A Case Study On Social Work Intervention In High School Students' Aversion To Learnin

The high school stage plays a crucial role for every child in adolescence,and the problem of high school students’ aversion to learning is a thorny problem that has always troubled many students,parents,and teachers.If students do not receive timely and effective help from their families,schools,and society,it is easy to lead to varying degrees of anxiety and depression,leading to varying degrees of academic aversion.For this issue,in-depth exploration and research are needed to take effective intervention measures.This study takes T Middle School in H City as the research object.Social workers conducted a questionnaire survey and interview on the issue of learning aversion among high school students in the first to third years of T Middle School,exploring the specific manifestations and causes of learning aversion among high school students.From the perspectives of cognitive behavior theory and social support theory,this study selects a high school student named Xiao C from T Middle School,who is deeply troubled by the problem of academic weariness,as a case study to analyze the causes of his academic weariness and conduct in-depth practical research.The theme of this study is to help service recipients overcome the dilemma of being tired of learning,explore the inherent positive qualities of teenagers who are tired of learning,and promote their comprehensive development and overall quality improvement.Research has found that case intervention for high school students who are disgusted with learning under the guidance of cognitive behavior theory and social support theory can achieve good results.Specifically,the problem of high school students’ aversion to learning can be improved through the ideas of "irrational cognitive recognition,cognitive reshaping,behavioral transformation" and "connecting families,schools,peers,communities,and other online support".Based on practical experience,the author proposes practical suggestions to help service recipients learn rationally and cognitively,assist service recipients in learning adaptive behaviors,create a harmonious family learning atmosphere,link school and peer support resources,and assist communities in organizing community learning activities.The author analyzes and summarizes the practical application of cognitive behavior theory and social support theory in solving learning aversion problems,In order to better promote the physical and mental health development of high school students.