A Group Practice Study On Improving The Peer Interaction Ability Of Left-behind Children In Rural Areas Using The Advantage Perspectiv

In recent years,more and more young and middle-aged rural laborers choose to work out of livelihood,which leads to the emergence and increasing number of left-behind children in rural areas.In this group,due to the lack of parental guidance and affection care,they have different degrees of difficulties in peer communication,mainly reflected in the process of getting along with peers will produce feelings of inferiority,cower,escape and even anxiety as well as the resulting bad behavior.Based on this,the author first investigated the left-behind children of HS Primary School through questionnaire surveys and interviews,and initially learned that the left-behind children of HS Primary School have insufficient initiative in the process of peer interaction,weak communication and expression skills,and their understanding and use of non-verbal skills need to be improved,and they are prone to bad emotions and poor prosocial behavior.Secondly,in view of the above problems,the author further analyzes and thus determines the needs of left-behind children at the level of peer interaction.Thirdly,under the guidance of the theory of advantage perspective,the author formulated a group service plan,screened 8 left-behind children through questionnaires,interviews,etc.,and established a group to improve the peer communication skills of left-behind children in HS Primary School.The group conducted six service activities focusing on four dimensions: improving peer interaction initiative,improving verbal communication and non-verbal comprehension,alleviating bad emotions in peer interaction,and improving prosocial behavior.After the end of the group activities,the author uses the before-after test and the satisfaction evaluation form to evaluate the effectiveness of the group’s service.Finally,the author summarizes and reflects on the whole group activities.According to the evaluation results,the group service activities carried out under the guidance of the dominant perspective theory have certain effects.After the activity,the left-behind children in rural areas improved their self-cognition,enhanced their selfconfidence,improved their peer communication initiative,verbal communication and non-verbal understanding ability,mastered the skills to ease the emotion of peer communication,and improved their prosocial behavior.But also some deficiencies in this study,meet the demand for personalized service object,the social worker role orientation and transformation of clarity and remains to be improved in the integrated use of various resources level,aiming at these deficiencies,the author made some reflection to in-depth study for the future rural left-behind children who experience accumulation.