Study On Group Work Intervention Of Life Education For Left-behind Children In Rural Areas

With the acceleration of urbanization process,a large number of rural people go to the city to work,which results in that a large group of left-behind children are in rural areas.Limited by many realistic factors,the survival and development of left-behind children in rural areas are not optimistic.Attention to the problem of left-behind children has become a topic of concern to academia,educational circles and the government.Especially in recent years,the frequent occurrence of life safety incidents of left-behind children has made the society realize that it is necessary not only to provide policy assistance and economic assistance to left-behind children,but also to return to the essence and build a "value orientation of individual life" through life education.This study takes left-behind children in L village of Y city in Gansu Province as the research object.Through unstructured interviews,participatory observation,questionnaire survey and other methods,it collects data to explore the problems,causes and needs of life education for left-behind children in L village.Based on group motivation theory and social learning theory,a new theoretical model of life education is built,and the "three-dimensional" intervention logic of localized life education is applied to design a specific framework and program of group intervention.Combined with the values,methods and skills of social work,left-behind children are guided to have positive and high-quality life beliefs in cognition,attitude(belief)and behavior,perceive the value and significance of self-life and other people's life,and form a good and harmonious relationship with others and society.Research shows: Firstly,group work intervention in the life education of left-behind children in rural areas is effective.The service objects' perception of life,the perception of self and others,and the formation of good and harmonious relationship with others and society are obviously enhanced and improved.Secondly,the theoretical model and intervention logic based on group dynamics theory and social learning theory have strong applicability and suitability for left-behind children's life education.Thirdly,the group work method is suitable for the characteristics and needs of children's physical and mental development,and it is feasible to intervene in the service object with homogeneity.Fourthly,the value concept,multi-method,professional skills and theory of social work are obvious in helping the service object to grow independently and solving the problem of left-behind children's life education.Fifthly,the intervention framework and scheme of practical process have strong experience significance and reference value.At the same time,this study also reflects on the particularity and difference of single method and individual,the weakness of multi-support system in life education,the ambiguity of social workers' role positioning,the relativity and absoluteness of social work ethics,and the gender differences and sensitivity in children's work.