A Social Work Intervention Study On The Improvement Of Academic Expectations Of Left-behind Children In Rural Areas

After the reform and opening up,the "migrant workers' tide" has spawned a group of left-behind children.In recent years,the problems of left-behind children have also been deriving.The education and care protection for left-behind children will not only affect the healthy growth of children,but also hinder the advancement of quality education in China,and it will also increase the social instability.In the process of practice,the author found that the academic problems of left-behind children in F school are common,include that academic expectations are not high,the willingness to go to school is not strong,the motivation for learning is insufficient,academic confusion or lack of confidence and other academic expectations problems.Therefore,based on the theory of ecosystem,the author uses the Morales ecosystem model to analyze the influencing factors of left-behind children's personal,family,cultural,environmental structure and historical levels,design intervention programs,use group work methods and link social resources to build volunteers one-to-one precision assistance,corporate stipends continue to supply,etc.,expand their contact with the appearance of the environmental system,expand the vision of left-behind children,stimulate their imagination,encourage their fighting spirit,bring individual cognition from single to multiple changes,the level of individual psychological needs level changes,and individual academic expectations change from negative expectations to positive subjective initiative.In addition,the involvement of social workers has improved the interaction between the left-behind children's personal system and the family system,the interaction between person system and the environment system has been relatively strengthened.The family support and social support of the left-behindchildren have increased,and the confidence of the successful completion of the academic has also increased.Based on this practical experience,the author studies the social work practice of rethinking the ecosystem theory,and believes that ecosystem theory can help researchers analyze problems more comprehensively,but it is too generalized.In the process of actual intervention,social workers should comprehensively apply various professional methods.And the skills to assist the client to adapt to its ecosystem,while taking into account the various levels of the system,but also to see the priority of the case,to find the core level of intervention,through the commissioning of the core level,and further realize the other systems of the case Successful debugging.In order to achieve the persistence of the academic expectations of left-behind children,social workers should strive for effective support and cooperation from relevant government departments,schools,communities and enterprises,so that all parties can fully exert their effectiveness and truly realize the dynamic unity of “joining and moving” and collaborating together.To build a better and healthy environment for left-behind children.