Intervention Study Of Group Counseling On Interpersonal Adaptation Of Boarding Middle School Students

Objective:to develop and implement a set of Yichang a boarding middle school students’ interpersonal adaptability of group counseling program,to foster boarding middle school students’ interpersonal ability to adapt as the goal,both the students’interest and the purpose of education,to enhance boarding middle school students’interpersonal adaptability,improve the interpersonal self-efficacy,reduce the interpersonal aspect,to provide the school mental health education to carry out empirical basis and theoretical guidance.Methods:In this study,46 subjects were recruited in Yichang Foreign Language Middle School.and the Comprehensive Diagnostic Scale for Interpersonal Relationship was adopted to screen 42 subjects who had some difficulties in communication or serious difficulties but did not reach the degree of obstacle were selected for the group interview,and 20 participants were finally determined to participate in this study.The selected students were assigned to the experimental group(10 people)and the control group(10 people),and the 20 subjects were measured with the Questionnaire "Adolescent Interpersonal Self-efficacy Questionnaire".After that,the experimental group conducted group counseling intervention on interpersonal adaptation once a week for a total of six times.The control group did not carry on any intervention,normal arrangement of daily study life.After all six groups,experimental group and control group to fill in"interpersonal comprehensive diagnostic scale","the adolescent interpersonal communication self-efficacy questionnaire survey,a month later,again through the questionnaire survey of the experimental group and the control group interpersonal self-efficacy and interpersonal relationships,group guidance effect for the experimental group feedback interviews.SPSS22.0 was used to analyze the results,and 2(experimental group,control group)*3(group counseling pre-test,post-test,follow-up test)quantitative analysis and interview qualitative analysis were conducted on the scores of interpersonal self-efficacy and interpersonal relationship distress.Results:(1)The scores of the post-test and follow-up test of interpersonal distress in the experimental group were significantly lower than those of the pre-test,and there was no significant difference between the scores of the post-test and the follow-up test.There was no significant difference in interpersonal disturbance in the control group at different time periods.Among the four dimensions of interpersonal disturbance,there was no significant difference in post-test and follow-up score of communicative disturbance,interpersonal disturbance and heterosexual interaction disturbance,while the post-test score of conversational disturbance was significantly lower than that of follow-up test.(2)The score of interpersonal self-efficacy in the post-test and follow-up test of the experimental group was significantly higher than that in the pre-test,but there was no significant difference between the scores of post-test and follow-up test.The interpersonal self-efficacy of the control group had no significant difference in different time periods.Conclusion:(1)Interpersonal adaptation group counseling has a significant improvement effect on the interpersonal distress degree of middle school students in the experimental group,and the effect is maintained well after one month.In the control group,there was no significant difference in interpersonal distress before and after group intervention,and there was no significant change after one month compared with that after group counseling.(2)Interpersonal adaptation group counseling has a significant improvement effect on the interpersonal communication self-efficacy of middle school students in the experimental group,and the effect is maintained well after one month;The interpersonal self-efficacy of the boarding students in the control group did not change significantly at the end of the group and after one month.