学校社会工作者服务于留守儿童心理健康的角色扮演过程
Study on Role Play of School Social Workers’ Involvement in Mental Health Services for Left-Behind Children

学校社会工作者作为受过专业训练的人员，在留守儿童心理健康服务中扮演重要角色。本文在梳理国内外相关文献的基础上，基于社会角色理论，以C市为例，通过对C市学校社会工作者服务实践的参与观察以及对10名学校社会工作者的深入访谈，运用NVivo12编码，探究学校社会工作者在开展留守儿童心理健康服务中的角色扮演过程。结果发现，学校社会工作者的角色扮演过程涉及多元主体对学校社会工作者的角色期待，学校社会工作者解决服务对象问题与促进自我成长的自我角色认知，以及提供直接服务和间接服务的角色实践活动。本研究通过探究学校社会工作者的角色扮演过程，有助于提升学校社会工作者的服务水平，促进留守儿童的健康成长。
School social workers, as professionally trained personnel, play an important role in mental health services for left-behind children. Based on the review of relevant literature at home and abroad and the theory of social role, this paper takes C City as an example, through the participation observation of the service practice of school social workers in C City and in-depth interviews with 10 school social workers, and uses NVivo12 coding to explore the process of school social workers’ role playing in providing services for the mental health of left-behind children. The results show that the role playing process of school social workers involves different subjects such as the government, schools, social work organizations, service clients and their families’ expectations of the role of school social workers, the self-role cognition of school social workers to solve the problem of service clients and promote self-growth, and the role practice activities of providing direct and indirect services. By exploring the role playing process of school social workers, this study is helpful to improve the service level of school social workers and promote the healthy growth of left-behind children.