Study On Case Work Intervention In Children’s School Weariness In Single-parent Families

Due to economic development,changes in social concepts and increased risk factors,the traditional family structure has been greatly impacted,and the number of single-parent families continues to rise.The problems faced by single-parent children in the process of growing up have become increasingly prominent.Existing research has found that imbalances in family structure can have a significant impact on children’s healthy development and academic life,with school weariness being a particular problem.The problem of school weariness of single-parent children is not only a matter of individual growth and development,but also a matter of national development and social stability.Therefore,social work needs to intervene promptly to promote the positive and healthy growth of the children in single-parent families.In this study,I used the professional method of case work to intervene in the problem of school weariness of children from single-parent families to help them grow and develop better in the future,taking Y in the H district as the research subject.In the course of the service,the researcher investigated and analyzed the current situation and causes of learning weariness of the service objects through scale measurement,interview and participation observation.The study found that the client’s current situation of school weariness was mainly reflected in three aspects:cognition,emotion and behaviour.The loss of his mother’s care after the loss of his father was the root cause of his irrational cognition,while the tense relationship with teachers and the alienation of his classmates further undermined her self-confidence in learning,thus leading to emotions and behavior of school weariness.In addition,the long-standing coddling education of grandparents has led to the development of bad study habits,which has led to the worsening of the behavior of school weariness.Based on the specific conditions of the client,the researcher used the cognitive behavioural therapy model and combined the ecosystemic theory to intervene with the client’s cognition and emotion of school weariness at three levels:individual,family and school.On the individual level,specific techniques such as Socratic questioning were used to correct the client’s cognition and emotion of school weariness.I developed a learning plan to improve the client’s learning behaviour,and linked up with teachers to improve the client’s English language foundation.On the family side,I used real-life cases to guide the mother to reflect on herself and establish a reasonable philosophy and approach to education,and helped the grandmother to establish the correct parenting style through interviews and teaching of specific methods,and assisted the family members to develop an exclusive family agreement.At the school,talks and class meetings were held to help the client improve his relationship with teachers and students,and to provide opportunities to develop his interests.As a result of the social worker’s intervention,the subject has formed correct cognition,emotion and behavior in learning.His way of getting along with his family members has changed positively.The client also grew closer to his teachers and classmates.In short,the problem of school weariness of the client was basically resolved.The study shows that case work has a significant effect on improving school weariness of children,while the cognitive behavioural therapy model and ecosystem theory is also effective in addressing school weariness of children in single-parent families,which has implications for future research on school weariness of children in single-parent families.