Orphan Students’ Mental Decontamination By Using Group Intervention Based On Acceptance And Commitment Therapy

In this thesis, students from an orphan school of some province were chosen as objects. A mental decontamination group intervention program for orphan students with high self-stigma has been developed based on Acceptance and Commitment Therapy theory frame. Using“Orphan Students Self-stigma Questionnaire”, pre- and post-test design was conducted on both experimental and control groups. Together with systematical analysis of growing diaries from objects, the effect of the group intervention for orphan students’ mental decontamination has been evaluated in both quantitative and qualitative ways. The results show that there are significant differences in the post-test grades, follow-up grade, pre-post grade change and prefollow-up grade change in self-status based sensitivity, self-slack, self-alienation, self-narrow and overall self-stigma between experimental and control groups, where the experimental group shows remarkably lower grades in those factors. Thus, it concludes that the group intervention program can effectively diminish the self-stigma of orphan students. In details, the self-status based sensitivity of orphan students is effectively reduced using acceptance and cognitive diffusion technique in active acceptance training and narration training. Meanwhile, in concentration training, being-present technique cuts down the self-slack through concentration training. Furthermore, the self-alienation is lowered by self-as-context technique through the training of regaining confidence. The self-narrow is reduced by values and committed action technique in values training. Finally, decontamination intervention has consistent effect.