Case Study On The Resilience Improvement Of Rural Left-behind Children In The "Second Phenomenon" From The Perspective Of Advantages

The research subject is in the state of “left-behind + adolescent”,and the positive protection mechanism and negative risk factors of the resilience are in an unstable and turbulent state.On the one hand,the left-behind state leads to insufficient parent-child communication and family education problems.Left-behind children can't get the correct guidance of their parents in their thoughts,behaviors and values.On the other hand,the junior high school students are in the stage of obtaining the same sex,and at the same time they are also physiologically showing the development of the second trait.It is prone to psychological development and rapid growth of the body.The imbalance is the imbalance that leads to the anxiety and rebellion of left-behind children in junior high school.The state of “left-behind + adolescent” makes their resilience a changing or fragile stage of development.The external and internal uncontrollable factors are also increasing,leading to the risk of the case in the school peer relationship,teacher-student relationship construction,academic performance and family environment improvement.From the perspective of superiority,professional intervention focuses on the various problems arising from the case of the case of “left-behind + adolescent”,using case-based intervention,supplemented by four multi-intelligent group activities,from the main body of the case,the family environment of the case owner And the three dimensions of the stable environment of the client's school to carry out case-based interventions,help the case to clarify and strengthen the case holder's own advantages and understanding of development possibilities,and identify the potential advantages and available resources in the current stage.On the basis of understanding,cooperate with the client to assist the client to reconstruct the effective communication mode of the family,understand the support of family members,and make better use of family resources to ensure the stable supply of family emotions and energy;In the school environment,we will create an equal and harmonious teacher-student relationship model and an inclusive relationship network to enhance the emotional support of the client in the school environment,in order to change the attitude of the client's learning and friendship.After multi-dimensional case intervention,the self-efficacy of the client increased,and the level of resilience increased from the initial 1.4 to 4.9;and the long-term dynamic mechanism of individuals,families,and schools was reconstructed for the client.Support the case owner to continue to grow and develop in the future.