A Study Of Group Work Process To Improve Social-emotional Skills Of Rural School-age Children

The increasing prominence of psychological and social problems among children has led to many saddening social tragedies.Especially in the post-epidemic era,the surge of instability may lead to more problems.In rural areas,school-age children face multiple dilemmas in their emotional education,such as lack of family education and inadequate schooling to fill the gap,resulting in their generally weaker social-emotional competence and the need to face even greater risks and challenges.Social-emotional competence has a positive impact in promoting students’ cognitive development,improving interpersonal skills,and achieving life achievement.Focusing on and enhancing the social-emotional competence of rural school-age children responds to both the national need for talent and the developmental needs of children.Guided by the Emotional Intelligence Theory,Ecosystem Theory,and Social Learning Theory,we adopted the literature method,participant observation method,and semi-structured interview method as the three main methods of the study to analyze the current situation,dilemmas,and causes of the emotional competence of school-age children in Village B.We also used the social work method of group work intervention to assist children in social-emotional learning and enhance rural school-age children’s The study found that school-age children in Village B had a number of social-emotional difficulties.The study found that school-age children in village B had social-emotional competence difficulties,which could be categorized into two types: “internal growth difficulties”and “social development difficulties”.By further exploring the factors influencing children’s social-emotional competence dilemmas,it was concluded that the root cause of school-age children’s social-emotional competence dilemmas in Village B was a lack of coordination between the individual and environmental systems.At the macro-system level,the negative impact of social ideological changes restricts children’s social-emotional development;At the appearance system level,the development of community education lags behind children’s growth needs,and the negative effect of information networks on their development is prominent;At the meso-system level,the lack of communication and support between families and schools leads to the lack of attention to children’s social-emotional education;at the micro-system level,the function of each educational subject;At the micro system level,the deficiencies in the functions of the educational actors hinder children’s social-emotional development.The study of the eight group sessions revealed that firstly,the growth groups could improve the Social-emotional competence of school-aged children to a certain extent,and the improvement of their interpersonal and responsible decision-making skills was more significant.Secondly,the effectiveness of the service interventions was found to vary from individual to individual and to be time-sensitive from the group process and outcome evaluations.After long-term observation and follow-up evaluation,it was found that the rural school-age children’s abilities had not been substantially improved,and follow-up services were needed to consolidate the existing results.Finally,reflecting on the shortcomings in research and practice,we propose social work practice strategies to improve the social-emotional competence of rural school-age children through building an interconnected micro environment and constructing a good relationship between individuals and themselves and society,and on this basis,we suggest the space and direction for future research.