The Study Of Group Counseling To Improve Senior One Student’ Sinterpersonal Communication Situation

As middle school students, with the development of body and mind, tolove and to be loved need to strengthen gradually and it has to involve themiddle school student’s interpersonal problems. For senior students, just bythe junior middle school into high school, learning pressure increasing, thestudents had to in a busy learning every day, leading to a lot of peopleignored the interpersonal communication, including associate with students,teachers, parents, etc. However, at puberty, they are very eager to get theaffirmation of the elders, also want to welcome and loved by peers in thepeer interaction. Such, due to a matter of time with their parents, peers,teachers, lack of communication and understanding, triggering out variousinterpersonal problems. Previous studies have shown that high schoolstudents interpersonal situation on the study result has a certain degree ofinfluence. Therefore, school, family and society to improve middle schoolstudents’ interpersonal ability should be given a high degree of attention.Many studies have confirmed that to improve college students’ interpersonalgroup counseling role, for the primary and secondary schools in the field ofresearch.This article about tutoring group of senior students interpersonal skillsimprove, preliminary discussion on the method of enhancing high studentinterpersonal skills, techniques and its enlightenment in education activities.By middle school students interpersonal comprehensive diagnostic scale todetermine the main problems of high student in interpersonalcommunication, in view of the problem and develop a group guidancescheme. By using the experimental group and control group design before test after test, the experimental results show that:(1) group counselingbefore the experimental group and control group in shyness, social distress,social avoidance and distress scores, and heterosexual contacts,communication and making friends and talk to a few dimensions is notsignificant difference (p>0.05);(2) the experimental group and controlgroup after group counseling in shyness, social distress and social avoidanceand distress scores, and heterosexual contacts this several aspects existsignificant difference (p﹤0.01), and in communication with friends and talkon the two dimensions there are significant differences (p﹤0.05);(3) beforeand after the group counseling group in shyness, social distress and socialavoidance and distress scores of this a few aspects exist significantdifference (p﹤0.01), conversation, communication and troubled dating,with the opposite sex and relationships in the diagnosis of scale there issignificant difference on total score (p﹤0.05);(4) in the experimental groupreceive counseling is measured after six months, found in the two aspects ofsocial avoidance and distress, shy scored significantly lower than that ofgroup guidance (p﹤0.01), Scores of the senior students in conversationwere significantly lower than that of group guidance has just ended (p <0.05).Research conclusions:(1) the interpersonal group counseling helpsimprove students a good interpersonal skill, improve interpersonalcommunication;(2) the group guidance to students interpersonal has along-term effect of the consolidation and strengthening of the role.