Positive Youth Development And School Adaptation Among Rural Adolescents And Its Revelation Of Social Work

The Party and the State have traditionally attached great importance to youth development.In recent years,social work has been in full swing,and the concept of positive youth development has provided new possibilities for social work to view youth development from the perspective of strengths,potentials and resources.This study aims to focus on the positive youth development of rural adolescents and uses a combination of variable-centered and person-centered analysis to explore in depth the potential category characteristics of rural adolescents’ levels of positive youth development and the relationship between their subtypes and school adjustment.The study is based on 3654 rural adolescents and finds that.(1)The overall level of positive development among rural adolescents is moderately high,and positive youth development is negatively correlated with internalized problem behavior and externalized problem behavior,and positively correlated with academic achievement.There are also significant gender differences between the dimensions of positive youth development and school adjustment,with girls showing more internalizing problem behaviors and boys showing more externalizing problem behaviors.(2)The potential types of positive youth development in rural areas can be divided into three categories: C3 positive overall development,C2 moderate positive development and C1 positive development deficit.Among them,the number of moderately positive developmental types is the largest and the number of positive developmental deficient types is the smallest.At the same time,the overall positive development type and the medium positive development type showed a tendency to develop evenly,while the positive development deficit type showed a tendency to fluctuate.(3)There are also significant differences in the school adjustment ability of rural adolescents of different positive development types,with C1 positive development deficit type having the lowest school adjustment ability,C3 overall positive development type having the highest school adjustment ability,and C2 medium positive development type having the second highest school adjustment ability.(4)The formation of potential categories of positive youth development is closely related to rural youth’s experience of being left behind,family economic status,parents’ marital status and gender.Specifically,rural adolescents who are left behind are more likely to be C1 underdeveloped,while those who are not left behind or semi-let behind show more C3 overall positive development;the better the family’s financial situation,the less C1 underdeveloped they are,while those who are well-off show more C3 overall positive development;the better the parents’ marital status,the less C1 underdeveloped they are;girls show more C1 underdeveloped and boys more C3 overall positive development.In conclusion,this paper found that positive youth development is a key factor in the school adjustment of rural adolescents,and that healthy adolescents tend to have a combination of positive development indicators that are mutually reinforcing and interrelated.Based on the identification of the potential types of positive youth development in rural areas,this paper provides a reference point for social work,schools and parents,and offers ideas for precise and personalized interventions based on positive youth development and an individual-centered perspective in school social work.By stimulating the main consciousness of positive development of rural youth,cultivating positive development qualities of rural youth,building up rich inner positive resources,and constructing outer positive resources by establishing the linkage between "school-family-community-social worker",the development,integration and linkage of inner and outer resources can be achieved to promote the comprehensive development of rural youth.