A Study Of Group Work Interventions To Improve The Flood Prevention And Self-care Ability Of Rural Children Left Behind

At present,natural disasters have become one of the major problems that threaten human existence.Flooding is one of the more common and widespread natural disasters in China,which can easily cause casualties and economic losses.As children are a vulnerable group to natural disasters,floods bring great challenges and harm to their survival and growth,and the threat and harm to children left behind in rural areas where floods are common is even more serious.Therefore,it is vital to enhance the ability of left-behind children to protect themselves against floods in a targeted manner.Due to the frequent occurrence of natural disasters in remote areas,the lack of educational resources,and the lack of attention to self-protection education at home and school,the ability of rural left-behind children to cope with disasters,especially flood self-protection,is at a low level,increasing their probability of being injured.This study mainly uses group work methods to intervene in the improvement of the self-protection ability of rural left-behind children against floods,using questionnaires,interviews and participatory observation to understand the current situation and needs of left-behind children’s self-protection ability against floods in School H.It was found that the school’s left-behind children have a weak awareness of flood prevention and self-care,a lack of self-care knowledge,insufficient self-care skills,and low attention to flood prevention and self-care education at home and school.The reasons for the weak self-care ability of left-behind children in School H were systematically analysed at four levels:individual,family,school and society.Under the guidance of social learning theory and group dynamics theory,the author used group work to improve the flood self-care ability of left-behind children,recruiting eight rural left-behind children with flood experience and poor flood self-care ability as group members,and based on the age level,cognitive level and behavioural ability of the group members,focusing on the basic knowledge and ability of flood self-care,combining the introduction of games,simulation exercises and interactive Six sessions of group activities are designed to enhance the awareness of group members,expand their knowledge of flood self-care,and help them to master the skills and methods of flood self-care and improve their self-care ability.The results of the study show that group work interventions in rural schools The results of this study show that group work is effective in improving the self-care capacity of left-behind children in rural schools,that social learning theory and group dynamics theory are useful in guiding the practice of group work,and that the self-care capacity of left-behind children in rural areas needs the support of multiple parties.The author reflects on both the practical process and the application of theory in this study,and addresses the limitations of the group design,such as the lack of comprehensive content,the shallow evaluation of effectiveness,and the need to improve the practical skills of social workers,and puts forward suggestions for optimising the improvement of the disaster self-care capacity of rural left-behind children.Thirdly,we should promote the reform of the school disaster self-care education system;fourthly,we should strengthen the role of the social work profession in enhancing the disaster self-care capacity of children left behind in rural schools;and fifthly,we should advocate the improvement of policies to supplement the resources for disaster self-care education for children left behind in rural areas.