Solution-Focused Brief Therapy Improve Class Cohesion Intervention Study In Junior School Students

Class cohesion is an important criterion for considering a class and is a major factor affecting class development and personal growth.Junior high school students are at the beginning of adolescence.They are an important stage of physical and mental development.The influence of their classes should not be underestimated.Intervention studies to improve the cohesion level of junior high school students can,on the one hand,promote the development of physical and mental health of junior middle school students,enrich domestic intervention studies on the cohesiveness of junior high school students and,more importantly,help educators do a good job of class construction.Students provide a good environment for learning progress and physical and mental development.This study has taken the following steps to carry out the work: Firstly,on the basis of previous research on class cohesion,a questionnaire survey was conducted to investigate the current status of class cohesion in the seventh,eighth,and ninth grades of a junior middle school in Jinzhou.Secondly,the status of junior middle school students' class cohesion was analyzed through survey data,and one of the two classes with lower class cohesion level was selected as the experimental group and one as the control group.Finally,dealing with Solution-Focused Brief Therapy for orientation,and using its high-efficiency and short-term advantages,the group designed a group counseling program to improve the cohesiveness of junior high school students,conducted five group counseling sessions for the experimental group,and the control group did not conduct group counseling at the same time.,and statistical analysis of the pre-test and post-test results,respectively,to verify that this intervention program has a significant effect.This study has reached the following conclusions:(1)On the whole,junior high school students' class cohesion scores at a higher level in the overall average score and in all dimensions,followed by goal recognition,values recognition,teacher-student relationship,student-to-student relationship,and institutional recognition..(2)In addition to this dimension of teacher-student relationship in different grades,the cohesion level of the first and second grades is higher than that of the first and third grades.(3)There is a statistical difference in the level of class cohesion among junior high school students of different genders in the two dimensions of teacher-student relationship and goal recognition.(4)There is no significant difference in the total score of the class cohesion of junior high school students and the scores of all dimensions in the only child and different types of household registration.(5)The total score of junior high school students' class cohesion,teacher-student relationship,and student-to-student relationship are different in whether they are student cadres or not.Special emphasis is placed on the extremely significant difference in this dimension of student-to-student relationship.(6)Focusing on short-term treatment-oriented group counseling can be used as an effective method to improve junior high school students' level of class cohesion.