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The Approach to Improve the Social Adaptation of Reformatory School Students:from the Empirical Research of Metacognitive Intervention Techniques

Author: YinZuo
Tutor: ChenQingPing
School: Shaanxi Normal University
Course: Applied Psychology
Keywords: Reformatory School Students Negative Life Events Metacognitive Level SocialAdaptation Metacognitive Intervention Techniques
CLC: B844.2
Type: Master's thesis
Year: 2012
Downloads: 125
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Abstract

The process of social adaptation is a interaction process between the self-systems consisting of a variety of psychological resources and the social context systems consisting of a variety of stimuli,which depends not only on the external situation of the individual experiences,but also on the cognitive decision-making system of individual.Metacognitive intervention techniques is the psychological intervention operating procedures that individual can self-percepted, reflect on,supervise and control of their own subconscious and other mental activity,which in clinical psychological counseling and treatment process.There are certain social and practical significance to extensive clinical psychological counseling and treatment methods and techniques,which to improve the individual social adaptability by metacognitive intervention techniques.Research Aim:This study aims at investigate the relationship among students’ life events,metacognitive level and social adaptation,and explore the factors that affect the social adaptation of the Xi’an Reformatory School students.On the basis of taking the metacognitive intervention techniques to counsel reformatory school students,we will explore the empirical impact about that the metacognitive intervention to improve the social adaptation of the reformatory school students.We hope to enrich the clinical psychological counseling and treatment methods and techniques about education improvement of reformatory school students’social adaptability.Research Methods:Frist of all,this study conducted a general survey to54students from the Xi’an Reformatory Scholl by some questionnaires,such as<Adolescent Self-Rating Life Events Check List,ASLEC>,<The Metacognitions Questionnaire,MCQ-30>and<Students’ Social Adaptability Questionnaire>.And then we select14students to participate in a two-month metacognitive intervention technical guidance from Sep2011to Oct2011;select17students as the control group to finish self-examination and analysis about their self-growth weekly;in addition to select15students as the matched group without any arrangement.After counseling we made a comparative study about the pretest and posttest datas of<The Metacognitions Questionnaire,MCQ-30>and<Students’Social Adaptability Questionnaire>,and compared differences between the three groups of students.Finally,this study carried out a comprehensive assessment about the effect by self-assessment of groups members,teachers’assessment,post-tracking feedback and other ways.Results:1.The negative life events total score of the Xi’an Reformatory School students is45.50±18.90.They experienced more negative life events than ordinary high school students with scores of38.60±8.43.There are significant differences between the two sets of data(t=2.633, P<.05).2.The investigation about metacognitive level of The Xi’an Reformatory School students foud that their total score of metacognitive level is65.73,which higher than the standard60points.So the reformatory school students’ overall metacognitive level is slightly lower than the standard level.3. The social adaptability total score of the Xi’an Reformatory School students is198.50±25.33.Compared with the score of ordinary high school students with scores of236.67±34.66,the reformatory school students’social adaptation level significantly below the ordinary high school students(P<.001),which performanced in four areas such as mental energy,sense of mental superiority,interpersonal adaptability and resilience.4.Regression analysis about The social adaptability of the Xi’an Reformatory School students showed that the main factors to affect the reformatory school students’social adaptation are their negative life events and their metacognitive level.5. Afer metacognitive intervention techniques counseling,there are significant differences between the pretest and posttest datas of the experimental group students’ metacognitive level,which performanced in five areas such as cognitive self-confidence(t=8.682, P<.001),positive beliefs(t=17.902, P<.001),cognitive self-awareness(t=17.231, P<.001), out of control and sense of danger(t=10.118, P<.001),and control need of thinking(t=7.615, P<.001).6.Afer metacognitive intervention techniques counseling,there are significant enhancement of the experimental group students’ social adaptability,which performanced in four areas such as mental energy(t=-14.870, P<.001),sense of mental superiority(t=-19.203, P<.001),interpersonal adaptability (t=-7.565, P<.001)andresilience(t=-8.018, P<.001).Conclusion:1.The Xi’an Reformatory School students experienced more negative life events than ordinary high school students.2. The Xi’an Reformatory School students’ metacognitive level is generally low.3.More negative life events and lower metacognitive level lead to more social adaptability problems for the Xi’an Reformatory School students.4. Metacognitive intervention techniques counseling enhanced the metacognitive level of the group members.5. Metacognitive intervention techniques improve the social adaptation of the reformatory school students by enhancing their metacognitive level.6.There is continuity for metacognitive intervention techniques improving the reformatory school students’social adaptation.

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