The foundation of correction schools provides an agency site for re-socialization and treatment for the adjudicated juvenile offenders. How to effectively deal with the deviant behaviors of those delinquents by a correction school system involving classroom teachers, counselors, and resident administrators in addition to school guards, general administrators and other technical assistants, is a major concern of both national correction officers and the academic society in correction and deviant behaviors in our state and oversea. The mind, the value, the attitude, the behavior, and the reflected personality of a person as a whole are formed in the process of his interactions with others. Thus, under a certain situation, it is necessary to analyze and diagnose the reasons and the mechanism of the needed behavior for correction from a perspective of symbolic social interaction. This study attempted to understand the deconstruction and the reconstruction of the practical mental schemata experienced by correction officers and the delinquent students in their specific mutual human relationships, and to derive from the processes the observed behaviors in introspection, improvement, self- efficacy, and self- esteem of the students. Behavioral introspection, behavioral improvement, self-efficacy, and self- esteem were not found as expected to differentiate significantly with respect to an increase of unit in students¡¦ age, years in school, terms at school, charged delinquent conducts, adjudicated reasons, and adjudicated term; but to some extent display respectively various independent parabolas in ascending or descending at its own right. Our study discovered that behavioral introspection, behavioral improvement, self-efficacy, and self-esteem of the adjudicated students are affected by their correction officers¡¦ shown interests, encouragement, equity, and trust through their identification with the latter.