Intervention Research On Group Work To Improve The Companion Communication Ability Of Left-behind Children In Rural Areas

In recent years,as China’s urbanization process continues to deepen,more and more rural young adults choose to enter urban work.However,due to the multiple restrictions of the household registration system and economic conditions,they have to leave their children in rural areas.Life,this has led to the emergence of a large number of left-behind children in rural areas.This paper takes the left-behind pupils of 6-12 years old from Z Elementary School in Changtang Town as the research object.Based on the field investigation,combined with the literature research method,in-depth interview method and questionnaire survey method,the left-behind village of Z primary school in Changtang Town The analysis of the status quo of children’s peer communication shows that they have some obstacles in peer communication,mainly in the four dimensions of lack of prosocial behavior,poor peer interaction,psychological barriers of peer communication,and weak communication and non-verbal comprehension.In view of the above situation,the author analyzes the causes of the obstacles caused by the left-behind children in rural areas,mainly due to the weak restraint of parents and guardians,the low socioeconomic status of the family,the lack of parents’ emotions,and the lack of parental education.Based on the above situation,the author recruited10 rural left-behind children with peer communication barriers,assessed their needs,and set up a group of rural left-behind children peers in Zongyuan Township,Changtang Town,in the perspective of advantage and mirror.Under the guidance of the theory,eight group activities were designed to improve the peer-to-peer ability of left-behind children in rural areas.In this study,the author recorded the activities of the eight group activities and summarized each group activity.After that,the author found that the service target has significantly improved the ability of peers to communicate through questionnaires,self-assessment of service targets,and evaluations of team members,parents,guardians,class teachers,and classroom teachers.The author affirmed the role of group work in improving the ability of rural left-behind children to communicate with each other,so that rural left-behind children can get training in pro-social behavior,enhance peer initiative,alleviate psychological barriers in peer communication,improve verbal communication and non-verbal comprehension.Effective improvement.However,the group work also encounteredcertain difficulties in the process of intervention,and there were certain deficiencies.The involvement of social workers is far from enough.Therefore,how to fully integrate the external resources of families,schools,government and other aspects to play an active role in improving the ability of rural left-behind children to communicate with each other is also a question worthy of our continued consideration.