Effects Of Group Sandplay Therapy On Social Maladjustment Of The "Left-behind" Junior Middle School Students

Objective In this study, through the investigation and research ofleft-behind junior middle school students in Shouxian County, Anhui Province, tofindthe impact factors of left-behind junior middle school students social adaptation ability.Through the intervention on the Social Maladjustment of left-behind junior middleschool students to explore the effects of Group Sandplay Therapy(GST) on SocialMaladjustment of the "left-behind" junior middle school student-ts.Methods This study is divided into two sub studyStudy one: To investigate582junior middle school students by completingbackground questionnaire, social maladjustment scale (SOC), social anxiety scale forchildren (SASC), depression self-rating scale for children (DSRSC), adolescencepsychological adaptability scale(APAS).Study two:40students who got great than or equal to20scores of SOC and lessthan or equal to59scores of APAS were selected to been grouped into GST group andcontrol group which consist of20students respectively.After intervention, all subjectswere asked to finish SOC and APAS as a posttest in order to assess the effects ofintervention.Results①Half left-behind group SOC were lower than Full left-behind group,often to participate in group activities of the left-behind junior middle school studentsscored lower frequency of SOC, contact with the parents of the left-behind juniormiddle school students with low SOC scores. SOC scale score and SASC, DSRSCscores are related, seven grade SASC score lower than grade eight, non left-behindmiddle school students DSRSC scores were lower than the left-behind junior high school students.②In the pretest, there were no differences in scores of SOC、APASscores and each factor between GST group and control group.In GST group，the scoresof SOC were significantly lower in the posttest than those in the pretest.However, thescores of APAS and each factor were significantly higher in the posttest than those inthe pretest.In control group, the scores of APAS’ factor that examination anxiety weresignificantly lower in the posttest than those in the pretest.However, there were nodifferences in other scores between in the pretest and in the posttest.Conclusion①Left-behind junior middle school students social adaption level isrelatively low. The left-behind junior middle school is closely related to contactfrequency adaptation group and emotional level, participate in activities, and parents.②The level of depression and adaptation by the same influence on the left, theleft-behind junior high school students social adaptation ability to conductpsychological intervention should be paid attention to when the intervention ondepression.③To some extent, Group sandplay therapy is effective to the "left-behind"junior middle school students in ameliorating their Social Maladjustment.