| Floating children refer to a special group of people who follow rural parents into urban life and study.With the continuous development of urban economy in recent years,the number of floating population in cities has been continuously increasing,and various issues related to floating children have also attracted the common attention of the whole society.Mobile children are still in the learning stage,and an important place they need to face after entering the city is the new school.Adaptation issues in various aspects such as learning and life in the school have become an important issue.Whether mobile children can adapt well to the school,what adaptation problems still exist,and how to solve them are worthy of in-depth research.This article uses group work,one of the three major working methods of social work,for professional intervention to help migrant children improve their school adaptability,which has certain practical significance.This article selects migrant children from B Primary School in Chengdu as the research object.Through a survey questionnaire and participatory observation,we understand the current situation of migrant children’s school adaptation.After organizing and analyzing the data,we found that migrant children still have various problems in learning,interpersonal relationships,psychological adaptation,and behavioral habit adaptation,which are manifested in poor academic performance,weak teacher-student and classmate relationships,Low sense of self-identity and collective belonging,difficulty in resolving individual negative emotions,and poor personal learning and hygiene habits.Using the theory of "people in the context",this paper analyzes the reasons for the poor school adaptation of migrant children from four levels: individual,family,school,and society.It is concluded that individual personality concepts,family upbringing methods,school education methods,and the imbalance of urban and rural education resources are the main reasons for migrant children’s difficulties in school adaptation.This article aims to identify 8 migrant children as group members through the use of group work methods,and provide professional intervention to migrant children with school adaptation difficulties to improve their school adaptation ability.Under the guidance of social learning theory and combined with the specific situation of group members,the needs of group members in improving self-identity,establishing good interpersonal relationships,and correctly handling negative emotions were identified.Based on this,the design of group activity plans was carried out.In the specific practical process,the professional methods of group work were used to comprehensively intervene in migrant children,and a total of 7 group activities were carried out.Through the intervention of this group work,we aim to improve the self-awareness of group members,enhance their sense of self-identity,discover their own strengths,establish positive interpersonal interactions with surrounding teachers and students,and regulate the emotions of group members.Specifically,this study achieved the following results: firstly,the intervention of group work helped group members discover their own strengths and improve their sense of self-identity;The second is to help group members learn correct interpersonal communication skills and establish good interpersonal interaction relationships with surrounding teachers and students;The third is to help group members develop the awareness of actively discovering and correctly resolving their negative emotions,and establish confidence in future school life.Through this practical research,migrant children have overcome the difficulties of school adaptation and to some extent improved their school adaptability.Through the research in this article,we have gained a certain understanding and grasp of the current situation and causes of migrant children’s school adaptation difficulties.By using professional methods of group work,we have improved the psychological and interpersonal aspects of migrant children. |
