Resilience And Posttraumatic Growth Of Vocational School Students In Shanghai

[PURPOSE] The present study investigates the developmental status of vocational school students'resilience and posttraumatic growth. The influence factors are also be discussed in this study.[METHOD] Quantative and qualitative research methods are combined in this study. 1. Self-Esteem Scale (SES), Strate-trait Anxiety Inventory (STAI) and Coping Style Scacl (CSS) are used to identify the developmental status of resilience with ramdomly sampling 123 students. 2. Core Belief Inventory (CBI) and Posttraumatic Growth Inventory (PTGI) are used to identify the the developmental status of posttraumatic growth with sampling of 320 students from 8 different classes, two grades. Narrative method is applied to further explore the difference between the high growth group and low growth group. 3. Interview is carried out on 28 students to get a comprehensive understanding of vocational students'growth status, in which 17 interviews are analyzed intensively.[RESULTS]1. The resilience of vocational school students as a whole is well developed, and their psychological health status and coping ability are also in normal developmental level. In the aspect of coping, social support seeking tendency of female students is significantly higher than that of male students. In the aspect of problem solving, the developmental level of native students is significantly higher than that of non-navtive students, and students from one-child family is significantly lower than that of students with siblings.2. Being a vocational school student creates middle-level trauma on these students, and brings middle-level growth at the same time. Traumatic experience can predict the growth aftermath to a certain extent.3. Goal setting can reflect individual's status of posttraumatic growth. In the short-term goal setting, students from high growth group show greater cognitive breadth than those from low growth group in self-development and resource recognition. In the long-term goal setting, students from high growth group show a specific orientation in self development, academic development and work development, following the path of problem solving, self planning and self investment. In contrast, students from low growth group show empty and vague orientation in the above three aspects.4. Vocational school students have a clear understanding of their current situation. They generally identify the failure of high school entrance examination as a trauma they have been exposed to. After they enter vocational school, strategies of self acceptance, self encouragement and adjusting expectations are adopted to promote growth from the traumatic event. Those who gradually perceive growth can positively setting goals for the development of study, work and ability, those who don't perceive the growth passively follow the tide of life.