Research On The Relationship Between School Adaptation And Mental Health Of International Students In China And Its Intervention

With the increase of the number of international students in colleges and universities,as the special groups and educational objects in colleges and universities,international students will have more or less psychological problems in the process of cross-cultural learning,and the mental health problems of international students have become the focus of attention in the educational management of international students in colleges and universities.At present,the research on international students in China is still mainly based on investigation,and the investigation mainly focuses on the social and cultural adaptation,psychological adaptation,Chinese language learning and other aspects of international students.The in-depth research and exploration on the mental health problems of international students from the perspective of school adaptation is still at the initial stage.In addition,there are few studies on the intervention of mental health problems of international students in China,and most of them focus on the establishment and improvement of the health education system for international students as well as individual psychological counseling,rarely from the perspective of social work intervention.The purpose of this study is to understand the current situation and characteristics of school adaptation and mental health of international students in China,explore the impact of school adaptation on mental health and the mediating effect of school belonging,and explore the intervention effect of group work on improving the mental health of international students in China.This study by using the Self-designed General Questionnaire,Kessler 10 Psychological Distress Scale(K10),Student Adaption to College Questionnaire(SACQ)and PsychologicalSense of School Membership scale(PSSM)to investigate 222 international students from 2 colleges of ShanXi,the results of the survey found that the level of school adaptation of students is in good level,the mental health level is acceptable,and they are at a medium level and show differences in professional and school time.The specific performance is as follows: The professional students of the arts majors scored significantly higher than the other professional students(F=3.220,p<0.05)in the dimensions of school identity;Taking 6 months as the boundary,the students with short time in school scored significantly lower in the school adaptation score than the students with long time in school(t=-3.517,p<0.01);The mental health level of international students who had less than 6 months of school time was significantly higher than that of students who had been in school for more than 6 months(t=-3.257,p<0.01).At the same time,it is found that there is a significant positive correlation between the school adaptation of the international students and its each dimensions,the sense of belonging to the school and its each dimensions and mental health.The school adaptation of international students can not only directly affect their mental health,but also indirectly through the mediating effect of school belonging,among them,the intermediary effect accounted for 81% of the total effect.Based on the baseline survey data,this study selects the members who meet the requirements of the group.On the basis of rational emotional therapy,energy enhancement theory and previous studies,develop an effective group work intervention program for a 6-week group activity and evaluate the effectiveness of the group intervention.Finally,this study concludes that group work can improve the mental health of international students by improving the level of school adaptation and the sense of belonging.