School Social Work Intervenes In The Study Of Inferiority Of Left-behind Children In Rural Areas

For a long time,the psychological problems of rural left-behind children have been paid attention to by the state and the society.In recent years,the CPC Central Committee has issued a series of policies and regulations to care for and protect left-behind children in rural areas,creating a good environment and institutional guarantee for the whole society to care for left-behind children.However,due to the special growth experience and environment,these rural left-behind children who are in the critical period of growth and development may have some psychological problems due to the lack of parents’ companionship and care,such as inferiority.It not only affects the normal study and life of rural left-behind children,but also hinders their life development and does far-reaching harm.Through field research on the rural left-behind children in Class S of L Primary School in X City,the author found that the rural left-behind children in this class generally have low sense of self-worth,sensitivity and irritability,big mood swings,lack of security and belonging,poor initiative in interpersonal communication,self-isolation and other inferiority problems.Through the analysis of the causes of the above problems,it is found that the inferiority complex of rural left-behind children is caused by physiological,cognitive,family,social and other factors,which requires systematic intervention from various aspects of body,mind and society.Based on this,this study takes advantage perspective theory and ecosystem theory as the support,and adopts group work as the main working method to help left-behind children in rural areas improve their inferiority problems from the aspects of self-cognition,interpersonal communication,communication ability,practical ability,learning habits,teamwork and so on,and plants the seeds of enhancing self-confidence in their hearts.At the same time,the school social work station as a comprehensive service platform,through the development of community work methods to create a friendly campus environment,community environment and family environment to support the group work,further stimulate the consolidation of rural left-behind children’s confidence in learning and life.Finally,through the comparison of pre and post measurement,it is found that the intervention of school social work professional method can better help rural left-behind children to overcome the problem of inferiority and restore their good self state.However,the effect of intervention is also affected by the professional ability of social workers,the school management mode,and the disconnection between the home-school-community cooperative education.Based on this,this study puts forward improvement suggestions from the micro-system,meso-system and macro-system levels:first,strengthen family education,help parents change the high-pressure education mode and education concept,and learn the correct way of parent-child communication;Second,cultivate children to establish a correct self-evaluation system;Third,establish the home-school-community linkage mechanism,build the brand of school social work service,and promote positive interaction with the school;Fourth,we should pay attention to the development of school social work,improve the service ability of school social workers,and look at the ethical dilemma correctly.Fifth,actively link related resources and call for more volunteers to participate in the action to improve the inferiority of rural left-behind children.It is believed that after the improvement of these problems,school social work can more effectively help left-behind children in rural areas to improve their inferiority level and enhance their self-confidence.