Resilience for 1000Left-behind kids in Rural China

In order to improve the service skills and teamwork ability of college volunteers and provide better service for left-behind children in mountainous areas, Shining Star arranged a training for 30 college volunteers from universities in Guangdong Province on March 30, 2024. To help the growth teachers have a better understanding of the project framework and master the skills of a good resilience class, the facilitator Evelyn Liu explained the theoretical basis of the project - the resilience CBO theory, introduced the project framework and the arrangement of the summer camp.Under the leadership of the facilitator Shirley Lu, the growth teachers participated in the classroom simulation from the perspective of students through practical links and experienced the atmosphere of the resilience class. In combination with the volunteer service situation and the characteristics of the ft-behind kids needs, the advocate Hailei Zou told and emphasized the ethics of youth social work, and thought about how to reflect the principles of development, subjectivity, protection, care and rights from the two perspectives of volunteers and service objects. In addition, the training also invited positive discipline expert Xiaoqi Wu to share how to effectively communicate with children in services. Expert Xiaoqi Wu from the psychological characteristics of the children, for everyone to provide a series of practical communication skills and methods, to help team members more understand the whole service process, attention to the children's mental health growth is equally important. At the end of the training, everyone shared their feelings about the experience. Growth teachers have said that through this training, they are more clear about the goal of this volunteer teaching, and more confident to cope with future challenges. It is expected that the knowledge and skills learned will be applied to the actual volunteer education, to bring more care and help for rural children.

At the beginning of the dance class, Ru kept alone in the corner of the class, with full of confusion and resistance. The dance she was about to learn made her feel very shy and dislike. So for the next 20 minutes, Ru did not participate in the dance learning, but sat alone in the corner. Because her behavior is too obvious, inadvertently affected the other two students also began to imitate her, then sat together in the corner. This also made me and other teachers feel confused and lost, but also made us realize that we should pay more attention to Ru and empathy her better.

After discussing with other teachers, I decided to take the initiative to care for Ru. I tried to guide Ru to share her thoughts on the dance class and the reasons for the challenges she encountered in the dance class, and Ru also responded positively to us. We patiently analyzed with her, "It doesn't matter if you don't like it, you can take the initiative to tell the teacher, and the teacher will solve this difficulty with you together." If you do not want to dance in class, you can sit on a stool to watch, so as to avoid affecting the teacher and students by sitting on the ground. You can be more comfortable while help the class run smoothly, right?" After hearing this, Ru also realized that her behavior had affected the class and immediately apologized to us.

After that communication, We found that Ru has made great progress and is more and more active in class. She danced with us again and again in every class, without shouting or sitting on the ground, and she would take the initiative to ask the teacher about dance movements. That means she's starting to like dancing! We are all happy and gratified about Ru's breakthrough change! Camp is about to end, Ru said to me: "Miss, thank you, I now like dancing more and more, I have to go home in the dance!" What Ru said let me very surprise and moved. At the end, I gave her a loving hug.