A Study On Urban Low Income Family Education Concept And Behavior Intervention

Poverty is an important problem troubling the world, in order to thoroughly get rid of poverty, governments around the world are actively exploring the feasible anti-poverty policy. To the poor, China’s social assistance can satisfy their basic survival needs. The urban low income family intergenerational transfer question, however, still appeared, emboding in the aspect of education, namely family capital shortage, huge education expenses, and cause heavy economic burden for the family education, which hindered the low income family achieve education opportunities for children. Both family capital insufficiency and the family education ideas and behavior misconduct are direct cause of poor children education be repelled. Usually, urban low-income family parents are under the pressure of the life, problems of ignoring and the improper family education and poor parent-child communication interaction exist. Under the influence of family environment, children expectation of education, and with parents communication and interaction, and their ideas for future growth is relatively narrow, leading to the most low-income families children’s learning motivation is low. Meanwhile, they lack of the social capital to inovolve in the competition. Furthermore, an opportunity to social upper flow is blocked, and then, they fall into a disadvantage, finally leading to poor family culture inheritance. The vicious cycle is unable to completely get rid of the bad luck of poverty, eventually. As a result, the urban low-income family education concept and behavior intervention study is necessary.Social welfare theory perspective transform the foucus to the development, it provides the theory basis for the anti-poverty policy transformation and the idea of education assistance’s updating, meanwhile it calls the social work intervention involve in the urban low-income family education. Assets building theory emphasizes the importance of attention to poor family assets accumulation, it addresses on development, and contains the idea of investment. Social welfare development theory with the actual assets construction strategy and long-term development strategy of human capital, improved from consumer-oriented service to recipients own ability. In the accumulation of human and social capital for the family, the education has an important basic role. Therefore, based on the assets building project practice, and on the urban low-income family education as the breakthrough point, this paper discusses the result of asset building concept of urban low-income family education, involving the low-income family parent-child communication, intimate interaction, parenting practices and parental education, as well as the low income family involved in the growth and development of their own youth. This paper adopts the experimental design of quantitative research methods, based on the project of Shanghai G institutions’ pre-term and medium-term data as a comparative study, using SPSS 22.0 statistical analysis, through the method of independent samples t-test, verify the social work intervention effect of urban low-income family development-oriented education, and social work for the future development to provide experience for reference.I assume that the intervention group and control group, in education expectation, family education and the specific practice and the views of raising a child whose variances of the change in three aspects were not equal. Study found that, the urban low-income family education expectation status quo of high expectations and low anticipations, parents’ education expectation change values (p= 0.07> 0.05) did not reach significant level. Self-education of teenagers expectation change value of the t-test, the P value is equal to 0.01< 0.05, suggesting that after the intervention, reaching 0.05 significant level, and this proves that two groups of youth education expectation is significantly different, suggesting intervention services are effective. Family education changes the value after the intervention, because the results of the t-test (p= 0.01< 0.05) justify intervention effect of family education. However, from the perspective of teenagers, we examine the intervention effect of parent-child communication. Before and after the test, this study found that measurement of parent-child communication changes didn’t reach 0.05 significant difference. The views on the concrete practice of raising a child examined by the independent samples t-test, we found that changes in the P value is close to zero, the obvious changes in the two groups after intervention difference reached 0.05 significant level, explaining the asset building project services have been achieved effective result.