Objective: To compare life satisfaction and social desirability between only and non-only children in urban and rural areas, and to provide a basis for future mental health education guidance. Methods: Stratified cluster sampling method was used to select 3 765 students of grade 4 and 5 from 9 primary schools in urban and rural area of Harbin. The contents of the questionnaires included general information survey, the Multidimensional Student’s Life Satisfaction Scale (MSLSS) and the Children’s Social Desirability Scale (CSD). Results: In the overall life satisfaction, county children had the highest satisfaction (5.10±0.50), while rural children had the lowest satisfaction (4.96±0.57);The life satisfaction of girls was higher than that of boys; The life satisfaction of only children was higher than that of non-only children(F/t=17.04,-5.91,2.21,P<0.05). In terms of social desirability, the social desirability of urban children(32.33±7.04) and county children (31.78±6.30) was higher than that of rural children(30.82±6.34).The social desirability of girls was higher than that of boys, the only children was higher than that of the non-only children (P<0.05). In the overall life satisfaction and all domains of life satisfaction apart from friend life satisfaction, the life satisfaction of urban girls was higher than that of boys(P<0.05). Except for county non-only children, the social desirability of girls was higher than that of boys (P<0.05). In the overall life satisfaction and all domains of life satisfaction apart from family life satisfaction, the life satisfaction of county boys was highest among three areas (P<0.05). In all domains of life satisfaction, the life satisfaction of county girls was highest and the life satisfaction of rural girls was lowest(P<0.05). In the family life satisfaction, the life satisfaction of only boys in urban areas was higher than that of non-only boys(P=0.03). In the overall, friend, living environment and self-dimension life satisfaction, the only and non-only children in the urban, county and rural area had significant differences (P<0.05). In addition, the life satisfaction of county children was highest and the life satisfaction of rural children was lowest. The social desirability of only children in urban and county areas was higher than that of only children in rural areas. Conclusion There are differences in life satisfaction and social expectations among urban, county and rural children in Harbin. Corresponding intervention strategies should be developed when administers psychological counselling to children.

Objective: To provide a basis for college students mental health education and guidance, the impact of psychological aggression and corporal punishment college students experienced before the age of 10 on anxiety and health risk behaviors was explored. Methods: In April and May 2019, the convenience sampling method was used to conduct a questionnaire survey among all the freshman and sophomore students of some majors in two universities in Harbin, including a total of 2 150 students. The contents of the questionnaire included general information survey, Parent-Child Conflict Tactics Scale (CTSPC)，Self-Rating Anxiety Scale (SAS) and Adolescent Health related Risky Behavior Inventory (AHRBI). Results: The percentage of college students who suffered psychological aggression and corporal punishment before the age of 10 was 80.05% and 58.37%. The detection rate of corporal punishment in boys and non-only child was significantly higher than that in girls and only child (P<0.05). The students who experienced psychological aggression and corporal punishment before the age of 10 had higher detection rates of anxiety state and six subscales of health risk behaviors than those who didn t experienced those (P<0.05). The Logistic regression analysis showed that, psychological aggression, place of residence, corporal punishment, and only child were positively associated with college students anxiety state (OR=1.85,1.53,1.49,1.34). The Logistic regression analysis showed that, psychological aggression, place of residence were positively associated with college students health-compromising behaviors (OR=1.60,1.26). Psychological aggression, gender factors, corporal punishment, and only child all influenced college students aggression and violence behavior (OR=1.75,1.66,1.63,1.28). Corporal punishment influenced college students suicide and self-injury behavior (OR=3.44). Gender factors and corporal punishment all influenced college students smoking and drinking behavior (OR=2.67,2.25).Corporal punishment and psychological aggression were positively associated with college students rule breaking behavior (OR=1.88,1.55). Corporal punishment, gender factors, and family income all influenced college students unprotected sexual behavior (OR=4.51,1.91,0.62). Conclusion Parental psychological aggression and corporal punishment college students experienced during childhood have a negative impact on their anxiety and health risk behaviors.