Group Work Involved In The Improvement Of Peer Communication Ability Of Rural Left-behind Children

In recent years,with the fast development of country’s social economy and the continuous acceleration of the process of urbanization,a large number of young and middle-aged laborers from rural areas have flowed into cities from their hometowns.Due to the restrictions of the household registration system,working environment,and economic conditions,these young and middle-aged laborers cannot take their own lives.Of children are brought to live and take care of in the cities,which has created a special group of left-behind children in rural areas.Because the parents of rural left-behind children go out to work for a long time,and the children have a long-term lack of parent-child interaction and education,the ability of the rural left-behind children to communicate with their peers is generally low,which is manifested in the lack of self-confidence when interacting with others,the personality is very introverted and some left-behind children The behavior is occasionally accompanied by aggressiveness,etc.,which has a negative impact on their normal socialization process and mental health development.Therefore,it is particularly important for left-behind children in rural areas to improve their peer communication skills.Based on the theoretical guidance of empowerment theory and social learning theory,this paper adopts the method of group work to improve the peer communication ability of the left-behind children in Y village through field investigation and interviews,and lays a good foundation for peer communication for their subsequent socialization process.First,use observation methods and interview methods to investigate,analyze and evaluate the status quo and needs of peer interactions among left-behind children in Village Y.At the same time,use relevant scales to test before group activities,and then summarize their existing peer interactions.Various common problems and causes.Secondly,to carry out group activities that meet the specific communication needs of the left-behind children in Village Y.Through a combination of social worker screening and active registration,8 left-behind children in Village Y are finally selected to form a peer communication ability improvement group to improve their self-recognition.The three dimensions of cognitive ability,emotional control ability and communication and expression ability are used to carry out group activities.Afterwards,conduct process evaluation and result evaluation on the development of the team’s work.After an all-round evaluation after the end of the group activities,the development of the group activities has reached the expected goals of the group,and the ability of group members to communicate with peers has also been improved to a certain extent.Finally,it summarizes the gains from the implementation of group work and the necessity of social work to intervene in rural left-behind children,and reflects on the shortcomings of group work and the plight of social work intervening in rural left-behind children.Generally speaking,the development of this group work has solved the common problems of peer communication among group members.It not only allows left-behind children participating in group activities to master the skills of peer communication,meets the needs of their peers,but also improves Their ability to communicate with peers has played an important role in the healthy growth of left-behind children in rural areas.