A case of social work intervention in migrant children’s services

Cases of social work intervention in migrant children's services

Social workers' services are services for people. The clients are ever-changing, and the environmental systems of the clients are also quite complex. Social workers must Continuously accumulate clinical experience and continuously improve their service capabilities and standards. So, below is a case study of social work intervention in migrant children services that I compiled for you. You are welcome to read and browse.

1. Service Background

The Juvenile Counseling Service Department aims to establish a new generation and educate a new generation, and insists on acceptance, respect, and sincerity to serve young people and serve the whole world. The purpose of society. Taking it as its own responsibility to serve minors in Jinhua and provide consultation and answers to parents' questions about educating their children, under the correct leadership of the superior authorities and with the strong support of all sectors of society, we strive to explore new models for the development of off-campus education and give full play to our own advantages to protect Lei. Relying on the "Parent Wisdom" position, we will create a modern parent-child comprehensive growth service platform that gives children confidence and healthy growth, parents who love learning and have fun, and can use wisdom to guide their children's growth. In this way, parents can reduce the error rate in their daily words and deeds, let them know more about their children's inner world and needs, reduce the negative impact of parents' various anxieties on their children, and further encourage parents to become learning parents and scientific parents. Provide a good atmosphere for teaching children to grow up healthily and happily with them.

Taking over the advantages of the child and adolescent services previously carried out by the Minors Consultation Service Department, we have extended the service projects to migrant children on the basis of the existing "Hu Lei" project for left-behind girls, and launched a program focusing on migrant children. The "Drifting Flowers" three-life service group activity. This project conducts in-depth research and analysis of the needs of migrant children, and develops a series of "three-life" care and education services based on their needs. Focus on helping migrant children of Jinhua City. They are children who come to Jinhua from other places to work with their parents. Through professional social work services, we help these children and their families to empower themselves, participate in the community, and better integrate into urban life. Increase their happiness in life.

2. Service Introduction

?Drifting Flowers? The three-life service project team conducts group work on the life and survival of migrant children aged 7-13 in Huancheng No. 2 Primary School in Jinhua City , education and services in three parts of life, the first part is mainly about the language of life - the origin of life is protection, aiming to let migrant children understand life, love life, protect life and form a correct outlook on life; The second part is mainly about "how to survive" - ??survival skills and ways to get along, aiming to let children learn survival skills and rules, and self-protection skills; the third part is mainly about "the color of life"--- -The beauty and splendor of life? aims to let children feel the beauty of life so that they can enjoy life better. To help children understand the rules of growth, master self-protection and survival skills, learn to integrate into a new community, and enjoy a new life. We hope that all sectors of society will pay attention to the growth and life of these "drifting flowers" - migrant children, and create an equal, healthy and harmonious urban life for children.

3. Service Analysis

(1) Theoretical Basis

Ecosystem theory believes that social work practice is committed to improving the psychological and environmental conditions of clients. Focusing on the interface between the individual and the environment, the intervention considers the dilemmas experienced by clients as "problems in life". It integrates a broad framework of different human behavior and social practice theories to provide a rich, eclectic Foundations of social work knowledge and practice. It emphasizes that people are in situations, and believes that the client does not exist in isolation, but is in the social environment. The client's problems are closely related to family, school (work unit), and society. In the ecological environment Under the guidance of systems theory, social work intervention skills are to create a comfortable, safe, harmonious, and supportive environment for clients, and then help clients solve problems.

(2) Demand analysis

Before the service started, the project team conducted a questionnaire survey and identified 50 migrant children aged 7---13 years old from Huancheng No. 2 Primary School as our services object.

Realistic surveys have found that migrant children have some obvious problems and needs in their lives: parents of migrant children generally have low academic qualifications, poor living and sanitary conditions, and unsatisfactory living and learning environments for migrant children. Most migrant children stay at home in their spare time, do not participate in various interest training classes, and lack necessary extracurricular books. Although they live in the city, they are always on the edge of the city due to the life gap and inequality with urban children. Most children feel depressed, discriminated against, and have a narrow circle of friends. Many children have severe inferiority complex, strong sense of self-protection and isolation, reserved behavior, introverted personality, and unwillingness to interact with others. Specifically, the needs of migrant children and their families, schools, and society are analyzed.

1. The needs of migrant children themselves and their families

Migrant parents focus more time and energy on their children’s learning and pay less attention to their children’s psychological needs and growth. Care needs. During this period, children have their own pursuit of knowledge and life cognition, but their families cannot satisfy it. Therefore, professional life education is an essential need for migrant children, which can prevent and avoid migrant children from receiving bad education. It can help more migrant families live happier lives.

2. School needs

At present, schools focus more on children’s academic performance education and provide less guidance on children’s growth and psychological aspects. At the same time, some migrant children have behavioral problems. There are deviations in children's behavior, which affects their academic performance. Professional social work services can improve children's behavioral deviations and help children re-establish a healthy psychology.

3. Social needs

According to the fifth national census data, the number of migrant children in my country continues to grow. Paying attention to the growth of migrant children has become an important issue. In 2015, Jinhua Among the city's public welfare projects, one of the key points is the education and poverty-stricken services for migrant children. The healthy growth and community integration of migrant children have become important factors affecting community harmony.

IV. Service Content

(1) Service Objectives

Drifting Flowers Sansheng Service provides services to migrant children in the form of group work mainly for the purpose of Achieve the following goals:

1. Through the development of life education, parent gratitude education and self-protection education group activities, help migrant children understand life, respect life, cherish life, and establish a correct outlook on life;

2. Carry out group activities through understanding of life rules, safety knowledge, and emotional management and control to help migrant children learn survival skills, understand self-protection, improve survival adaptability, and enable them to better adapt to the city life, enhance self-confidence and strengthen interpersonal skills;

3. Through group activities that discuss reading methods, simulate words and deeds, and envision future dreams, help migrant children find the beauty in life and experience the joys of life Beauty, enjoy the happiness in life, be grateful for life, and bravely pursue the ideal life;

4. Help enhance communication and exchanges between children, parents and classmates, improve interpersonal relationships, so that migrant children can better Integrate into the community and integrate into city life.

(2) Service strategy

1. Basic services: Provide social work professional team work services to help migrant children better form a outlook on life, adapt to urban life, enjoy life, and integrate into the city .

Social workers use professional concepts, value theories, and scientific working methods and techniques to help migrant children establish a mutual support system through group activities. During the group activities, the children not only receive With the support of social workers, they can also get support from other members of the group. In the group, children learn survival skills from each other, feel the meaning of life, share the beauty of life, support each other, and make progress together. Starting from the advantages of migrant children, we should fully tap the potential of migrant children and empower them, thereby helping migrant children improve their ability to deal with problems, strengthen interpersonal relationships, and enable them to better adapt to the city and integrate into urban life.

2. Interesting activities: Drifting Flowers Sansheng Service incorporates a large number of activities with various forms and rich content.

Based on the characteristics and needs of the service recipients, the project team uses diversified service forms to carry out activities in group activities, such as expressing gratitude to parents, showing traffic signs in understanding traffic rules, Social workers mobilize children's enthusiasm for participation through rich activities such as situation simulation and "goal tree", "family portrait", "blessing card", etc., so that children can learn from the activities.

(3) Service operation model

Service platform + service team (institutional expert supervision team + service social worker + volunteer team + project external support team). Among them, the main responsibilities of the institutional expert supervision team are institutional coordination and social work supervision. The service social workers are composed of project team members (third-year social work undergraduates). Their main responsibilities are to prepare and carry out various group activities. The volunteer team is composed of university social work undergraduate majors. The second group is composed of students and volunteers from outside the organization. The volunteers mainly assist social workers in carrying out each group activity. Vice Principal Xu of Huancheng No. 2 Primary School, children’s education lecturers, family education teachers, and psychological counselors constitute the project’s external support team, which is responsible for assisting and guiding the smooth development of group activities.

(4) Service implementation process

1. The source of "Drifting Flowers" three-life services - Yunnan Province "Three-Life Education"

From Since 2008, various schools in Yunnan Province from kindergarten to university have comprehensively launched life education, survival education and life education. This has become one of the many reform and development measures in education in Yunnan Province that has received widespread attention from the society. Luo Chongmin, director of the Yunnan Provincial Department of Education, believes that life education, survival education and life education are the core of value education. Education is actually the education of life. It is education for the development of people's life, which is to enable people to cherish life and respect life. Life, not only cherish natural life, but also cherish social life, but also cherish spiritual life. We must enable students to recognize survival and improve their ability to survive, develop, and create. We must enable our students to recognize life, love life, and strive for life, so that their own happiness, the happiness of their families, the happiness of the group, the happiness of the nation, and The happiness of the country, the happiness of mankind, and nature are integrated to enable people to develop in an all-round way and move towards happiness. The correct outlook on life, survival and life reflect the value and ultimate goal orientation of education. On this basis, the project team launched three-life service groups for migrant children based on their characteristics and needs.

2. "Drifting Flowers" Three Life Services as Content

(1) The first stage: the language of life---the origin and protection of life

The theme group activities at this stage mainly consist of life-themed group activities such as having you in my life - meeting, contract and companionship, gratitude to my parents, my body I love - life is only once. This project team mainly uses ice-breaking Activities are carried out in the form of games to build relationships, self-protection courses under the guidance of child education lecturers and experts, sharing in groups, hands-on folding of love, gratitude and filial piety, etc., so that children can feel life, cherish life, respect life, be grateful to their parents for giving them life, and promote the establishment of migrant children Correct outlook on life. During the group activities, migrant children actively participated and were enthusiastic, and cooperated with social workers to successfully carry out the group.

The activities at this stage are mainly concentrated from November 2015 to January 2016, every Friday from 12:00 to 13:00 noon. Every time the children basically We can all come, but because the school will have other activities that conflict with it, some students will ask for leave. Moreover, there may also be situations where a large number of people ask for leave because there is no good communication with Huancheng No. 2 Primary School in advance. For example, the children have to participate in subject competitions at noon that day.

(2) The second stage: How to survive - survival skills and ways to get along

The group activities at this stage mainly include rules in life, how much you know about growing up safely, Be the master of emotions - happy growth, happy reading and other survival-themed group activities, including traffic sign cards to understand traffic rules, safety knowledge competition to learn about growth and safety knowledge, scenario simulation role-playing to experience emotional changes, and children's education expert teachers Reading skills guidance. Through these activities, migrant children can learn more survival knowledge, understand more urban life rules and self-safety protection skills, learn to control and manage their emotions and get along well with others, and understand reading skills and methods to improve their reading ability. , so that it can better adapt to urban life, integrate into the community and integrate into the city.

The group activities at this stage will be carried out from March to April 2016, and the specific time will be the same as last semester. When the activity was carried out for the first time this semester, due to the interruption of a winter vacation activity, the first activity was obviously a bit chaotic and it was difficult for the social worker to control the event. When the second activity was carried out, the children were basically able to actively participate in the activities. Moreover, compared with the previous semester, some children had changed, and they had all changed in a normal and healthy direction.

(3) Third stage: Living color ----- The beauty and wonderful life

This stage of group activities are mainly read by readers and read the world all things ----- Appreciation of classics, being a polite person - I can do it as a new citizen, weaving childhood dreams (Part 1) - hard work + sweat, weaving childhood dreams (Part 2) - and group summary meeting and other life The theme group activities are composed of reading "Robinson Crusoe (Excerpt)" to appreciate the connotation of classics, role-playing to experience the importance of being polite to others, drawing a goal tree, weaving childhood dreams, writing blessing cards, and recalling the whole process of the group. , aims to help migrant children discover the beauty of life, feel the beauty of life, enjoy the beauty of life, and bravely pursue their ideal life.

The group activities at this stage will be carried out from April to May 2016, still every Friday at noon. Every group activity gives the social worker a different feeling. The social worker has gained a lot every time. The group activity has ended, but for the social worker and the children, it may be just the beginning. The knowledge the children learned from the group activities is slowly affecting them. Growth, and for social workers, the end of each service is accumulating experience for the next service. Both the children and the social workers are learning and growing.

3. Future arrangements and plans

(1) Service team: strive to learn theoretical knowledge, improve social workers’ professional knowledge and abilities, constantly summarize practical practice and accumulate experience, and improve social workers’ service skills and level. Be good at integrating social resources and leveraging social resources to facilitate institutional services, so that more people in society can pay attention to the marginalized group of migrant children, and actively play the role of social volunteers and professional social worker volunteers in universities to assist in the success of the project. carried out and completed.

(2) Service content: improve existing services, enrich services for teenagers and children, carry out interesting activities that can attract children, pay attention to the growth issues of children and teenagers, and systematically analyze the family, school and social environment of service objects , comprehensively consider the different needs of adolescents and children, provide individualized services on the basis of universal services, and continuously enrich and improve service content.

(3) Service objects: Read literature, pay attention to hot topics in life, identify problems, regularly carry out research activities on the needs of children and adolescents, timely discover the needs of service objects and adjust service goals, and expand services as much as possible within the scope of capabilities. scope, benefiting more young children and families.

(4) Summarize the service experience of Drifting Flowers Three Life Group, reflect on the deficiencies, actively summarize the successes of development, promote it to society, and provide certain reference experience for other migrant children services. Let more such groups in society benefit.

5. Effectiveness Evaluation

(1) Plan Evaluation

Before the activities of the Drifting Flowers Three Life Service Group were launched, the social worker conducted a review of the entire project Detailed design and planning include the early collection of information related to migrant children in cities, application form design, demand research, group activity curriculum design, volunteer recruitment and training, service target recruitment, etc. In the early preparation stage, the project team strictly implemented every link to reduce various errors that would affect the results. Through the efforts of the project team, the application form won the bid during the bidding process, and the project team's services were carried out; in the subsequent course design, volunteer recruitment and training process, the project team successfully completed the task and received the support of Shanshan Family Training venues were provided, and the course design was completed smoothly with the efforts of excellent team supervision and professional social workers; as for the service targets, the project team received support from Huan No. 2 Primary School and was willing to provide the project team with 50 migrant children as clients. and event venues. However, there are also shortcomings. The clients in the project team do not actively seek help voluntarily, but are often recommended by the class teacher. Their participation in group activities is just a way of "executing the teacher's orders" rather than voluntarily participating in services that really require service; the service recipients always ***50 people, divided into 4 groups, they are from third, fourth and fifth grade. Their knowledge levels are different, which undoubtedly makes it more difficult for social workers to carry out activities.

(2) Process Evaluation

?Drifting Flowers? Sansheng Service Group started from November 2015 to May 2016. Due to the winter vacation, the activities in February were canceled Interrupt. In half a year, the project team conducted 12 group activities. Before each group activity, the social workers would carefully make preparations. The project team carried out activities around the theme of life in the first semester, and focused on survival and life in the next semester. Carry out activities. In the initial group activities, the project team had a 15-minute lecture by a team expert lecturer before the formal group. However, later they felt that the situation was not very good and started group activities directly. During the group process, the children were more enthusiastic about participating. Gao, spoke actively and enthusiastically, and was quite curious about the activities of our project team, so basically all the people participating in the activities were able to attend, except for some people who asked for leave and were unable to come. Afterwards, the relationship between the children and the social workers gradually became familiar, and the children became somewhat casual. The social workers and volunteers needed to maintain discipline while conducting the group. During the activities in the next semester, the social worker found some changes in some children. For example, the children who were unwilling to sit down and participate in activities in the last semester and loved to move around were able to participate in the activities well after the social worker reminded them a little. The children who were not confident in the early stage also gradually They became more confident and dared to be active in the group; in the early, middle and late satisfaction questionnaires, the children were also relatively satisfied with the activities carried out by the social workers. Many children liked the various small games carried out by the social workers. Social workers also conduct group summaries and self-reflections after each group to identify problems, accumulate experience, and improve service skills.

(3) Result evaluation

After 12 group activities, we collected information from the children who participated in the activities and found that many children said that they learned a lot during the group activities. , such as being grateful to parents, cherishing life, self-protection, safety knowledge, reading methods, making many friends, being happy with the company of social workers and team members, etc. Many children also use some of what they have learned in life. When asked When asked whether they would participate in such activities in the future, many children said they would participate and said that the social workers were gentle and nice. On the "small blessing card", the social worker saw the very warm words "Thank you for every smile you brought us". Seeing such words, the social worker was shocked. The social worker just tried his best to do his best, and maybe he didn't feel it. I will give them so much, but this result is also an affirmation of the social workers.

(4) Efficiency evaluation

When it comes to efficiency, it is naturally linked to currency. Although this is a bit realistic, it is after all a way to evaluate whether the service is effective. Judging from the members of the "Drifting Flowers" project team, the cost of the project team is relatively low. The project team makes full use of college student resources and external support system resources, gives full play to the advantages of social resources, and strives to make limited resources play an unlimited role. , to maximize benefits. Afterwards, the project team will also contact other foundations to jointly help individual clients in difficulty.

6. Professional reflection

1. Social workers have professional knowledge and skills and can use group work, one of the three major methods of social work, to help children of migrant workers alleviate some of their inner worries. Explore the potential of team members and create a platform for team members to help and learn from each other, so that each team member can grow healthier and happier with the help of himself, other team members, and social workers. However, social workers also need to constantly summarize, reflect, communicate, and accumulate experience in practice, so as to better serve more people.

2. Social workers can personally experience the rewards of helping others in group activities. Watching the children grow again and again, they feel full of gains and satisfaction. This is a reflection of the social worker’s sense of accomplishment. , at the same time, social workers should pay attention to the development and utilization of social resources, and find more resources to help service recipients solve problems;

3. In the process of carrying out activities, many factors are often uncontrollable. Yes, many emergencies are unpredictable, such as when an event is about to start and the venue needs to be temporarily changed. This requires social workers to be fully prepared in advance and have rich experience and ability to deal with emergencies.

4. Social workers should try their best to learn a variety of knowledge and abilities so that they can handle different clients with ease. However, social workers are not saints and cannot know everything. The most important thing is to Cultivate your own learning ability and find solutions as soon as possible no matter what problems you encounter; at the same time, you must be highly sensitive to the problems of service recipients, have a deep understanding of the personality characteristics of each team member, and clarify problems in a timely manner.

5. Social workers should organize interesting and theme-based group activities to increase the enthusiasm of group members to participate. The most important thing about group activities is how to retain clients and stimulate their enthusiasm and enthusiasm for participation. Enthusiasm, so it is necessary to formulate plans and activities that the client is interested in based on the specific situation of the client;

6. Social workers’ services are services for people. Clients are ever-changing, and the client’s The environmental system is also quite complex. Social workers must continue to accumulate clinical experience and continuously improve their service capabilities and levels; the service process of social workers may be a long-term process, and it is impossible to see results in a short period of time, so it is necessary to Cultivate the patience and strong heart of social workers. Even if they encounter naughty children, they should not be impatient and guide them patiently and carefully. ;