Intervention Of Group Counseling On School Adaptation Of Freshmen In Junior High School

Freshmen in the first grade of junior high school graduate from elementary school and enter junior high school,facing a completely different middle school environment from their primary school life.Whether they have good school adaptability has an important impact on their future middle school life.School adaptation includes adaptation to school rules,interpersonal relationships,and academic performance.Through the investigation of freshman school adaptation and explore the effectiveness and practicality of group psychological counseling interventions in promoting the school adaptation and development of junior high school freshmen,In this study,988 students from a middle school in Xining city,Qinghai province were selected for intervention.Through the investigation of the current situation,it is found that:（1）On the whole,the school adaptation level of first grade freshmen is above average,and the overall situation is good.（2）In terms of gender,the routine adaptation level of girls was significantly higher than that of boys.The peer relationship level of male students was significantly higher than that of female students.（3）In terms of whether they are only children or not,the only children have significantly higher levels of daily adaptation,academic adaptation,teacher-student relationship and school adaptation than non-only children.（4）In terms of whether or not they have served as student leaders,freshmen who have served as student leaders have higher school adaptation scores and the relationship between teachers and students than those who have not served as student leaders.（5）In terms of entrance scores,The better the grades of the first graders,the better their school adaptation.In the part of the team-assisted intervention research,in the first grade,the research objects are two classes with basically the same teachers and the average class score is lower than the average grade score.There were 52 students in the experimental group and 52 in the control group,27 boys and 25 girls.Ensure the homogeneity of the two groups.The experimental group was given 8 weeks of team-assisted intervention,and the control group only took the usual lessons,with no intervention.The posttest of the experimental group was significantly higher than the pretest.In addition to academic adaptation,the posttest of experimental group was significantly higher than that of control group.There was no significant difference between follow-up test and post-test in the experimental group.In the post-test of the experimental group,all dimensions except the learning adaptation dimension were significantly improved.Then interview the relevant personnel.According to the results of quantitative analysis and qualitative analysis,group members have increased their awareness of the school in group auxiliary activities,mastered the methods to improve adaptability,improved the adaptability of the school,and the intervention effect is sustainable.