The Relationship Between Self-acceptance And Self-disclosure Of College Freshmen From Normal Education And Its Intervention Study

The normal new student usually refers to normal freshman who enroll soon. They are ina critical period of the formation of self-awareness and they are good at introspection. Thenormal new student will encounter a variety of new challenges in the new universitylife.However they passed the entrance examination and they almost have the same strength. Itmakes them not as outstanding as they are in the high school. Thus the normal new studentsare tend to self-doubt when they are in the face of new challenges. They less and less likethemselves, they more and more self-abased and they are difficult to accept themselves. Theyare very worried about that others see them not good enough. Thus they reluctant to confide toothers. To some extent, This resulted in lower levels of self-disclosure.Studies have shownthat: Self-acceptance and self-disclosure have an important impact on the individual’s mentalhealth. A higher level of self-acceptance and self-disclosure helps individuals to form goodrelationships and to improve their social adaptability.Furthermore, studies have found thatteachers make self-disclosure to students helps to create a good classroom environment andestablish a positive relationship between teachers and students. Normal new students(pre-service teachers) will become teachers after four years of college study and life. Helpingthem form habits of self-disclosure not only can promote them grow better in the next fouryears, but also enables them to have a higher employment capacity, while helps them makethe necessary preparations to become a good teacher after graduation.So exploring how toimprove the normal newborn levels of self-acceptance and self-disclosure is not only able topromote their healthy development in the four years of college life, but also will make somecontribution to raise the level of basic education in the future. Growth group counseling is themost widely used form of group counseling. It focus on self-improvement and self-growth ofthe members. The normal new students are in a critical period of the formation ofself-awareness and their growth objectives of this phase are mainly self-improvement andself-growth.Therefore, using the growth of group counseling to increase the level ofself-acceptance of normal new students is feasible. Previous studies have not explored therelationship between self-acceptance and self-disclosure. This study will examine therelationship between them and explore the impact on self-acceptance and self-disclosure of the growth of group counseling.The study is divided into three parts: Study1, The investigation of self-acceptance andself-disclosure of the normal new students; Study2, explore the relationship between normalnew students’ self-acceptance and self-disclosure; Study3, Design and validate the growthgroup counseling programs, And use the growth of the group counseling to improve the levelof normal new students’ self-acceptance, And by increasing the level of self-acceptance toaffect their level of self-disclosure. Study1and Study2using cluster sampling methodselected650normal new students (617valid subjects) in a normal university as subjects whowould be investigated. Study3was conducted between two classes of the same quality withthe experimental class30students and the control class30students who are from a normaluniversity. Experimental class were tested eight times growth group counseling. The resultswere as follows:Study1showed that: Normal new students’ self-acceptance is significantly affected bythe gender, major, family economic status and whether only child;Normal new students’self-disclosure is significantly affected by gender, major and family economic status.Study2showed that: Self-acceptance and its dimensions were positively related toself-disclosure and its dimensions and self-acceptance can significantly predictself-disclosure.Study3showed that: Growth group counseling can significantly improve the level ofnormal new students’ self-acceptance and self-disclosure.