Group Work Study On The Prevention Of Bullying In Schools Among Left-Behind Children In Rural Areas

Bullying occurs in both urban and rural schools.Being bullied can have a significant negative impact on children and adolescents who are in a critical period of growth and development,and it has become a major hidden danger to their healthy development.With the development of network media in recent years,more cases of school bullying have been reported,which has attracted widespread attention from all sectors of society.Left-behind children in rural areas often become the main characters in these incidents,indicating that school bullying is more common and serious among rural left-behind children,and therefore,requires more attention and intervention.Currently,research on school bullying both domestically and internationally is not uncommon,but it mostly focuses on theoretical research in other disciplines,and there are relatively few practical intervention studies from the perspective of social work.Furthermore,there are even fewer studies specifically targeting bullying intervention for rural left-behind children.This study focused on the rural left-behind children at W Elementary School as the research object and conducted a related investigation on school bullying through a questionnaire and semi-structured interviews with the school’s teachers and students.Based on an understanding of the current status,causes,and actual needs of school bullying among rural left-behind children at the school,the study formulated and implemented a seven-session group intervention program under the guidance of cognitive-behavioral theory and social learning theory.The activities,including role-playing,brainstorming,social work classroom,and scenario discussions,aimed to enhance group members’ awareness of school bullying,cultivate their abilities to prevent and respond to school bullying,and guide them to bravely stand up against bullying and not be silent bystanders.Finally,the study evaluated the effectiveness of the group intervention program by assessing the program’s plan,process,and results.The study found that there were cognitive biases in rural areas regarding school bullying,and the causes of school bullying among rural left-behind children were diverse,being related to both the students’ characteristics and the school,teachers,parents,and classmates in the surrounding environment.Group work was found to be beneficial for preventing and addressing bullying behavior.Based on reflection and summary of the study,the author proposes three intervention recommendations:the use of multiple social work methods to intervene in school bullying problems,the establishment of an effective multi-party cooperation model for preventing and addressing school bullying,and the combination of differentiated intervention with integrated intervention.This study can provide reference and reference schemes for W Elementary School in the future to prevent and respond to school bullying and other related activities.It also enriches the practical content and experience of social work in the area of school bullying to some extent.