Junior High Social Of Anxiety Status And There Cognitive Behavioral Intervention Research

Social anxiety "refers to one or more social situations demonstrate the significantand ongoing worry or fear, in these situations, the individual is exposed in front ofunfamiliar people, they are worried about their own behavior to make a fool of yourselfor embarrassing exhibit symptoms of anxiety ", it is a common damage social function,the impact was particularly wide range of psychological disorders, is a chronic disease,spontaneous remission is unlikely. Cognitive behavioral therapy cognitive andbehavioral techniques combined use of a therapy, assuming that psychological problemsis largely the result of the cognitive processes occur dysfunction, emphasized thatpatients with cognitive change to change the negative emotions and behavior.In this study, to junior high school students for the object characteristics to explorethe status of junior high social anxiety, two sets of practical cognitive behavioralintervention program designed for junior high school students, and intervention studies.The one hand, we can enrich the domestic intervention study of junior high schoolsocial anxiety cognitive behavioral group therapy. The other hand, can also be Identifycognitive behavioral therapy on the general laws of the junior high school social anxietyintervention to provide a clearer idea for junior high social anxiety intervention.This study questionnaires four secondary schools in Chongqing, status andcharacteristics of junior high social anxiety, and12junior high school students withsocial anxiety tendencies recruited by screening, divided into8groups interventiongroup and4cases in the intervention group. Summary of previous studies, designindividual intervention programs and cognitive behavioral cognitive behavioral grouptherapy intervention program. Two programs interfere with the the eight corporategroup and4cases of group social anxiety tend to junior high school students. Draw outthe effect of two interventions intervention baseline map and find the general law of thecognitive behavioral therapy intervention. Concluded:(1) Different grade of junior high school students, is the only child, significantdifferences in students source of differences in social anxiety score on. Different gender,whether single-parent families no significant differences in social anxiety scores. (2) Individual cognitive behavioral group intervention and cognitive behaviori n t e r v e n t i o n o f t h e j u n i o r h i g h s o c i a l a n x i e t y h a v e a g o o d e ff e c t.(3) Individual cognitive behavioral group intervention and cognitive behaviorintervention on the intervention of social anxiety in junior high school there has acertain regularity.