The Assessment Of Living Condition Of Rural Left-behind Children And The Research Of School Social Work Intervention Model

Along with the rapid development of the modern social and the process ofurbanization, prompteing massive output of rural labor force and thus providesimportant opportunities for farmers out of poverty to get rich. However, anotherspecial group "left-behind children" scale continues to expand, and persist in a certainperiod of time. As part of the social transition, considering the long-term separation,and mainly supported the long-term lack of high quality education resources, livingenvironment, and living environment of the poor, academic achievement, career,family and interpersonal relationship cannot estimate of loss and damage. School,however, as an important social place of "left-behind children", if can evaluated theenvironment of the "left-behind children" carefully, and provide the correspondingresources, it can make up for the "left-behind children" to a great extent in the processof growing lack of social support.I have attention to left-behind children problem for a long time, and that thelimitations of social support and incomplete network is the root of left-behindchildren’s problems, and the school social work is a supplement of perfect andeffective way to build the social support network. Based on the perspective ofprofessional social work, and through the left-behind children’s survival conditionassessment and analysis of numerous social support factors influence on the growthand survival, and finally to explore the feasibility of school social work interventionin rural left-behind children problem.This article adopts on the way of quantitative research is different from most ofthe previous scholars qualitative research. The object of study for E S county towncentral primary school, the primary and subordinate village primary school, a total of2658students, including left-behind children around1850. The evaluation mainlythrough the way of questionnaire survey, selected the grade3-6total sample of1462students. By investigating the data sorting, analysis, found that "left-behind" and"left-behind" differs from that of the various factors affecting intuitive accurately, sothat they can make more purposeful and targeted social work intervention."Left-behind children" is not the problem of individual development intrinsicproblems, but the outcome of combined action of many adverse factors in a largesystem. The author thinks that the validity of system depends on the different groupsdifferentiation of social support. In this paper the author tries to explore a kind ofmultivariate cooperation service mode, through the government, schools, professionalsocial workers three collaborative approach to abate. Thus, the establishment of agrand "education network", the "left-behind children" in the corresponding network"instrumental support","expressiveness" support. Such service of process, notemphasize "left-behind children" from the perspective of education to solve the school learning problems, but will "left-behind children" in the perspective of socialproblems, emphasizes a comprehensive "diagnosis" and "treatment".