An Intervention To Left-behind Middle School Students With Narrative Therapy:the Story Of Xiaojuan

The problem of left-behind junior school, emerged with the phenomenon, such as the rapid economic development of our country, the increasingly enhancement of the urbanization level and labor transference, is closely related to the coordination and development of the economy and society, having great influence on the future population quality and structure, society stability and sustainable development. The Narrative therapy is a kind of new interventional mode by externalizing problems and reshaping the life story. It is also a kind of self-inspect and reflection, which has certain kind of advantages to solve the book-wearied problem of left-behind junior school students.This research uses qualitative research, observation and interviews to collect data. A weariness problem troubled student was selected as a case among left-behind junior students of H high school in Z city. This study takes the theory of narrative therapy as a practical framework, which based on the constructivism theory, to explore the problem of left behind students tired of learning. The client was lead to reflect personal narrative through analyzing the mainstream narrative dominate the client self narrative in order to deconstruct the old narrative. Meanwhile, the unique event of life story was found through externalizing the problem, which aims to help client to reconstruct new meanings of life and blueprint for actions. At last, develop the value preference "Moral traits are the measures of a person", through the help of other important person and the witness of outsider.After research, the conclusions as follows can be obtained:firstly, the client’s weariness problem is stem of failure experience caused by long-term frustration and inadaptation of environment. Exploring the special event without control by deconstructing the old narrative help the client to re-examine herself, as a result, weariness problem can be improved based on the change of cognition; secondly, narrative therapy can help students find unique results except the weary problem, help them find ability which has been neglected, and enhance the initiative to solve the problem of weariness for left behind students; lastly, narrative therapy believe that de-structured would bring difficulty for beginners, while, the left behind students are a special group of students. Therefore, keeping the "face" of left behind students in the process of intervention is significant, as an unconditional acceptance attitude to win their trust.