本文選題：小組工作 + 社會工作　； 參考：《井岡山大學》2017年碩士論文

【摘要】：近年來,隨著農(nóng)村地區(qū)物質(zhì)生活水平的提高,農(nóng)村留守兒童的問題越來越得到了社會的廣泛關(guān)注。父母的外出務工,不能陪伴在孩子的身邊,長期分隔兩地的生活狀態(tài)使得農(nóng)村留守兒童與父母關(guān)系疏離,嚴重的甚至出現(xiàn)關(guān)系缺失,而這也影響留守兒童的心理健康成長。首先,本文通過“農(nóng)村留守兒童與父母主動溝通現(xiàn)狀的問卷”在青原區(qū)值夏鎮(zhèn)農(nóng)村留守兒童中進行調(diào)查,對農(nóng)村留守兒童主動溝通的需求進行預估。發(fā)現(xiàn)農(nóng)村留守兒童的主動溝通欠缺,且其主要需求表現(xiàn)為:主動溝通意識淡薄、溝通手段單一、溝通時間短、頻率低、溝通內(nèi)容匱乏。其次,在分析了社會工作服務農(nóng)村留守兒童和父母主動溝通的可行性和必要性的基礎(chǔ)上,分析了小組社會工作服務農(nóng)村留守兒童主動溝通的優(yōu)勢,主要包括:小組的朋輩作用、小組活動內(nèi)容的進階性和梯度性、小組過程中的互動性。再者,通過選取農(nóng)村留守兒童的兩個小組案例來分析小組社會工作服務農(nóng)村留守兒童與父母主動溝通研究。這兩個案例分別為“溝通技巧我愛學”——農(nóng)村留守兒童學習小組和“爸爸媽媽聽我說”——農(nóng)村留守兒童成長小組。最后,結(jié)合筆者研究生以來所開展的針對農(nóng)村留守兒童與父母主動溝通的小組活動,并對此過程進行評估、總結(jié)、反思,并指出了本研究的不足之處。本文在了解留守兒童問題及其現(xiàn)狀和需求的基礎(chǔ)上,以社會工作理念為指導,在研究如何應用社會工作方式、方法促進留守兒童問題的解決,具有一定的實際意義。
[Abstract]:In recent years, with the improvement of material living standards in rural areas, the problem of children left behind in rural areas has been paid more and more attention. Parents go out to work, can not accompany in the children's side, long separated from the living conditions of the two places, rural left-behind children and parents relationship alienated, serious or even lack of relations, and this also affects the mental health of left-behind children growth. First of all, through the questionnaire of "the present situation of active communication between rural left-behind children and their parents", this paper investigates the rural left-behind children in Qingyuan District, and forecasts the demand for active communication of rural left-behind children. It is found that the rural left-behind children lack of active communication, and their main needs are: weak awareness of active communication, single means of communication, short communication time, low frequency and lack of communication content. Secondly, on the basis of analyzing the feasibility and necessity of active communication between rural left-behind children and their parents, the paper analyzes the advantages of group social work in rural left-behind children's active communication, including: group peer role. The advanced and gradient content of group activities, the interactivity in the group process. Furthermore, two group cases of rural left-behind children were selected to analyze group social work service rural left-behind children and their parents active communication research. The two cases are "I love to learn communication skills"-rural left-behind children learning group and "Mom and dad listen to me"-rural left-behind children growth group. Finally, combined with the group activities of rural left-behind children and their parents, this paper evaluates, summarizes, reflects and points out the shortcomings of this study. On the basis of understanding the problems of left-behind children and their present situation and needs, this paper, guided by the concept of social work, has a certain practical significance in studying how to apply social work methods and methods to promote the solution of left-behind children's problems.
【學位授予單位】：井岡山大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：C916;C913.1

【參考文獻】

相關(guān)期刊論文 前10條

1 陳倩;;社會工作視角關(guān)注留守兒童問題探究[J];企業(yè)導報;2012年13期

2 詹海玉;陳世海;;農(nóng)民工與留守子女日常溝通問題研究[J];西北農(nóng)林科技大學學報(社會科學版);2012年04期

3 葉敬忠;孟祥丹;;外出務工父母視角的留守兒童[J];中國農(nóng)村經(jīng)濟;2010年12期

4 劉佳;韓永東;;農(nóng)村兒童親子交往現(xiàn)狀的研究[J];南昌教育學院學報;2010年11期

5 潘璐;葉敬忠;;農(nóng)村留守兒童研究綜述[J];中國農(nóng)業(yè)大學學報(社會科學版);2009年02期

6 曹紹平;陳丹;;農(nóng)村留守兒童心理健康問題調(diào)查及對策[J];中國科教創(chuàng)新導刊;2008年04期

7 黃穎;葉敬忠;;農(nóng)村基礎(chǔ)教育中村級社區(qū)的作用發(fā)揮——基于留守兒童支持活動的調(diào)查和思考[J];江西教育科研;2007年09期

8 唐喜梅;盧清;;農(nóng)村留守兒童親子教育缺失問題探討[J];當代青年研究;2006年11期

9 劉繼強;杜學元;;留守兒童初級社會化中家庭功能弱化問題研究[J];湖州師范學院學報;2006年04期

10 周福林;段成榮;;留守兒童研究綜述[J];人口學刊;2006年03期

，

本文編號：1985507