The Investigation Of Junior High School Students’ Adjustment And Group Integrated Sandplay Therapy Intervention Study

Junior high school students are in adolescence with unbalanced physical and mental development,often faced with many adjustment problems,and school adjustment is one of the more important ones.Whether they can adjust to school life has a very important impact on the psychological development of junior high school students.Therefore,it is of great significance to investigate the school adjustment status of junior high school students and to intervene in the school adjustment of junior high school students.This study firstly used the questionnaire survey method to investigate the current situation of junior high school students’ adjustment;Then further explored and analyzed the initial sandplay characteristics of junior high school students with poor school adjustment;Finally,using the Group Integrated Sandplay Therapy to intervene junior high school students with poor school adjustment and improve their school adjustment.In the first study,723 copies of the "Complete Scale of Chinese Primary and Secondary School Students’ School Adjustment"（junior high school version）were distributed to all junior high school students in two middle schools in Dalian City to investigate the current situation of junior high school students’ school adjustment,and to explore the overall situation of junior high school students’ school adjustment,as well as their gender,grade,only child or not,and whether to serve as a class cadre or not on school adjustment.The results showed that:（1）The average score of the school adjustment items for junior high school students is 4.04,and the overall situation of junior high school students is good;（2）The scores of "learning motivation","learning skills","learning efficacy","learning problems","school attitude","self-esteem","academic adjustment" and the total score of school adjustment of class cadres are significantly higher than those of non-class cadres;（3）The scores of "learning motivation","learning skills","learning efficacy","learning problems","academic adjustment" and the total score of school adjustment of the first and third grade students were significantly higher than students in the second grade.In the second study,based on the findings of study 1,we further explore and analyze the initial sandplay characteristics of junior high school students with maladaptation in schools.The first 27% of the total score of school adjustment was taken as the good school adjustment group,and the end 27% was regarded as the poor school adjustment group.30 people were randomly selected from each group to participate in the production of the initial sandplay,and it was analyzed whether there was a significant difference in the characteristics of the initial sandplay between the two groups.The results found that in the initial sandplay works:（1）The total number of sand tools used by junior high school students with poor school adjustment was significantly less than that of junior high school students with good school adjustment;（2）The trauma themes of “emptiness” and “blocking” presented by junior high school students with poor school adjustment were significantly more than junior high school students with good school adjustment,and the healing themes of “energy” and “trend to center”presented by junior high school students with poor school adjustment were significantly less than junior high school students with good school adjustment;（3）The number of self-images presented by junior high school students with poor school adjustment is significantly less than junior high school students with good school adjustment;（4）The create time of junior high school students with poor school adjustment is significantly more than junior high school students with good school adjustment.In the third study,the Group Integrated Sandplay Therapy was used to intervene junior high school students with poor school adjustment.Ten junior high school students with poor school adjustment were randomly selected and divided into an experimental group and a control group of 5 students in each group.The experimental group received the Group Integrated Sandplay Therapy intervention once a week,a total of 9 times,and the control group did not do any intervention.The pre-and post-test scores of the two groups and the preand post-test scores of each group were analyzed respectively.The results showed that:（1）There was no significant difference between the experimental group and the control group in the pre-test.（2）The post-test difference between the experimental group and the control group was significant,and the total score of school adjustment in the experimental group was significantly higher than the control group.（3）There was significant difference between the experimental group before and after the test,and the total score of school adjustment in the post-test was significantly higher than that in the pre-test.（4）There was no significant difference in the control group before and after the test.To sum up,the following conclusions are drawn from this study:（1）The whole adjustment of junior high school students is good;（2）There is a significant difference in school adjustment between class cadres and non-class cadres;（3）Compared with the students in the second grade,the students in the first and third grades are better adjust to the school;（4）In the initial sandplay works,junior high school students with good school adjustment use more sand tools,present more trauma themes of "empty" and "blocked",and less healing themes of "energy" and "trend to center",more self-image presentations and longer create time;（5）The Group Integrated Sandplay Therapy can significantly improve school maladaptation in junior high school students.