Research On Group Social Work Intervention In Inferiority Of Left-Behind Children In Rural Boarding Schools

With the continuous advancement of the urbanization process and the integration of rural educational resources in China,boarding schools in primary and secondary schools were increasingly growing in number,and the mental health of boarding students has received more and more attention from society.Due to the special school-running model and the relatively closed environment,boarding students were prone to various psychological and behavioral problems,including self-isolation,low self-esteem,depression,poor interpersonal relationships,poor living habits and so on.Children in primary school are in the psychological crucial period of “diligence against low self-esteem”,and effective guidance can alleviate their inferiority complex.Therefore,it is necessary to conduct in-depth research on the inferiority complex of boarding children,so as to provide reference and practical experience for lowering the inferiority complex.Improving the inferiority complex of left-behind children in rural boarding schools was the starting point of this research.This research was based on cognitive behavioral theory and attribution theory,and literature method,questionnaire and interview were used to conduct research as data collection methods.By using the questionnaire survey,the social worker found that left-behind children had a higher average of overall inferiority complex and each dimension than non-left-behind children.In general,the left-behind situation had a negative impact on children’s inferiority complex to a certain extent,mainly affecting the left-behind children’s self-esteem and social confidence.At the same time,through interviews and observations of left-behind children,it was found that the specific manifestations of their inferiority complex were as follows: There was an obvious cognitive deviation in cognition,and they couldn’t look at themselves objectively;Emotionally pessimistic,sensitive and suspicious;In terms of behavior,it was self-closed,self-deprecating and easy to give up.According to the current situation of children’s inferiority complex in Jishui S primary school of Jiangxi Province,the social worker used the method of group social work to develop a self-confidence growth group,so as to help them learn to find and correct irrational cognition,forming a rational way of thinking and reasonable attributional style.Finally,the effectiveness evaluation of group social work showed that group social work intervention had a certain effect on improving left-behind children’s inferiority complex.Based on the sorting and summary of this group service,the social worker came to the following conclusions: Firstly,group social work intervention can effectively alleviate the inferiority complex of left-behind children.Secondly,cognitive behavioral therapy can help reduce the level of inferiority in left-behind children.Thirdly,the optimistic attributional style can help alleviate the inferiority complex of left-behind children.In response to the inferiority complex of left-behind children in rural boarding schools,the social worker gave the countermeasures and suggestions from the aspects of professional reflection and integration of power.In terms of professional reflection,the social worker put forward three reflections based on the experience of group work service: Firstly,group social work has difficulty focusing on individuals;Secondly,social workers should change their roles flexibly in practice;Thirdly,family factors can’t be ignored in the intervention of self-confidence growth group.Concerning integrating forces to improve the inferiority complex of left-behind children,the social worker gave the relevant countermeasures and suggestions from the three levels of country,school and family.