UPSI Digital Repository (UDRep)
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Abstract : Perpustakaan Tuanku Bainun |
This study aims to address social deviance, social interaction, and social support issues
faced by rural left-behind children in Dafang County, China, through the development
of a social work framework. The objectives include identifying key problems affecting
left-behind children, examining the impact on their development, exploring their coping
mechanisms, and addressing challenges faced by the community, school, and family.
A new framework for resolving these issues is proposed. Qualitative research and case
study methods were employed, with purposive sampling selecting 12 left-behind
children, two school staff, one community staff, and three guardians. Data were
collected through interviews, observation checklists, and document analysis. Semi-
structured interviews and participant observations were utilized, with instruments
including interview outlines and observation checklists. Data analysis involved
transcription, coding, and thorough examination of the collected information. The study
revealed that left-behind children primarily suffer from social deviance, social
interaction, and social support issues. In terms of social deviance, the main problem is
the acceptance of a detrimental subculture, leading to deviant behaviors such as
violence and rule violations. Social interaction problems stem from a lack of skills and
platforms for interaction, constrained by various factors including capacity,
environment, psychology, and teaching. Social support issues arise from insufficient
external support, leading to deficits in financial, academic, and emotional assistance.
To address these issues, the researcher proposes integrating social work as a
supplementary educational approach. This new framework involves collaboration
between social workers, communities, schools, and families, effectively reducing the
educational burden on these entities and improving the conditions of left-behind
children. The study's findings and proposed framework have potential applications in
other regions facing similar challenges with left-behind children. |
References |
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