A Study On The Inferiority Complex Of School-age Children In Welfare Institutions Through Group Work Interventio

The state and society have been committed to improving the living environment of the children in welfare homes as the socially vulnerable groups.Welfare homes,as the main living places for children in welfare homes,generally adopt a centralized support mode.While taking good care of their basic environment,they do not pay enough attention to the cultivation of their self-cognition and mental health,which leads to their more prone to various psychological problems in the growth process,among which inferiority is one of the more common problems.Especially for school-age children in welfare institutions,when they reach the age when they need to go out to school,the people and environment they come into contact with are more complex than other children who only live in welfare institutions.If they only pay attention to their physical level and lack of psychological and spiritual care,their inferiority problems are often more serious.Therefore,it is necessary to improve the inferiority of school-age children in welfare homes to promote their physical and mental growth.From the professional perspective of social work,this paper selects Guiyang M Welfare Institute as the practice site,and uses the group work method in social work to intervene in the social work practice research on improving the inferiority of school-age children in M welfare Institute.The research content is mainly divided into the following three aspects: First,through consulting relevant literature,the author found that a large number of studies on the mental health of school-age children in welfare homes show that most school-age children in welfare homes have varying degrees of inferiority.During the internship,the author conducted the FIS inferiority scale survey on 20 school-age children in M welfare Institute and found that they all had different degrees of inferiority,which was mainly manifested in social communication inferiority and inferiority in learning ability.Second,based on the research on the inferiority of 20 school-age children in M welfare home,10 of them are selected as the objects of the group work practice research.Through the interview and observation of them,the performance of their inferiority is understood and the causes of their inferiority are analyzed.Then,under the guidance of the dominant perspective theory and the Mirror Me theory,Conduct self-abasement psychological intervention group activities,and conduct group intervention around six themes of "knowing you and me,knowing yourself,accepting yourself,developing yourself,breaking through yourself,and setting sail in the wind",so that they can correctly understand themselves,increase self-confidence,strengthen their social ability,and enhance their learning ability,so as to improve the social communication and learning inferiority of school-age children in welfare homes.Third,summary and reflection.To sort out and carry out the practical process of group work’s intervention in M welfare home to improve the inferiority complex of school-age children,draw its own research conclusions,and summarize and reflect on the shortcomings in the practical process,so as to provide some help from theoretical perspectives and practical methods for the group work’s intervention research on the inferiority complex of school-age children in welfare home in the future.