Social Work Intervention Study On The Psychological And Behavioral Problems Of Left-behind Children Under Theintergenerational Education

Economic reform has accelerated the development of industrialization and urbanization.Many young parents follow the trend of social and economic development and go out to seek better survival and development conditions.Most of these parents have no time or ability to bring their children around to raise them themselves,and they have to entrust them to the elderly in their families.This phenomenon of intergenerational education is especially common in rural China.The subsequent intergenerational education problem of rural left-behind children has gradually attracted the attention of the public and research scholars,however,the current situation of intergenerational education cannot be changed in the short term,so how to minimize the adverse impact of intergenerational education and solve the problem of left-behind children requires continuous research,discussion and practice.In order to respond to and solve the problem of intergenerational education for rural left-behind children,reduce the negative impact of rural intergenerational education,and promote the sound growth of rural left-behind children,this study also chose L Village in Jiangxi Province to carry out the research and practice of rural left-behind children under the background of care and service for left-behind children in Jiangxi Province.Left-behind children in the stage of compulsory education are still in the formation period of personal characteristics such as personality,psychology and behavior,which is also a good period for social work to play the functions of prevention,treatment and development.Therefore,the interviewees selected in L Village are the grandparents of left-behind children in this stage.With the assistance of the children director of L Village,the author selected 14 grandparents to conduct one-to-one interviews,understood the semi-structural education situation of these grandparents and the situation of 26left-behind children they raised through the interview method and observation method,and selected one of the left-behind children Xiao Q as the case object.Based on the ecosystem theory and cognitive behavior theory,the comprehensive use of social work professional knowledge and methods,combined with the actual situation and problems of service object Xiao Q,analyze his personal cognition,psychology and behavior,understand his family,friends,school and community level environment,observe his interaction with these environments and the interaction between the environment.Then,by improving the surrounding environment of Xiao Q at all levels,such as creating a warm family environment,the accepted campus environment,to promote his benign interaction with the environment,so that the environment can better meet his emotional care and emotional interaction.At the same time,correct his bad cognition,improve his sensitive mood and crying behavior,enhance his environmental adaptability and personal problem-solving ability,and promote the sound growth of Xiao Q.Finally,by summarizing the practical research process and research experience,we hope to provide feasible reference and suggestions for solving the intergenerational education problem of left-behind children in similar situations.