On The Application Of Group Work In Self-identity Promotion Of Junior Middle School Students In Difficult Situations

In recent years,there have been frequent incidents of minors being infringed upon in our country.The problem of minors,especially the minors in difficulties,has been attracted extensive attention from the government,society and academia.In adolescence of middle school difficulties students,in addition to the difficulties in life,they are also facing the psychological difficulties which caused by the improper guardianship,neglect,academic difficulties and so on.The junior middle school is a critical period for the development of self-identity.Compared with other students,the difficult junior middle school students are more likely to have the problems of low self-confidence,lack of self-confidence,lack of planning for study and future life,etc.All of the problems are the manifestations of lack of self-identity.And they are faced with more serious difficulties in self-identity.Among the existing researches,there are many researches on adolescent self-identity,but few of them on the self-identity of junior high school students or teenagers in difficulties,and few of them start from social work practice.Therefore,in this paper,the research object is the junior middle school difficult students from Y School in S District,G City Guangxi.Under the guidance of the looking-glass self theory and groud work dynamics theory,literature research and field research were combined,and combined with groud work practice,here is to study the application of groud work in the promotion of junior middle school difficult students' self-identity.The research found that,the group work plays a positive role in improving the self-identity of junior middle school difficulties students.The positive evaluation of significant,individual successful experience,the behavior and attitude of others in the group and the level of individual's sense of belonging affect the development of their self-identity.The paper consists of five parts:The first part is the introduction.It mainly introduces the research background,purpose and significance of this paper.It is not only to sort out the domestic and foreign literature which related to this study,also research design was carried out.The second part is the basic case study.This part describes the general situation of Y school,the life status and self-identity status of junior middle school difficulties students.It finds that junior middle school difficulties students are generally faced with poor family living environment,lack of parents' care,less communication with their families,lack of learning resources,passive communication.In addition,their self-identity is generally low,and negative self-evaluation,self-doubt and denial,low sense of self-worth,lack of future planning and so on.The third part is the specific application of group work in the promotion of the junior middle school difficulties students' self-identity.This part introduces the preparatory work of the group work.It mainly describes the four life development stages of the the group work: the formation stage,transition stage,maturity stage and the end stage.The end stage includes the performance of group members,group communication mode,group atmosphere,the author leading group skill,and the reflection on each section of the group.Finally,process evaluation and result evaluation are used to test the effect of the group work service.The fourth part is reflection and suggestion.This part mainly reflects on the application of theory and practical work,and finds out the group work plays a positive role in improving the self-identity of junior middle school difficulties students,but it also has some limitations.Such as,do not allow team members to share more deeply and can not keep the influence for a long time out of the group time,etc.In view of the deficiencies in the group work,this paper puts forward relevant improvement suggestions,including that the group workers to take root in the service sites,carrying out systematic services,integrating resources and building a linkage protection network.In addition,this paper also puts forward suggestions for further research direction.The fifth part is the conclusion.This part mainly summarizes the whole paper.The study found that the group work plays a positive role in improving the self-identity of junior middle school difficulties students.The positive evaluation of significant and individual successful experience can promote the promotion of self-identity of junior middle school difficulties students.The behavior and attitude of others in the group and the level of individual's sense of belonging also affect the development of their self-identity.