A Study On Group Work To Improve Peer Interaction Skills Of Rural Left-behind Children Based On Social Learning Theor

With the accelerated urbanization process,a large number of rural labor force has gathered in the cities,and they have to leave their children in the countryside to live with the elderly and relatives.As a result,a large number of left-behind children have emerged,and the problems associated with left-behind children have also emerged day by day.In the long run,this is not conducive to the physical and mental development of left-behind children.Based on the professional concept of social work and guided by the theory of social learning,the author adopts the working method of group work to improve the peer communication ability of left-behind children in X village,so as to lay a good foundation for peer communication for left-behind children to transform to socialization.First of all,the author made a field visit to X village,and investigated the status quo of peer communication of left-behind children in X village by using scale method and unstructured interview method.The author learned that the left-behind children in X village have some common problems in the process of peer communication,such as weak initiative in communication,lack of verbal and non-verbal communication skills,obstacles of no degree in peer communication,and lack of prosocial behavior ability.Secondly,the author analyzes the causes of these common problems and estimates the needs of left-behind children in X village in the process of peer communication.Thirdly,social workers followed the principle of voluntary registration and selected 8 left-behind children in combination with screening methods to form a group of peer communication ability improvement.The group pre-test was conducted by using relevant scales.Six group activities were conducted from four dimensions,namely,the initiative of peer communication,verbal and nonverbal communication ability,emotional control ability of peer communication and prosocial behavior ability.The guidance of social learning theory was applied throughout the group activities.After the end of the group activities,the scale was used to conduct group post-test,compare with the pre-test to evaluate the effectiveness of the group work,and conduct process evaluation and result evaluation on the development of the group work.Finally,the author summarizes and reflects.This group activity has achieved remarkable results in improving the peer communication ability of left-behind children.Compared with before the intervention,members are more willing to communicate with peers and become confident and generous in character.Group members can correctly express their inner thoughts and express their feelings;In case of conflict,the team members learned to solve the problem in the right way;The group members can understand and tolerate each other,learn from each other and praise each other,which strengthens the prosocial behavior ability.Generally speaking,this group activity not only enables left-behind children who participate in the group activity to master the skills of peer communication,but also improves their peer communication ability and meets the normal needs of peer communication.However,there are also some deficiencies in this study,such as the single form of group work,easy to ignore the personalized needs of service objects,limited by time and insufficient integration of resources,and the small participation of parents,schools and society in the practical process.In view of the shortcomings,the author has carried on a certain reflection,which provides an important reference for the in-depth research of social work in the later period.