A Study On Group Social Work Intervention In Rural Left-Behind Children’s Psychological Barriers In English Learning

China’s economy has developed rapidly with the process of reform and opening up.A large number of rural labor forces choose to work in cities in order to obtain a better material life.For various reasons,most of their children were left in rural areas to study,resulted in left behind children.The education of rural left behind children has always been highly valued by the Party and the country,English as an international common language and a key subject of the high school entrance examination,so the psychological barriers in English learning process need our more attention.This thesis took the left behind children in Z village of Anhui Province as the research object,made a series of investigations on the causes and possible consequences of their psychological barriers to English learning.The survey found that the left-behind children in Z village had mild,moderate and severe psychological barriers in English learning.Among them,there were more left-behind children had moderate English learning psychological barriers.The long-term unresolved psychological barriers in English learning caused some left-behind children became bored with English,which had seriously affected the improvement of their English performance and subsequent development.In terms of the reasons for its formation,lack of interest in learning and insufficient understanding of the importance of English learning were the main reasons for this phenomenon at the individual level.The lack of family education support,English learning resources and the backward educational environment were also the external factors caused the psychological barriers in English learning.This research started from the perspective of social work,based on the dominant perspective,cognitive behavior,and ecosystem theory,and used the professional methods of group work to carry out eight group work services to solve the problem of psychological barriers in English learning of rural left-behind children.Group work was involved in the psychological barriers in English learning for rural left-behind children,mainly included helped service objects overcame their fear of English learning,improved their awareness of the importance of English learning,found suitable English learning methods and built confidence to overcome learning difficulties.Through the intervention effect and satisfaction evaluation of the service objects,it can be found that the degree of English learning psychological barriers of the team members has decreased,and the group work had alleviated and improved the English learning psychological disorder of left-behind children to a certain extent.However,this study also has some shortcomings,such as the intervention method of social work is too single,lack of external environment support and so on.In order to better solve the problem of English learning psychological barriers of rural left-behind children.This thesis puts forward the following suggestions: First,change the concept of parental education.Second,stimulate students’ interest in learning.Third,enrich school teaching resources.Fourth,improve the professional ability of social workers.Fifth,promote the implementation of relevant policies.