An Group Intervention Study Of Left-Behind Junior High School Students’ Perceived Social Support On Subjective Well-Being

With the accelerating process of urbanization, left-behind children have becoming a concern. However, most of the current researches have focused on the prevention and cure of negative psychological quality and mental health disorders of left-behind children, paying less attention to their positive mental quality. As one of the positive psychology quality, subjective well-being is an important symbol of measuring the mental health. The existing researches showed that it is highly correlated between subjective well-being and social support. Social support can help promote sense of well-being and prevent from reducing of subjective well-being. The perceived social support, which is one kind of social support, has the greatest influence on subjective well-being. Therefore,1151junior high school students from Debao County in Guangxi province were selected and with the instruments of Adolescent Subjective Well-being Scale and Perceived Social Support Scale (PSSS), this study was carried out to explore the relation between left-behind junior high school students’ subjective well-being and their perceived social support. In addition, an exploration on group intervention plan of the left-behind junior high school students’ perceived social support was conducted, trying to improve the left-behind junior high school students’subjective well-being through the group psychological intervention. Research conclusions are as follows:1. In the aspect of subjective well-being, there exist significant differences between the left-behind junior high school students and other students. The scores of well-being, life satisfaction and positive emotions of the left-behind junior middle school students are significantly lower than that of other students while the negative emotions scores of left-behind junior high school students are significantly higher than that of others; the friendship satisfaction and family satisfaction scores of the left-behind junior middle school students are lower than that of others, and significant differences can be seen from the left-behind junior high school students’subjective well-being between different gender and grade.2. In the aspect of percept the social support, there exist significant differences between the left-behind junior high school students and the others. More detailed information is demonstrated in the following:the social support, family support and friend support scores of the left-behind junior high school students are significantly lower than that of the others; there are no gender differences on the left-behind junior high school students’perceived social support while the grade difference on that is significant.3. The perceived social support is significantly positively correlated with the subjective well-being, life satisfaction and positive emotions, and is significantly negatively correlated with negative emotions.4. The support of family, friends and any other people could significantly positively predict the subjective well-being.5. The group intervention and counseling on the left-behind junior high school students can improve their perception proficiency of supports from social, family, friends and others.6. The group intervention and counseling on the perceived social support of the left-behind junior middle school students has a positive impact on these students’ subjective well-being, life satisfaction and positive emotions.7. Tracing data shows that group intervention has a long lasting effect.