A Case Study Of Play Therapy Intervention In School Age Children’s Academic Procrastination Under Cognitive Behavioral Theory

The problem of academic procrastination among primary school students has always been a social hot issue that most people pay attention to and discuss.It is urgent to solve the problems of school-age children’s academic procrastination and procrastination.As a relatively common academic deviation behavior,academic procrastination will have a negative effect on students’ academic performance,academic self-efficacy,future life attitude and behavior habits,and parent-child relationship.If there is no more intervention,it will be harmful to children’s current development and future growth.This research focuses on a case of serious academic procrastination in the third grade of primary school.Through the collection and analysis of the relevant data of the case,we can understand the current situation of the case’s academic procrastination,and analyze the case’s own factors and family rearing style.The client’s problems and needs were analyzed at the same level.Using cognitive-behavioral theory as the basis of play therapy,we carried out targeted interventions for the client and his parents,a total of nine times,through vivid and interesting games such as "narrative reconstruction",picture book reading,emotional thermometer,role-playing and sitcoms The design helps the client establish correct academic cognition,master the skills of time management and emotional management,stimulate the client’s own internal drive,and strengthen positive and positive independent academic behavior;through positive discipline skills learning and role exchange,correct parents Wrong parenting style,giving the client family-level environmental support.The study found that under the guidance of cognitive-behavioral theory,game therapy intervention in school-age children’s academic procrastination is feasible and effective.After the intervention,the subject’s academic procrastination behavior was significantly reduced.After two months of follow-up,the procrastination behavior rebounded slightly,but the effect was still more obvious than before the intervention.Therefore,The long-term effect of the intervention needs to be continuously tracked and verified.This article innovatively uses the method of casework to carry out interventions on campus bullying issues,and takes the bullied as the main intervention object,and assists the bullying to intervene.While comprehensively using social work theory,some elements of psychology are added to achieve a good integration of disciplines.The intervention effect is good,which provides a practical reference for the intervention practice of social work in this field.