A Study On School Social Work Intervention To Improve The Resilience Of Students With Learning Difficulties In Junior Middle Schools

The junior high school stage is not only a sublimation period for the elementary school students,but also a transition period towards the high school stage,and it is accompanied by the development trend of physiological and psychological fluctuations.According to Erikson's theoretical division of life stages,junior high school students are in their adolescence(12-18 years old).The multiple overlapping of instinctual impulses caused by birth and psychological development and the requirements of the new external society often cause them to sink into role confusion Crisis.The society 's ardent hopes,the teachers 'teachings,the parents' hopes,and the deep-rooted “achievement-based” view and “critical education” methods in traditional education,the cumulative effect of multilateral pressure makes some of them have poor learning,average mental capacity,and Students with low efficacy are turned into students with learning difficulties and are carrying a negative label that slides into a cycle of multiple bad cycles.As a special group of students,students with learning difficulties have overlapping causes and are easily ignored by families,teachers,and schools.The dislocation of internal tension makes some psychologically fragile students with learning difficulties more likely to induce implicit and explicit risk factors,obstructing their physical and mental health.This study takes some middle school students of Q School in Z City of H as the research object,collects relevant basic data through questionnaires,interviews,scales,etc.in the school field,and briefly explains the resistance status of Q School students.The reasons for the formation of students with learning difficulties and the influencing factors of their own resilience were simply analyzed from the two dimensions of endogeny and extension.Through the intervention of group work,in the perspective of cognitive behavior theory and advantage perspective,explore and stimulate the potential of service targets,improve the resistance factor of junior high school students,promote them out of adversity,and realize the development of social functions.After the group process,based on the process assessment and structure assessment,a social workerself-assessment and interviews with team members were added to achieve the dual subjectivity of the evaluation content and the evaluation party.The results show that the social work intervention framework in the early stage of social work selection and relationship establishment and needs assessment,mid-term service regulation and planning intervention,and later comprehensive evaluation and return visits are still symbiotic in this field;the school field The intervention of the group work is also of positive significance to the improvement of the resistance of students with learning difficulties.But at the same time,this study also has four limitations: long-term effectiveness and persistence of intervention effect,dislocation and limitation of intervention dimension,unity and credibility of intervention activity,and lack of social worker experience in intervention practice.