Study On The Problem Of School Weariness Of Migrant Children Involved In Group Work In Ex Situ Poverty Alleviation ——Taking Guiyang X Community As An Example

With the implementation of the ex situ poverty alleviation and relocation policy,the living conditions of many people from impoverished areas have been greatly improved.Among the large number of relocated populations,children account for a large proportion of the relocated population.They moved with their parents into the ex situ poverty alleviation and resettlement community.Because the children are in the growing stage and are not psychologically mature enough,they are particularly vulnerable to the influence of the environment in their lives.Facing the new living environment,they have a series of adaptive problems,such as learning,social interaction,living habits,etc.,especially the learning problems are particularly obvious,which are mainly manifested in the feeling of being tired of learning,which is extremely unfavorable.The healthy growth of relocated children from poverty alleviation in ex situ.Therefore,this study hopes to intervene in the problem of school weariness through group social work methods,and hopes that such children can attract more attention.The author took advantage of the summer vacation to conduct a professional internship at the Chunfeng Social Work Center in X Community,Guiyang City,to investigate the relocated children of the X community for poverty alleviation.During the visit,it was found that the children in the community had problems with school weariness,mainly including learning cognitive bias,negative learning attitude,and poor learning behavior.Based on the current situation,the author analyzes the reasons for the school weariness of the relocated children through the semi-structured interview method,questionnaire survey method and observation method.Next,the author analyzes the needs of the relocated children for poverty alleviation and relocation.And combined with the concept of advantage perspective,he designs a group social work plan,formulates group activity goals,and applies group social work methods and skills to 10 children aged 9 to 12 relocated poverty alleviation relocated children.Children carried out seven group activities to intervene their school weariness,mainly focusing on learning cognition,learning attitude,learning behavior and other issues.In the process of activities,help them clarify the meaning of learning,correct their learning attitude,master good learning behaviors,enhance learning enthusiasm and initiative,tap the potential of team members,improve self-confidence,improve their weariness,grow healthily,and learn happily.In terms of testing the effectiveness of the group’s activities,the author conducted a process evaluation and result evaluation of the group members,and found that the boredom of the group members had improved well.First,the group members’ mislearning perceptions were transformed,realizing the importance of learning to them.Secondly,the learning attitude has changed,the enthusiasm and initiative have been improved,and the correct learning methods and skills have been mastered in learning behavior.Finally,in the course of the activity,the self-confidence of the group members has been greatly improved,and the weariness of school has been significantly improved.This study fully demonstrates the effectiveness of group social work interventions on school weariness and the applicability of the theory from a dominance perspective.However,due to the author’s limited professional ability and practical experience,there are deficiencies in the intervention process: the analysis of the needs of relocated children for poverty alleviation is not specific enough,and the service lacks the guarantee of continuity.Therefore,the intervention strategy needs to be further summarized and reflected.