The Research Of Social Work-class Influence On Promoting Secondary Vocational School Students’ Interpersonal Communication Skills

Secondary vocational school students’mission is different from Senior high school students. After graduation, they will face the society and be a force of future factories. Then good interpersonal communication skills are playing an especially important role in their work and life. Moreover, avoiding the conflicts caused by interpersonal communication contradiction is also a strong guarantee for harmonious factory and harmonious society. The social workers go to secondary vocational schools and provide the service of promoting interpersonal communication skills. This can effectively improve secondary vocational school students’interpersonal communication skills with their peer groups, parents and teachers. It’s also a necessary way to acquire society approval and improve life’s quality. Social work-class is a new service method for social work to involve in school service. It derives from group work and especially suits for school social work. Social work-class is based on nature class and provides service in unit of inherent class. It makes up for individual case and group work and has the characteristics of strong operability, large coverage, no recruitment difficulties and class culture’s support.This paper mainly studies social work intervention’s influences on the improvement of secondary vocational school students’interpersonal communication skills. At the same time, it discusses the feasibility of social work-class carrying out social work at school. On the premise of demand assessment, this paper analyses that secondary vocational school students have different demands for the improvement of interpersonal communication skills with different targets. During the research, we designed communication activities about peer groups, parents, teachers and working, including games, PPT display, video play, parenting activities, outdoor propaganda and so on. This paper deeply analysed the influences of the activities based on the effects. After the whole service, we evaluated the results via interview, answer sheets, learning guide and so on. Then we put forward reflection.This research designed a series of progressive activities in connection with the service objects’demands by the means of social work-class service from the angle of development and improved service objects’ability of communicating with their parents, peer groups, teachers and the society. After all the service, we compared with and analysed the service’s effects by the assessment methods of interview, learning guide, answer sheets and so on. From the service’s effects, we knew that the service objects had improved much after social work-class activities. In the aspect of parenting communicating, they had raised the frequency and known to pour out and listen. In the aspect of communicating with their teachers, they had mastered more ways and learned the thinking way of transposition. In the aspect of communicating with their peer groups, they had learned friends’importance and the right way to get along with friends. In the aspect of working communicating, they had experienced interview process, made on-board preparation clear and understood relevant labor regulations and the way to protect their rights.