Case Work Intervention Study On The Hidden Drop-out Of Junior High School Students

With the full universalization of the country’s nine-year compulsory education,the dropout rate of school-age youth has dropped significantly.However,each student’s upbringing and family background are different,and their values and mental outlook are also different,and the dropout gradually evolves into a hidden dropout or boredom trend.The hidden dropout group retains their school status,but they are often absent from school or do not listen in class and have no plans for their future.The increase in the phenomenon of hidden dropouts is not only a waste of educational resources,but also detrimental to the overall development of students themselves and hinders social progress and development.Addressing the problem of invisible dropouts in this context is important to correct students’ deviant behavior and ensure the healthy physical and mental development of youth.Based on social-ecological system theory and dominance perspective theory,this paper analyzes and addresses the hidden dropout problem of Student A with hidden dropout behavior in Middle School M by using interview method and participant observation method..This study found that the presence of deviant behaviors such as continuous absenteeism for one week,smoking,fighting,tardiness and early leaving showed invisible dropout,which was more related to the caseworker’s own emotions,family environment and school.Therefore,we have carried out three stages and eight interventions: "I"-based,to shape self-growth;"family"-based,to relieve family conflicts;and "school"-based,to obtain environmental support.During the study,the social worker kept tapping into the caseworker’s own strengths and inner strengths,which led to a great improvement in the caseworker’s learning attitude and deviant behavior,a change in the parents’ educational concept,a harmonious family atmosphere,and the caseworker’s support from the surrounding environment,as well as praise from teachers and classmates.Through the case service,the hidden dropout problem was effectively solved,and the caseworker returned to school to live a normal school life and eventually graduated and enrolled in a regular high school.Finally,the author conducts a social work professional summary and reflection,advocating that social work students play to their strengths and use professional methods and skills to help junior high school hidden dropouts solve difficulties on their path to growth.