Mental Growth Training On Regulation Of Rejection Sensitivity For Second Grade Students In Junior High School

The present study took the second grade junior high school students as researchobjects, the purpose is to develop a series of psychological growth trainingprograms,which are applied for regulating the level of rejection sensitivity andbased on the rejection sensitivity’s cognitive-emotional information processingmodel. In order to construct the theoretical structure of the training programs,whichis the combination of regulating mechanism and any field of psychologicaltheories,we use relaxation training methods to adjust the being anxious aboutrejection,cognitive restructuring methods to adjust the being angry forrejection,diverting attention and attribution training to adjust the expecting torejection,aim to cope with the consequent negative impact of the high rejectionsensitivity level, conduct on junior high school students with the form of a mentalhealth education classes,through the method of experimental design, compared tothe controled group, we had observed the effects of training programes on theexperimental group,and from two aspects of the quantitative and qualitative effectanalysis, this psychological growth training programs can regulate the level ofrejection sensitivity for junior high school students, the following conclusions: Thepsychological growth training can adjust the level of rejection sensitivity, whenthey interact with the same-sex peers,heterasexual peers, parents andteachers,overall, it played a important role in regulating the level of rejectionsensitivity to the students,it can effectively lower the reject sensitivity level.(1)Relaxation training method can effectively alleviate the anxiety caused by thehigh rejection sensitivity.(2) Cognitive restructuring methods can regulate the levelof anger caused by the high rejection sensitivity. the experimental group were ableto own rational and relatively reasonable ideas to rebuilt the cognitive constructionmodel.(3)Diverting attention and attribution training can effectively improve thenegative tendency of cognitive style for the students.