An Lntervention Study On Ego Identity Crisis Of Junior Middle School Students In Boarding System

Adolescence is an important period for the physical and mental development of individuals,and the rapid development of the body and mind has brought many contradictions and confusions to individuals,of which the development of self-identity has become the main contradiction.The junior high school stage is in a sensitive period of self-identity development,and there will be a strong need for self-exploration.At this time,preventing the proliferation of identity and promoting the achievement of identity are inevitable problems and tasks that must be solved at this stage.Therefore,this study combines the current situation of more and more students choosing boarding schools and the research of predecessors,and tries to explore whether parent-child communication will have an impact on the self-identity development ofjunior high school students,and whether there is a relationship between boarding,parent-child communication and identity development,and design a group counseling program that is more conducive to the development of identity.Research objective:On the basis of many studies on the mental health and self-development of boarders,different intervention programs to promote identity development were designed for running school students and boarders,and the effectiveness of the two intervention programs was compared to find the most suitable intervention programs to promote the development of identity among boarders.Research methods: A questionnaire survey was conducted on identity development and parent-child communication among 490 junior high school students.Further,46 students with similar identity development were selected from the affiliated school of Inner Mongolia Normal University（16 in blank control group,14 in general intervention group and 16 in special intervention group）.The general intervention group received self-identity topic group counseling,once a week,each time 40 minutes,a total of 8 times.The special intervention group received group counseling with self-identity as the main part and parent-child communication as the auxiliary,once a week,40 minutes each time,8 times in total.The blank control group did not receive any treatment.Conclusions of the study: First of all,the results of Study 1 show that the overall junior high school students have a low level of self-identity development,and most students are in the same diffusion status;the grades of identity development are significantly different,and the number of people with the same diffusion status increases with age;among them,the current self-input dimension score in the level of sameness development of boarders is significantly lower than that of running school students.Secondly,the results of the second study show that there are also significant differences in parent-child communication between boarders and running students,and the openness of parent-child communication among boarders is not as good as that of running students,but the problematic mean of parent-child communication among running students is higher than that of boarders;further correlation analysis shows that whether the open dimensions of boarding and parent-child communication significantly affect the current self-input dimension of identity development.Finally,two different groups of group counseling protocols were formulated for intervention studies,and the conclusion of the study iii was concluded:after the overall intervention was analyzed,there was no significant difference between the blank control group and the before and after the blank control group;there was a significant difference between the general intervention group and the special intervention group;and the special intervention group counseling effect was better than that of the general intervention group.Among them,the before-and-after measurement analysis of boarders in the intervention group showed that the development of identity among boarders in the intervention group was more stable than that of boarders in the control group.The overall study shows that whether boarding will cause differences in parent-child communication between individuals,among which the difference in the open dimension of parent-child communication is more significant,and the openness of parent-child communication of boarders is not as good as that of running students.The open dimension in parent-child communication can positively predict the current self-input dimension in the development of selfidentity,so the intervention scheme combining the theme of self-identity development and the theme of parent-child communication has a more conducive effect on the development of identity of boarders.