A Studay On The Social Work Intervention Of The Mongolian Left-Behind Children Identity Dilemma

At present,China is in the stage of rapid development of social transformation period,with the continuous strength of the economy,the continuous adjustment of the industrial structure of agricultural and pastoral areas and the improvement of the mechanization degree of agricultural and pastoral regions,so the surplus labor force increased,and the regional economic development level in Inner Mongolia is quite different,more and more rural people pour into the city to The same is true of Inner Mongolia,so in the rural areas where the Mongols live,there is a group of Mongolian left-behind children,most of whom are in their 8-16 years of age,are in an important stage of life development,their self-identity and values gradually formed at this time,The need for active positive guidance can help them through the period of self-identity of life and promote their good physical and mental development.Therefore,this article takes the Inner Mongolia Autonomous Region Chifeng jinxing Dapan H village 8-16 years old Mongolian left-behind children as the main research object,on the basis of consulting the relevant literature,through to the village 8-16 years old is left behind or has had the experience of 25 Mongolian children to carry out a questionnaire survey and self-identification scale measurement,To study the existing problems of self-identification of the children left behind by the Mongolian in this area.Based on this analysis and study of the self-identification predicament of the children left behind by the Mongolian,and using the professional methods of social work to explore the effective way to solve the self-identification predicament of the Mongolian children left behind.Based on the questionnaire survey and field interview analysis results of the Mongolian left-behind children in Chifeng Jinxing Dapan H Village,Inner Mongolia,this paper analyzes and combs the problems existing in the appearance and self-concept,interpersonal communication and self-expression,academic achievement and self-evaluation of the children left behind in the Mongolian,and further from the geographical living environment and The specific environment of family structure and family atmosphere,school education and peer group analyzes the influencing factors of their self-identification predicament,and finds out the specific reasons for the predicament of self-identification.Finally,the selection of 10 less self-identified Mongolian children left behind formed a growth group to enhance self-identification,using the group work method to intervene to help them improve their self-identification and self-satisfaction,change their perception of their own incorrect.In addition,in the process of the group of a self-identification still need to improve the Mongolian left-behind children to help social workers hope to further enhance their self-identification ability and degree,so the help of the main person to intervene in the case of social work,to help her solve the problems of inferiority,interpersonal communication,poor parent-child relations and self-exclusion,The guide owner has a new understanding of himself and regains his due self-confidence.In the study of the self-identification dilemma of the children left behind in the Mongolian group of Chifeng Jinxing Dapan H Village,the author also summarizes all the research contents of the full text and puts forward some feasible suggestions.Through the research,it is found that social work needs to pay attention to the following three aspects when intervening in the self-identification dilemma of Mongolian children Left Behind:(1)Guiding the children left behind by the Mongolian to establish the "Ideal Me"(2)helping the children left behind by the Mongolian to clarify their own development plan(3)using the advantage perspective to excavate the unique potential of the Mongolian left-behind children build self-confidence(4)Constructing a social support network conducive to enhancing the self-identification of the children left behind by the Mongols.In short,the original intention of this paper is to use the actual case of self-identification dilemma of the Mongolian children left behind,through the practical intervention process of small work and case work and the effectiveness of the work to demonstrate that the intervention of social work to the Mongolian left-behind children to get rid.At the same time,try to further explore the social work involved in the Mongolian left-behind children’s self-identification methods,for the future research to provide references and reference.