A Study On Parent-Child Communication Issues In High School Students Accompanying Families Involved In Case Work

As a unique form of family in China,the number of accompanying families is increasing under the influence of the reform of the college entrance examination policy.The issue of parent-child communication,derived from the particularity of family forms and interaction methods,has increasingly become a new focus of family interaction issues.The communication problems caused by cognitive deviation,emotional anxiety and speech conflict between parents and children in accompanying study families are caused by different educational concepts,lack of communication skills,and insufficient family structure and Parenting styles.This study aims to explore the use of case work as an intervention method to alleviate parent-child communication problems in high school students’ accompanying families.Firstly,taking G family in N community,S city,Heilongjiang province as the service object,a research method combining questionnaire survey and scale method was used.Based on communication theory,cognitive behavior theory,and family system theory,the causes of parent-child communication problems in high school accompanying reading families were examined from three dimensions of cognition,behavior,and emotion.The study found that there were ways to enhance friendly communication,correct incorrect cognition,and improve parent-child communication in accompanying reading families Three major needs for relieving negative emotions.Based on this,the G family case service work was carried out,and through effective seven intervention services,the contradictions and conflicts in parent-child communication in the G family were effectively alleviated.Although this intervention has played a positive role in effective parent-child communication among G accompanying families,social work still has limitations in this intervention.Based on this,this article proposes the following suggestions: firstly,to enhance the learning of social professional knowledge and skills;Secondly,attach importance to the participation of internal members of accompanying families;Thirdly,pay attention to parent-child communication issues in society.