Group Counseling To Improve Left Behind Junior High School Social Support Experimental Research

Objective:1. To learn the statuses and characteristics and effect factors of social support for left-home students in middle school;2. Draw up group counseling of enhancing social support of the Left-home Students.Methods:1. Investigation:292 left-home students and 142 non-left-home students in middle school were investigated with the Social Support Assess Questionnaire and The self-Esteem Seale and The Coping Style Questionnaire and the Perceived social support scale. To investigate the current situation and effect factors on the Social Support of the Left-home Students.2. Intervention:35 students selected from the left-home students on a voluntary basis enter the intervention group, another 35 students selected from the left-home students enter the control group. The concrete intervention contents included four factors of influence general self-efficacy.3. Assessment of intervention effect:After intervention, the Social Support of all the subjects were tested again with those psychological scales as same as before intervention, and with the subjective scale compiled by ourselves, The intervention effect was evaluated by comparing the change of scores between the intervention group and the control group.Results:1. Compare the scores of Social Support between the Left-home Students and non-left-home students1.1 There were no significant differences on the scores of whole social support and object support between the left-home students and non-left-home students (P>0.05). There were significant differences on the scores of the subject support and the using of support between the left-home students and non-left-home students (P<0.05)1.2 The sex differences exist in the subject support. The gender differences exist in the using of support.1.3 There were no significant differences on the parents'education level of the subject support and the using of support (P>0.05). There were significant differences among living expenses, Study Status and the teachers'teaching style for the subject support of left-home students (P<0.05). There was significant difference on the living expenses for the using of support.1.4 The self-Esteem and the Coping style were related to the whole social support, subject support and the using support of left-home students in high middle school(P<0.05).1.5 The parents'out status, guardianship types, contact frequency, the contact style for, the self-Esteem and the Coping style were important factors to the social support (P<0.05).2. Assess of intervention effect2.1 After the intervention, the change of whole social support and subject support in the intervention group was significantly higher than that in the control group (P<0.05)2.2 After the intervention, the change of the whole PSSS and the three demissions in the intervention group were significantly higher than that in the control group (P＜0.05)2.3 There were significant differences on the changes of the self-Esteem and the coping style between the intervention group and the control group (P＜0.05)2.4 There was no significant difference on the change of the using support between the intervention group and the control group (P>0.05)Conclusion:The subject support and the using of support of left-home students were lower than the non-left home students. They were affected by many factors from objective and subjective factors. The objective factors is consist of living expenses, Study Status, the teachers'teaching style, the parents'out status, guardianship types, contact frequency and the contact style. The self-Esteem and the Coping style were the main subjective factors. The subject support and the whole social support of the left-home students can be enhanced by group counseling.