学					1.000
中学	-0.584	0.119	24.303	<0.001	0.558(0.442~0.703)
独生情况
独生					1.000
非独生	-0.130	0.127	1.051	0.305	0.878(0.685~1.126)
身体状况
较差					1.000
健康	-0.258	0.118	4.791	0.029	0.772(0.613~0.973)
焦虑状况
无					1.000
有	0.232	0.114	4.166	0.041	1.262(1.009~1.577)
伤害知识水平
不合格					1.00
合格	-0.030	0.127	0.055	0.814	0.971(0.758~1.244)
伤害行为水平
不合格					1.000
合格	-0.566	0.144	15.397	<0.001	0.568(0.428~0.753)
与同学的关系
一般、不融洽					1.000
融洽	-0.173	0.056	9.709	0.002	0.707(0.568~0.879)
母亲文化程度
低					1.000
高	0.006	0.026	0.047	0.828	1.006(0.956~1.058)
老师对学生态度
一般					1.000
和善	-0.256	0.141	3.286	0.070	0.774(0.587~1.021)
严格	-0.294	0.156	3.543	0.060	0.745(0.548~1.012)
溺爱	0.277	0.329	0.707	0.401	1.319(0.692~2.512)
老师强调安全问题
较少					1.000
较多	0.044	0.172	0.065	0.799	1.045(0.746~1.464)

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