The Intervention On Social Adaptation And Self-harmony Of Freshmen In Vocational Secondary School

Purpose:To adopt to emerging the social adaptation and self-harmonious status with the self-related factors stressors, social support, coping style and the like. To investigate the role of stress management to improve the vocational social adaptation and self-harmonious status.Methods:To adopt these five scales: middle school social adaptation, self-harmony, secondary stress, social support scale, and coping scale, to have a questionnaire among 875 freshmen in a vocational secondary school in Taiyuan, Shanxi Province, in analysis of the relationship between social adaptability and self-harmony and demographic variables,stressors, social support and coping styles; For baseline survey randomly conducted in the school’s students in four classes as an intervention study, in which two classes 93 students as the intervention group pressure management training, the other two classes 78 freshmen as a control group which not given any treatment during the intervention study. SPSS18.0statistical software applications related to data processing.Results:1.Survey findings:(1) The Vocational Social Adjustment Scale score for freshmen is 235.66 ± 29.515.The four sub-dimensions in descending order of average levels of social adaptation are:interpersonal adaptability> psychological sense of superiority> mental energy>resilience.The Self harmony score was 91.98 ± 12.59,self flexibility score(25.86 ± 5.810) was significantly better than the norm(45.44 ± 7.4), the self and experience disharmony(47.14 ± 8.577), self-stereotype of(18.97 ± 4.225) closed to thenorm. Social Adjustment Scale score and self-harmony scale score was significantly negatively correlated(r =-0.570,p<0.01).(2) Gender factors in vocational freshmen have significant differences on social adaptation, stressors, and coping styles(p < 0.05), so does in factor of students’ birthplace(p<0.05), while not so much in other factors of demographic distribution.(3) It shows a significant negative correlation between social adaptation and stressors,emotional coping ability(p<0.01), while shows a significant positive correlation(p<0.01)between self-harmony and stressors, emotional coping ability; A significant positive correlation(p<0.01) is shown between social adaptation and copying ability to the pointed problems, social support, while a significant negative correlation(p < 0.01) between self-harmony and coping ability to pointed problems, social support.(4) Social adaptation in the regression model, according to the order of the degree of problem solving, shows the role of each factor as follows: stress source scores, self mental stress, social support, academic pressure, emotional coping ability to pointed problems and positive rationalization interpretation(R2=0.666); in self-harmonious regression model, the role on the degree of each factor have following order: emotional coping ability, stress source scores, problem solving, social support, family environment pressure(R2=0.396).(5) Path analysis showed the stress management training can reduce levels of stress sources, which will also directly enhance social adaptability, improve self-harmony, and indirectly improve the social support and social adaptation by change of copying ability and improvement of social support.2. Intervention study results:(1) After intervention, the intervention group scored significantly higher than the control group in social adaptation scores(p<0.001).After the intervention group and the scoring of the various dimensions’ social adjustment scores were significantly higher than before the intervention(p<0.001).(2) After intervention, the intervention group scored significantly lower than the control group in self vocational harmony(p<0.001).After the intervention group and the scoring of the various dimensions’ self vocational harmony scores were significantly lower than before the intervention(p<0.001).(3)After intervention, the intervention group scored significantly higher than thecontrol group in Social Support scores(p<0.05).After the intervention group and the scoring of the various dimensions’ Social Support scores were significantly higher than before the intervention(p≤0.001).(4)After intervention, the intervention group scored significantly higher than the control group in pointing to problems coping scores(p < 0.001).After the intervention group and the scoring of the various dimensions’ pointing to problems coping scores were significantly higher than before the intervention(p < 0.001).After intervention, the intervention group scored significantly lower than the control group in self pointing emotional coping(p<0.001).After the intervention group and the scoring of the various dimensions’ pointing emotional coping scores were significantly lower than before the intervention(p<0.05).(5)After intervention, the intervention group scored significantly lower than the control group in stressors(p<0.001).After the intervention group and the scoring of the various dimensions’ stressors scores were significantly lower than before the intervention(p<0.001).Conclusions:The stress management training can reduce levels of stress sources, which will also directly enhance social adaptability, improve self-harmony, and indirectly improve the social support and social adaptation by change of copying ability and improvement of social support.