A Study On The Relationship And Intervention Of Interpersonal Attribution, Social Avoidance And Distress Among Junior High School Student

Social avoidance and distress refer to the withdrawal behavior and negative feelings generated by individuals in the process of social interaction,which will affect the effective and comfortable social interaction of individuals.Social avoidance and distress are common among junior high school students,causing widespread concern among researchers because it hinders the establishment of students’ good interpersonal relationships,affect students’ normal learning and life,and the healthy development of mental.On the basis of research at home and abroad,this study explored the characteristics of interpersonal attribution and social avoidance and distress of junior high school students in China and the relationship between them.Based on the research results,the group counseling program of interpersonal attribution was designed to investigate its effect on alleviating the level of social avoidance and distress,and to provide effective empirical evidence for the practice of mental health education of junior high school students.In the first study,263 students from a junior high school in Zibo were selected by cluster random sampling,and tested with the Interpersonal Attribution Scale of Multi-dimensional Multi-attributional Causality Scale and Social Avoidance and Distress Scale.Semi-structured interviews were conducted with junior high school students who were screened out with high level of social avoidance and distress.The characteristics and relationship between interpersonal attribution and social avoidance and distress of junior high school students were explored by combining quantitative analysis and qualitative analysis.In the second study,dividing the individuals who met the selection criteria and with high social avoidance and distress selected in first study into experimental group and control group randomly.Using the experimental design of "pre-test and post-test",the experimental group used group counseling with interpersonal attribution as the theme to carry out six interventions.During the experiment,any intervention did not carried out to the control group,but after the post-test,the same group intervention was also carried out for the control group six times.The results of first study were used as the pretest.After the intervention,the two groups were immediately tested with the same scale of first study.The intervention effect was analyzed through the scale and the group counseling effect feedback form.The following results are obtained from comprehensive study Ⅰ and study Ⅱ:(1)The junior high school students generally showed an internal attribution tendency.The interpersonal attribution of junior high school students has significant differences in gender,grade,and whether they are the only child of family.In terms of gender difference,boys have significant interpersonal attribution tendencies,especially in effort attribution,which is significantly higher than girls.In terms of grade difference,third grade junior high school students are more inclined to external interpersonal attribution than other grade’s students.In terms of whether they are only child of family,the only child of family more inclined to external attribution of interpersonal problems than non-only child of family.(2)The total level and dimensions of social avoidance and distress of junior high school students were significantly higher than the national norm,thus the overall level of social avoidance and distress of junior high school students tends to be high.There are significant differences in the total level and dimensions of social avoidance and distress among junior high school students in terms of gender,grade and whether they are only children.In terms of gender difference,compared with boys,the total level and dimensions of distress of girls are significantly higher.In terms of grade difference,the scores of third grade of junior high school in the total level and dimensions of social avoidance and distress are significantly higher than those of other grades.In terms of whether they are the only child or not of family,the only child of family is significantly higher than the non-only child of family in the total level of social avoidance and distress and the scores of each dimension.(3)The interpersonal attribution is significantly positively correlated with the total level and each dimension of social avoidance and distress of junior high school students.The higher the interpersonal attribution is,the more inclined it is to interpersonal attribution,and the higher the degree of social avoidance and distress of junior high school students.Among the factors of interpersonal attribution,luck and situation factors are significantly positively correlated with the total level of social avoidance and distress,and they can significantly predict the total level of social avoidance and distress.When junior high school students attribute interpersonal attribution to luck and situation,the more obvious interpersonal attribution,the higher the level of social avoidance and distress they are.(4)The designed thematic group counseling on interpersonal attribution can change the interpersonal attribution style of junior high school students and effectively reduce their level of social avoidance and distress.