Researches On Effectiveness Evaluation Of School Counseling

School counseling is an important constituent of the mental health service system in China, which can protect students' mental health and promote them grow healthy. However, using single research method, most of the study about effectiveness of school counseling in China concentrates in group counseling ,short of individual counseling, and is not in-depth. Taking the common factor research orientation, in view of systematic structure assumption, taking the breakthrough point by the individual counseling in middle shool, tbe present study uses many kinds of research methods to comprehensively and thoroughly discuss the effectiveness of school couseling.The present study use methods of questionnaire, quasi-experiment, interview and phenomenlogy to understand effect of school counseling, factors that influence the effect, and factors that enhance the effect.Firstly, we revise one part of common factor questionnaire, namely Working Alliance Inventory-Short, and two of three outcome questionnaires, namely Youth Outcome Questionnaire 30.1 and Schwartz Outcome Scale-10. Also we drawn up four part of common factor questionnaire, namely client questionnaire, counselor questionnaire, environment power questionnaire and counseling strategy qusetionnaire, and one of three outcome questionnaires, namely youth development scale. Secondly, using these questionnaires, we investigate and evaluate the effect of school counseling from levels of symptom, health, and development, and construct relation model about common factors in counseling and counseling effect. Thirdly, we use quasi-experiment method to explore that if early response effect and session outcome feedback effect exist in school counseling in China. Finally, in order to verify previous findings and access to new discovery, we use qualitative research to study favorable factors during counseling. The aim of the study is to investigate current situation of school counseling effect, and provide reference of intervention and control for it.Then main finding are summarized as follows:1. We explored and revised common factors in counseling scale. Specifically, we revised Working Alliance Inventory-Short (WAI-S). Confirmatory factor analysis of WAI-S resulted in construction of four sub factors: task, relation and goal. We expored ourselves client questionnaire, which included two sub questionnaires: personality and expectation. Exploratory factor analysis of personality questionnaire resulted in construction of five sub factors: yong, attractive, verbal, intelligent and successful. And Exploratory factor analysis of expectation questionnaire resulted in construction of one sub factor: expectation. We explored ourselves counselor questionnaire. Exploratory factor analysis of counselor questionnaire resulted in construction of four sub factors: empathy, genuineness, guidance and attention. We explored ourselves environment power questionnaire. Exploratory factor analysis of environment power questionnaire resulted in construction of one sub factors: environment power. We explored ourselves counseling strategy qusetionnaire. Exploratory factor analysis of counseling strategy questionnaire resulted in construction of three sub factors: cognition change, feeling experience and action management. It was tested that these questionnaires had good reliability and validity, and could be effective tools evaluating common factors in counseling.2. We explored and revised school counseling outcome questionnaire. Specifically, we revised Youth Outcome Questionnaire 30.1(Y-OQ30.1). Confirmatory factor analysis of Y-OQ30.1 resulted in construction of six sub factors: somatic, social isolation, aggression, conduct problems, distractibility and depression. We revised Schwartz Outcome Scale-10 (SOS-10). Factor analysis of SOS-10 resulted in construction of two sub factors: pleasure and satisfaction. We explored ourselves youth development scale (YDS). Exploratory factor analysis of youth development scale resulted in construction of five sub factors: relation quality, vigor quality, pursuit quality, constraint quality and transcendence quality. It was tested that these questionnaires had good reliability and validity, and could be effective tools evaluating school counseling outcome.3. We use three outcome questionnaires to evaluate the effect of school counseling. The results show that on symptom, school counseling can obviously reduce aggression, distractibility and depression, and the overall effect evaluated by Y-OQ30.1 is significant; on health, school counseling can obviously improve levels of pleasure and satisfaction, and the overall effect evaluated by SOS-10 is significant; on development, school counseling can obviously improve transcendence quality, but the overall effect evaluated by YDS is not significant.4. This study showed that demographic variables, such as Students gender, age of students, counselors gender and counselors' working years, had impact on counseling outcome. In terms of the students gender, counseling effects on boys are better than girls in aggression and self-forgiveness; but in depression, future hope life interest and relation quality, counseling effects on girls are better than boys. In terms of age, counseling effects on junior middle school students are better than high school students in social isolation, depression, physical health, mental health, life progress and relation quality; but in self-forgiveness and handling conflict, counseling effects on high shool students are better than junior middle school students. In terms of counselors gender, counseling effects of male counselors in social isolation, vigor quality and transcendence quality, are better than female counselors; but in depression, future hope and self-forgiveness, counseling effects of female counselors are better than male counselors. In terms of working years, counseling effects of counselors, who work for 5 years and more than 5 years, are better than counselors who work for less than 5 years in aggression, conduct problems, Y-OQ30.1 total score, mental health, self-forgiveness and transcendence quality; but in handling conflict and relation quality, the latter is better than former.5. Amos7.0 software was applied to explore the relationships among common factors and counseling outcomes. After modifying original model, Many fit indices indicated the model fit was satisfactory. Client personality and hope, counseling alliance, counselor attitude exerted a strong and significant direct effect on counseling outcome. And counseling strategy, environment power, client personality and hope, and counselor attitude had indirect effect on counseling outcome.6. This study showed that rapid response effect existed in school counseling. And some clients' early sessions outcome is better than others. Moreover, the former's last outcome is better than latter's.7. Providing every session outcome to counselor could not improve final outcome and increase session amount in current study.8. The quality research on two clients proved the rationality of common factors, which could impact counseling outcome and was proposed above. Also, the research showed that which factor could impact counseling outcome most depended on the specific conditions of cases.