A Practical Study Of Social Work Intervention In Peer Exclusion Of Junior High School Students From The Perspective Of Class Ecology

In essence,peer exclusion is a kind of social exclusion,which occurs in the interpersonal tension between peer groups and reflects the status of individuals in the group.However,in real campus life,peer rejection is frequent and hidden,and it is difficult for individuals to reverse the situation of being excluded only through their own efforts.If such bad peer relationship cannot be improved for a long time,it will have a very negative impact on the growth of teenagers in adolescence.Based on the policy support,the needs of social reality and the work concept of social work helping others and helping themselves,the author chose to conduct A practical research on peer exclusion of junior high school students in Class A of D Middle school.Through participatory observation and interviews,the author learned about relevant situations,collected first-hand information,and applied the class ecosystem theory.This paper analyzes the causes of peer rejection in this class from the aspects of student-student interaction system and teacher-student interaction system.In this practical study,the case is not only faced with the lack of personal interpersonal skills or simple psychological adjustment problems,but is affected by the imbalance of the interaction system between students and students in the overall class situation.In the specific intervention process,the author first carried out psychological adjustment and empowerment work for the excluded students,changed the client’s negative thoughts of self-deprecation,stimulated the willingness to seek help and change the potential,and did communication skills training to improve the client’s comprehensive ability to solve difficulties and adapt to the environment.Secondly,the class should be regarded as a whole with a common goal of change,and the educational function of social work should be given full play to the educational guidance of the class,so as to complete the goal tasks of cognitive correction,empathy and responsibility enhancement,and correct value setting.Finally,the intervention of head teachers to change and improve teachers’ understanding level and attention to exclusion behavior.To summarize and sort out the practical experience,the author puts forward the following four suggestions:First,unimpeded channels for help to avoid self-stigmatization of the excluded;Second,to provide timely help and guard against the transformation of the excluded into abusers;Third,carry out responsibility education,enhance junior high school students empathy and responsibility;Fourth,promote emotional interaction and enhance mutual trust between teachers and students.