The Influence Of Left-behind Experience On College Students' Interpersonal Communication And Case Service

Since the 1980 s,with the acceleration of urbanization,the size of China's floating population has expanded rapidly.Due to economic conditions,urban-rural dual structure and other factors,many parents are forced to separate from their children and go to work in other places.The children who stayed in their hometowns became "left-behind children." Along with the passage of time,a large number of former “left-behind children” have grown into college students,which we call “ College student with left-behind experience”.In recent years,the problem of interpersonal communication among college students with staying experience is more and more prominent.Some people are introverted,isolated,inferior,and socially fearful.They are frequently frustrated in interpersonal relationships.Interpersonal relationships are accompanied by people's lives,and harmonious interpersonal relationships are vital to the healthy growth of adolescents.Therefore,it is very important to pay attention to the problem of interpersonal communication among college students with left-behind experience and improve their interpersonal skills.Therefore,based on the in-depth interviews with 30 left-behind college students,based on the psychosocial therapy,a case service was provided for the typical case F,in order to provide a practical method for solving the problem of the interpersonal relationship of the left-behind students.First of all,through in-depth interviews with 30 left-behind students,they explored a more common problem among them-interpersonal communication,mainly in the aspects of passive interpersonal communication,single communication,lack of communication skills,and frustration in communication.By analyzing the reasons behind these problems,it is concluded that the left-behind experience has a profound impact on the interpersonal communication of college students,that is,the left-behind experience has an adverse impact on the formation of college students' personality,cognition and behavioral habits,and then their interpersonal attitudes and behaviors.Secondly,from the 30 respondents,the typical case F was selected as the client and the psychosocial therapy was used for intervention.The specific intervention process is divided into the preliminary preparation stage,therapeutic stage and late follow-up visit stage.Among them,in the treatment stage,a layer-by-step strategy is adopted.After three stages of initial treatment,mid-term treatment and post-treatment.Direct treatment technology and indirect treatment technology are applied.Direct treatment is mainly aimed at the case of the case F,and it is one-on-one meeting with the case to guide the case to self-change.Indirect treatment technology is to create a good interpersonal environment for the client through the intervention of roommates,classmates and teachers of F.Finally,the case was changed,the negative impact of the left-behind experience was controlled,the fear of interpersonal communication was overcome,the confidence in interpersonal communication was re-established,and the interpersonal relationship was greatly improved.Studies have shown that the psychosocial therapy has a certain effect in the case service of F.This model has certain practicability for improving the interpersonal experience of left-behind experience college students,and it is of great significance for enriching the case work method.