The Influence Of Group Counseling On The Psychological Capital Of Poor Junior Middle School Students

Objective: Poor students are a special group in junior high school,Compared with ordinary students in junior high school,poor students have lower levels and more problems on psychological health.Based on the psychological capital model and related theories,this study developed a group counseling program according to the psychological characteristics of poor junior high school students.This study selected poor junior high school students with low psychological capital scores to conduct group guidance,analyzed the effects of the intervention,and summarized the relevant suggestions to improve poor students' psychological capital in junior high school.Methods: A group counseling program for improving the psychological capital of poor junior high school students was carried and 60 subjects in Hengyang were selected.These students were divided into experimental group,control group and blank group.Before intervention,there was no significant difference on the three groups' psychological capital scores.he subjects in each group received differentexperimental processing,among which,the experimental group received psychological capital improvement group counseling once a week,the control group received general group game intervention without specific purpose,and the blank group did not receive any intervention.After seven weeks,the psychological capital scores of the three groups were post tested and followed up after one month to test the aftereffect of group counseling.Results: The post-test scores of psychological capital in experimental group,control group and blank group were significantly different.Self-efficacy(F=16.818,p<0.01),resilience(F=8.8350,p<0.01),hope(F=21.275,p<0.01),optimism(F=28.125,p<0.01),and no significant difference in the scores of each dimension of psychological capital in control group and blank group(p>0.05).There were significant differences(p<0.001)in self-efficacy(t=-4.71),hope(t=-5.39)and optimism(t=-6.66)in experimental group.While the difference between control group and blank group in the wayward dimension(t=-1.89)marginal significant(p=0.05)was not significant(p>0.05).There were significant differences in the scores of psychological capital between experimental group,control group and blank group.Where self-efficacy(F=20.175,p<0.001),resilience(F=12.926,p<0.001),hope(F=22.648,p<0.001),optimism(F=33.067,p<0.001),and difference of psychological capital between control group and blank group was not significant(p>0.05).There was no significant difference(p>0.05)between post-test and follow-up test of self-efficacy(t=-1.71),toughness(t=1.422),hope(t=1.446),optimism(t=0.438)in the experimental group.Conclusion: The Psychological capital group counseling designed in this study can improve the Psychological capital level of poor junior high school students.