Group Intervention Research on Enhancing Psychological Capital of Left Behind Children in Rural Areas—Based on a Three-Level Network Support System

随着中国城市化进程加速，农村留守儿童心理健康问题日益凸显，其心理资本水平显著低于非留守儿童，亟需系统性干预。本研究以积极心理学理论为基础，构建“家庭–学校–社会”三级网络支持系统，设计结构化团体干预方案，旨在探索提升留守儿童心理资本的有效路径。研究采用准实验设计，在中西部三省选取412名10~14岁留守儿童，随机分为实验组与对照组。实验组接受为期12周的团体干预，涵盖自我效能、希望、韧性、乐观四大核心维度，通过三阶段递进式活动(关系建立、核心干预、巩固迁移)结合角色扮演、沙盘游戏等技术；对照组进行常规校园活动。定量工具采用心理资本量表(PCQ-24)及心理健康量表，质性数据通过观察记录与反馈文本分析。结果显示，干预后实验组心理资本总分提升20.7% (p p With the acceleration of urbanization in China, the mental health problems of left behind children in rural areas are becoming increasingly prominent. Their psychological capital level is significantly lower than that of non left behind children, and systematic intervention is urgently needed. Based on the theory of positive psychology, this study constructs a three-level network support system of “family school society” and designs a structured group intervention plan to explore effective ways to enhance the psychological capital of left behind children. The study adopted a quasi experimental design, selecting 412 left behind children aged 10 - 14 from three provinces in central and western China, and randomly dividing them into an experimental group and a control group. The experimental group received a 12-week group intervention, covering the four core dimensions of self-efficacy, hope, resilience, and optimism, through a three-stage progressive activity (relationship building, core intervention, consolidation transfer) combined with role-playing, sandbox games, and other techniques; The control group underwent routine campus activities. The quantitative tools used are the Psychological Capital Scale (PCQ-24) and the Mental Health Scale, and qualitative data is analyzed through observation, recording, and feedback text. The results showed that after intervention, the total score of psychological capital in the experimental group increased by 20.7% (p p < 0.01). Qualitative data reveals that improving children’s family relationships, enhancing their sense of belonging to school, and improving their perception of social support are key mechanisms of effectiveness. This study confirms that group intervention based on a three-level network system can effectively activate the psychological capital of left behind children, and its progressive mechanism of “cognitive reconstruction skill training ecological support” provides a localized model for rural mental health services. At the practical level, modular solutions and digital resource integration (such as the “Cloud Guardian” app) provide reference for the institutionalized transformation of care services for left behind children; On a theoretical level, it reveals the dynamic interaction law between environmental support and individual psychological resources. In the future, it is necessary to expand sample diversity, extend tracking cycles, and deepen the construction of intelligent support platforms to promote the connection between policy guarantees and rural revitalization strategies.