Irrational Belief And Supervision Support In Case Practice ——Take The Undergraduates Of Shenyang S University As An Example

As one of the three major methods of social work major,case work is the most basic and main working method,and it is also the basic means,steps and channels used by social work institutions or social workers when carrying out various professional services.As the "main battlefield" of the training of social work professionals,the school should pay special attention to the improvement of students' professional ability and practical ability.At the same time,as the core of social work education,professional practice has always been the focus of scholars.However,with the development of professional practice,students hope to combine theory with practice in practical service,and get full exercise,so as to complete the transformation from students to professional workers.However,many students are difficult to effectively contact their professional knowledge with the practice themselves when they first contact with professional practice,causing a large psychological gap,thus resulting in negative emotions and behavioral problems.These explicit emotions and behaviors are not purely emotional and behavioral manifestations,but the cognitive way behind them is likely to be the real main cause.Therefore,it is necessary to pay attention to related issues such as irrational beliefs during internship research.This paper mainly uses the literature method,observation method and interview method three data collection method,in Shenyang S university social work undergraduates as the research object,case practice,pay attention to their participation in the whole process of practice,explore and analyze the students in the process of practice emotions and behavior behind the belief itself,and provide support for the supervision of irrational beliefs.It is found that in the case practice of S University in Shenyang,students' irrational beliefs are mainly divided into the following four types: excessive anxiety before practice,absolute requirements for self,others and environment,self-depreciation for professional ability,and perfectionism for service process and result.Through in-depth analysis and discussion,the author finds that the reason is that students have great pressure under the "initial experience" of professional practice and hold an "idealized" attitude towards professional complex.Based on this,the supervisor pays attention to students 'own experience and feelings in the practice process,promote students' self-awareness in practice,and combined with rational emotion therapy,timely identify and clarify the irrational beliefs in practice,refute the irrational beliefs,and promote students' positive thinking and self-affirmation.At the same time,the study also found that students need to provide experiential self-awareness as self-growth,provide unauthoritative environment as emotional support,and provide structured process as practical guidance.