This paper summarizes and analyzes the problems of left-behind children in rural areas, and discusses the intervention of left-behind children in rural areas in combination with social work. This paper aims to provide a better life and environment for left-behind children in rural areas through the intervention of social work. Then, the following is my analysis of the social work intervention of left-behind children in rural areas. Welcome to read and browse.

First, the definition of left-behind children in rural areas

At present, there are many studies on left-behind children, but there is no clear standard for defining the concept of left-behind children. This paper holds that the concept of left-behind children should be clearly defined before studying the problem of left-behind children. Left-behind children in rural areas in this paper refer to children aged 6- 16 who stay in their rural hometown because their parents or one of them goes out to work.

Second, the analysis of the status quo of left-behind children in rural areas

The group of left-behind children came into being with the social transformation in China, which is a special product of the social development in China. The present situation of left-behind children has the following problems:

(A) the safety of left-behind children in rural areas

According to the investigation, we can know that the safety problems of left-behind children are as follows: First, left-behind children lack safety knowledge and fail to establish correct safety concepts. Secondly, schools lack safety education for left-behind children. Left-behind children in rural areas have very limited access to new knowledge, and schools pay insufficient attention to safety education, which further aggravates the neglect of left-behind children on their own safety issues. Finally, the family did not implement security issues. Many parents know the importance of safety to their children, but they are in a state of laissez-faire about whether their children have received safety education.

(B) Education of left-behind children in rural areas

(1) Learning difficulties. On the one hand, the parents of left-behind children in rural areas are mostly illiterate and semi-illiterate. Because of their livelihood and other reasons, they work outside the home all the year round and do not have enough energy and ability to help their children learn. On the other hand, due to family economic conditions, left-behind children in rural areas are under great pressure. They not only have to take care of themselves, but also the whole family, so they have relatively little time and energy to study and can't devote themselves wholeheartedly to their studies. Finally, many rural left-behind children are influenced by their parents' going out to work and money, and their enthusiasm for learning is not high. Many students will go out to work after nine-year compulsory education.

(2) Lack of supervision. On the one hand, the school supervision is not strict enough and the school spirit is not correct. As a result, left-behind children in rural areas cannot grow up along a good track. On the other hand, because parents go out to work, they are not around their children all the year round. There is not enough discipline for children, and the general guardian maintains a recognized attitude towards children and does not make big mistakes.

(3) Lack of educational resources. First of all, the unreasonable distribution of urban and rural educational resources is recognized by most scholars. Rural economy is backward, living conditions are difficult, teachers are short of resources, and teachers' level is limited, which leads to the limited education level of left-behind children in rural areas. Secondly, in rural areas, there are almost no extracurricular remedial classes and a large number of reference materials to expand the knowledge and deepen the professional knowledge for left-behind children. Finally, there is little communication between schools and parents, and many parents don't know their children's performance in school, which is extremely unfavorable to their education and growth.

(C) psychological problems of left-behind children in rural areas

The psychological problems of left-behind children in rural areas deserve extensive attention from the society. Parents play an important role in children's growth. For left-behind children whose parents are not around for a long time, their emotions can not be vented and communicated, which is easy to induce psychological problems.

(1) Anxiety and inferiority complex.

In the process of children's growth, parents play an irreplaceable role. In life or study, children will naturally seek solutions from their parents when they encounter problems. However, for left-behind children in rural areas, their parents are not around for a long time, and they are prone to fear and anxiety when they encounter problems. In addition, due to the long-term lack of parents' care and self-identity, personality will become extremely sensitive, and it is easier to show negative psychology such as timidity, behavior withdrawal, and thinking that you are not as good as others. In the long run, left-behind children are prone to inferiority complex.

(2) Distorted personality.

Because parents have been away for a long time, they have not given enough attention and guidance to their children's growth. Teenagers are at the turning point of personality change. When they realize that their growth is harder than others, they can't straighten their minds and communicate with others to ease their emotions, they will naturally think that society is unfair to them and will easily hate others and society.

Third, the intervention of social work in the problem of left-behind children in rural areas.

As a professional help activity, social work emphasizes the self-adjustment and self-adaptation of individuals, that is, the principle of self-determination of case owners. Social workers play a guiding role in the case owner and coordinate relevant departments to solve the personal problems of the case owner. Social work involved in the problem of left-behind children mainly starts from the following two aspects, integrating and utilizing all available resources to pave the way for the growth of left-behind children in rural areas.

Professional social work team

Because most of the areas where left-behind children are concentrated are economically underdeveloped areas, professional social workers are relatively scarce and the overall quality of social workers is low, which further affects the progress and effectiveness of social work. Based on this phenomenon, the relevant government departments should take some measures to encourage professional social workers to enter the countryside and establish and improve the volunteer service system. Better serve the left-behind children in rural areas.

(2) Enhance the concern of parents, schools and society.

First of all, the guardians and teachers of left-behind children are systematically trained, so that they can better understand the possible problems of left-behind children and communicate with them better. Secondly, when parents of left-behind children go home to visit relatives during the New Year, they should communicate with their parents more, so that they can realize the irreplaceable role of parents in their children's growth and pay more attention to their growth. Finally, communicate with relevant departments to improve the living and learning environment of left-behind children to the greatest extent, so that they can get more help from society.

Fourth, summary.

Whether the left-behind children in rural areas can grow up healthily and happily is related to the future of rural areas. In the absence of parental care and personal independence, they need more social care and help. Social work is a practical activity to help others scientifically. In the case of left-behind children facing various difficulties and problems, professional social work should carry forward the professional spirit of altruism and strive for more resources and attention for them in all directions. (Author: Guangxi Normal University)

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