The Relationship Between Social Problem Solving And Mental Heath And The Intervention On Social Problem Solving Among Junior School Students

Social problem solving ability is a kind of social ability.It refers to the attitudes taken by an individual when dealing with problems in daily life,and the process of finding effective solutions,including self-directed cognitive and behavioral aspects.The study of junior high school students' ability to solve social problems has enriched China's age-related theory of social problem solving.The level of mental health of junior middle school students is in a state of rapid development.The development of social problem-solving ability has promoted the development of junior high school students'psychology and enhanced the sense of self-efficacy in dealing with new things.This study not only discusses the relationship between social problem-solving ability and dual-factor model of mental health,but also designs a set of mental health curriculum for the intervention of social problem-solving ability.It is hoped that through this program,junior high school students will be able to improve their social problem-solving abilities,thereby promoting positive emotions and reducing junior students' anxiety and other negative emotions.In Study 1,a questionnaire for middle school students' social problem solving ability written by Yang Ying(2009)was used to assess junior high school students' social problem solving ability.Achenbach's "Youth Self-Report"(YSR)compiled in 1991 was used to assess high school students' internalization and externalization behaviors.It was compiled by Huebner(1991)to measure the overall life satisfaction of students in grades 3-12.Using a questionnaire developed by Qiu Lin and Zheng Xue(2008)on the basis of the“Positive Emotional Negative Emotion Scale"(PANAS)compiled by Watson et al.,combined with Chinese cultural characteristics,the questionnaires were solved for the social problems of 378 junior high school students.The relationship between ability and mental health is studied.Study 2 selected two classes as experimental subjects,took the social problem solving ability as the theme,taught the mental health health class to intervene,and compared the test before and after the experimental class and the intervention class.Analysis conclusion:(1)Junior middle school students' social problem-solving ability is generally in good condition,and there are no significant differences between men and women.(2)The dual-factor model of mental health can be divided into "completely mentally healthy","susceptible","symptomatic but self-satisfied",and "completely ill",and the proportions are 61.8%and 19.3%respectively.1.9%,7.2%.(3)The four mental states of the dual-factor model of mental health are applicable to junior high school students;the five dimensions of junior high school students' social problem solving ability are significantly related to the four psychological conditions in the dual-factor model of mental health.(4)In each dimension of the two-factor model of social problem-solving ability and mental health,problem-approach,plan-making,interpersonal communication,support-seeking and positive emotion,and life satisfaction are significantly positively correlated,and negative emotions,including problem-related behaviors.The externalization problems including the offensive behavior were significantly negatively related to internalization issues including withdrawal,physical complaints,and anxiety and depression.(5)The mental health curriculum aimed at improving social problem-solving ability is effective and can improve mental health.