Research On Perceived Social Support Affecting The Social Adaptation Of Left-behind Junior High School Students

Left-behind Children in rural areas during the period of transformation in our society is a special social groups. Existing research mainly from aspects of behavior, living conditions, and mental health to study, yet specifically for children staying specific psychological intervention on quality of education is also rare. Left-behind Children in the process of growth in the past often has less understanding family support and other support because of the long-term separation from parents, lack of family support, often resulting in difficulties in social adaptation. Therefore, at this stage they are to understand the theme of perceived social support groups for training, to enhance the perceptive of social support, thereby enhancing their ability of social adaptation.In this study, follow the research ideas of "issues presentation - the status analysis -research design - research implementation - the results and conclusions", the combination use of literature analysis, questionnaires, group counseling methods and so on to explore systemly the developmental characteristics and impact factors of social adaptation of the left-behind junior high school students and to implement perceived social support group training, in order to enhance the social adjustment level of left-behind junior high school, and give the reference and the basis for mental health education of the future left- behind students.The main conclusions of this study are as follows:1. The level of social adjustment between left- behind junior high school and general junior high school students were significantly different, and their level of social adaptation to junior high school students was significantly lower than ordinary.2. There was a significant difference of the left-behind junior high school students' social adjustment at grades variables, the level of the first grade students' was significantly higher than the second grade and the third grade students, the level difference of social adjustment between the second grade and the third grade was not significant. At gender variable, the level of social adjustment between boys and girls junior high school students are of no significant differences.3. The development of the social adaptation of left- behind junior high school students related to self-esteem, perceived social support, and personality. In addition, the effect of perceived social support on social adaptation development are the most, followed by the self-esteem and personality.4. The impact of perceived social support group counseling on the left-behind junior high school students' social adaptation are significant, which can improve the level of their social adaptation.