Group Work On Safety Education Of Left-behind Children In Rural Areas

In recent years,with the continuous economic growth and social structure change,China has completed the transformation of agricultural country to industrial country.The process of industrialization and urbanization is constantly promoting the flow of farmers to the cities,which then brings about the problem of the children of migrant workers left over in their hometown.They are given a new label--"left-behind children in rural areas".Urban and rural structure,social impression and self-cognition and other factors affect the safe growth of rural left-behind children to varying degrees,and they can only stay in rural areas to complete the transition of children's socialization in the lack of guardianship environment.Therefore,rural left-behind children are easy to face or encounter various safety problems in the process of growing up.Left-behind children in rural areas are vulnerable to various dangers such as drowning,trafficking,sexual assault and school violence,which leads to frequent accidental casualties of left-behind children in rural areas.These problems have aroused the concern and discussion of the whole society and academic circles.The left-behind children in rural areas occupy a large proportion of children and adolescents,and their safety problems are related to their own growth and social stability.Therefore,it is urgent to carry out a variety of safety education around the safety needs of left-behind children in rural areas.This study relies on S Primary School in S Village,Dingxi City.According to the common safety problems and influencing factors of left-behind children in S Primary School,the field interview method and questionnaire survey method were used to evaluate the safety cognition level of the surveyed subjects in S Primary School.At the same time,according to the actual safety needs of the left-behind children in S Primary school,8 rural left-behind children were selected as the service objects,and the group activities of "knowing risks,safe growth" were designed and implemented,trying to help the left-behind children in S primary school establish scientific safety awareness and improve their self-protection ability.The group activities carried out 7 sessions,involving school violence,sexual assault,drowning,personal safety and traffic safety and other topics.Under the guidance of cognitive behavior theory,social workers teach safety knowledge and prevention skills to the service objects,correct their safety concepts,and help them fully understand the safety problems that they are easy to face in the process of growing up.Service objects can further correct their unsafe behaviors by changing the wrong safety concept in the group activities,and guide them to apply them in a timely and skilled manner to the actual growth process.Based on the investigation of the safety education needs of left-behind children in S primary school,combined with the group service intervention process and effectiveness evaluation,the following conclusions are drawn:(1)the learning of safety knowledge and skills is crucial to promoting the safety education of rural left-behind children;(2)the application of cognitive behavior theory can improve the cognition and behavior of left-behind children;and(3)the application of group work in the safety education of rural left-behind children has a positive role.