Study On The Involvement Of Group Work In Peer Communication Of Left-behind Children In Rural Areas

The healthy growth and development of rural left-behind children has always been a topic attracting attention.Left-behind children’s parents are absent for a long time and supervised from generation to generation,which may cause damage to the emotional relationship of left-behind children,and then may have behavioral disorders in learning,life and social communication,which is not conducive to the socialization of children.Peer communication is one of them.Group work is one of the three methods of social work.How to use the idea and method of group work to help left-behind children in rural areas improve peer communication remains to be further studied.This study takes a peer communication learning group of rural left-behind children as a case,and combined with the data obtained from interviews and questionnaires,it finds that the peer communication problems of rural left-behind children are mainly manifested in four aspects: low level of self-cognition,lack of confidence,poor social initiative,lack of communication ability,lack of emotional control ability,and lack of verbal and non-verbal communication ability.Individual cognitive deviation,peer group demonstration and other factors will affect the communication behavior of left-behind children.Therefore,on the basis of preliminary investigation and data analysis,the author evaluated the peer communication needs of left-behind children in the village,recruited 10 group members,and based on cognitive behavioral theory,designed the intervention plan of the group and organized the intervention of group activities from the three nodes of cognitive reconstruction,behavioral improvement and emotional strengthening.By creating a supportive group environment,we can promote the cognitive and behavioral changes of group members,help them establish positive self-concepts and communication concepts,and master correct social skills in observation learning and imitation learning,so as to improve the peer communication problems of left-behind children.The activity was divided into four stages,which gradually improved the group members’ peer communication ability under the interaction of cognition,behavior and emotion.Finally,the evaluation results show that the intervention of group work under the guidance of cognitive behavioral theory in the improvement of peer communication problems of rural left-behind children has achieved some results,and the peer communication problems of the service objects have been improved to varying degrees.However,the intervention scope and time of group work are limited,and there are certain limitations.Therefore,it is necessary to further develop and promote services,gradually form the refinement and normalization of group work.In the process of helping others,attention should be paid to the play of children’s self-initiative,and children should master the cognitive changes and interpersonal communication methods actively rather than passively.Only in this way can the effect of service be better maintained.This study provides reference for the follow-up supportive research on peer communication of rural left-behind children.