Pressure Of Junior High School Campus Causal Modeling Study Of Group Counseling, And Pressure To Ease

School was a kind of special social circumstance ,and school life was one of the significant sources responsible for the social-psychological stress on children . since 1978 , that philips firstly studied the school stress systematically , It has became a heated topic of the acadamic study and caused wildly attention of the world to analyze the reasons of problem behaviors, like study-detestation,ragging,indulgement in internet,etc. This study was based mainly on the theory of "stress congnition"established by Lazarus &Folkman, designed elaborately, combining both qualitative and quantitative research methods ,exploring the basic process and intrinsic rules of the occurence and development of middle school stress as well as deepening and further developing theroetical research and practice . The study was made to address mainly the following : first , to give a systematic test & assessment on the middle school stress ; second , to construct a model for the middle school stress and thiredly ,to improve the management and reduction concerning this stress. This research consisted of seven subsysterms : one was the assessment on the sources of the middle school stress and general features ;two was the cognitive assessment of school stress as well as to explore its general features ; three was the assessment of the students'coping strategies to school stress ; four was the assessment of the middle school student's reaction to the school stress ; five was the basic process and causal model of the middle school stress ; six was the reaction process and causal model of middle school stress ; seven was to explore the group guidance for the middle school students to cope with the stress. This study has made achievements mainly in the following aspects: 1. The questionaire about the source of middle school stress had good realibity and validity; The middle school stress mainly attibuted to four aspects: teacher-student relationship ,learning achievement, peer relations and the requirement of school; There was significantly difference among three grades about the middle school stress. Students'feeling of school stress increased since Grade 2 and was significantly higher than that of Grade 1; There was no significantly difference between boys and girls about the middle school stress. 2. The questionaire about the students'cognition evaluation on middle school stress had good realibility and validity ; The congnitive evaluation of the middle school stress was mainly divided into two parts : influential evaluation and controllable evaluation ; There was significantly difference about influential evaluation among three grades and this difference increased along with the grade sequence; There was no significantly difference about controllable evaluation among the grades; there was also no significantly difference between boys and girls about congnitive evaluation on the middle school stress . 3. The questionaire about the students'coping strategies to the school stress had good realibility and validity ; Students'strategies included four parts :attention shifting ,problem solving,asking for help and avoiding rejection; There was no significantly difference among the grades about the coping strategies ; There was significantly difference between boys and girls about coping strategies,girls were more inclined to use coping strategies than boys ,especially on the attention shifting and asking for help. 4. The questionaire about the students'reaction to the school stress had good realibility and validity ; The reaction included four parts : annoyance and depression ,behavior changing , irritation, tiredness; there was significantly difference among the grades about the response to the stress, the intensity of the reponse increases along with the grade sequence, the change from Grade 1 to Grade 2 especially significant ;There was significantly difference between boys and girls about the response to the worriment ,depression and behavior changing . Furthermore girls'response to worriment and depression higher than that of boys', boys'response to the behavior changing significantly higher than girls. 5. The middle school stress consisted of four basic segments: the stressor ,cognitive evaluation, coping strategies and response to the stress ; Cognitive evaluation and coping strategies were the independent intervening variable ; Through students'cognitive evaluation, the school stressor was changed into theirs response to the stress . It was the significance feature that the middle school student couldn't do well in using the coping strategies. 6. The students'reaction to the middle school stress included four types : low-reaction type, tired-reaction type, irritable and tired-reaction type and high-reaction type; Students firstly felt worried, depressed and tired when they faced with all kinds of school stress affairs , those kinds of bad feeling accumulated continuously and they would cause explosive emotion reactions or even more serious psychological or behavior problems. 7. It was difficult for the educators to aware of the coming of the studenrs'latent"psychological crisis". Group guidance was an effective way to ameliorate the middle school stress; The stress reaction as worriment and depression, tiredness, indignation could be definitely ameliorated through short-time group guidance, coping strategies and the feeling of stress.