Research On Group Work To Improve The Interpersonal Communication Skills Of Rural Boarding Junior High School Student

Recently,the Party and the State have paid great attention to rural education and introduced a series of policies and measures to build rural boarding schools,which have developed rapidly and increasingly become the main body of rural schools,with the number of boarding students growing.Due to the special schooling method,the boarding students are separated from their families and have difficulty in receiving parental care.At the same time,the surrounding environment is relatively poor,and boarding students have many problems and difficulties in adapting to school,and interpersonal problems are especially prominent in the boarding student group.Based on the characteristics of the target group and the results of the preliminary survey,we conducted a group work study to improve the interpersonal skills of the first and second year boarding students in X Middle School,guided by interpersonal needs theory and social learning theory.First,through questionnaires and interviews,we learned that X middle school boarding students have problems such as cognitive bias,poor emotional control ability and low social skills.Finally,eight boarding students with homogeneous problems in X middle school were selected and six group activities were conducted using the group work intervention method in the social work profession,hoping to achieve the effects of eliminating self-perception bias,improving the willingness to communicate,recognizing and regulating self-emotion and learning to master social skills,so as to help the group members improve their interpersonal skills.The evaluation of the effects of the six group activities showed that the group objectives were basically achieved,and the following conclusions were drawn:(1)Group work can play a positive role in interpersonal skills enhancement of rural boarding secondary school students,and the students established correct self-perceptions and friendships,and at the same time,parent-child,peer,and teacher-student relationships were improved.(2)The weak interpersonal skills of rural boarding students are not only due to their own reasons,but the influence of their families is also significant.Students with good grades and good family conditions usually have stronger interpersonal skills than students with average grades and poor family conditions.In addition,the school peer group and teachers’ attitudes also profoundly affect boarding students’ interpersonal skills.(3)The improvement of interpersonal skills of boarding students contributes to a certain degree to the improvement of their grades and to the improvement of their overall quality.