Study On The Intervention Of Interactive Bibliotherapy On Self-acceptance Of Junior High School Students

Self-acceptance means that a person can know himself comprehensively and understand himself objectively,and accept the true self in both emotion and attitude,as well as everything about himself.Self-acceptance is an important part of self-consciousness.As junior high school students are in an important stage of self-consciousness formation,their personality improvement,ability to adapt to the society and healthy mental level are all closely related to their self-acceptance.Therefore,it is of great practical significance to improve the level of self-acceptance of junior high school students.Through literature review,it is found that researches on self-acceptance mainly focus on related factors and intervention methods,but the intervention methods are relatively simple and most of them are carried out among the targeted groups of college students.Interactive bibliotherapy is a kind of reading therapy that attaches importance to interaction,which can effectively improve all kinds of emotional problems,mental health status and bad behaviors.This study applies interactive bibliotherapy to the study on junior middle school students’ self-acceptance,and explores the intervention effect of interactive reading bibliotherapy on the self-acceptance level of junior middle school students.This study investigated the self-acceptance level of students in a junior high school of Wuhu by using the SAQ scale of Cong Zhong,and screened out participants who met with the experimental conditions of the subjects,who were then divided into the interactive group,non interactive group and control group.The interactive group was intervened by using the method of interactive bibliotherapy;the non interactive group was intervened by bibliotherapy;and no intervention was imposed to the control group;the intervention lasted for 8 weeks.The results show that the interactive group has a significant improvement in the total score of self-acceptance and its dimensions.The non interactive group has a significant improvement in the dimension of self-acceptance and total score,and there is no significant change in the dimension of self-evaluation.In the dimension ofself-evaluation and total score,the interaction group was significantly higher than the non interactive group.In the dimension of acceptance,there was no significant difference between the two groups.The conclusions are as follows:1.The intervention program designed and implemented for the self-acceptance of junior high school students was effective,that is,self-acceptance level of the junior middle school students was improved after intervention.2.Interactive bibliotherapy and reading therapy can significantly improve the level of self-acceptance of junior high school students.Among them,the effect of interactive bibliotherapy on the level of self-acceptance of junior high school students is more significant.