An Intervention Study Of The Cognitive Reappraisal Group Counseling For Kindergarten Teachers’ Emotional Labor Strategy

Objective: In order to investigate the effectiveness of intervention about cognitive reappraisal group counseling for kindergarten teachers’ emotional labor strategies, this study took kindergarten teachers from 5 kindergartens in Nanchang as the research object.Methods: This study adopted “emotional labor strategy scale” to investigate 279 kindergarten teachers from 5 kindergartens in Nanchang. This study selected 36 qualified and volunteered kindergarten teachers to join the group, 16 people were randomly selected in the experimental group, and the other 16 were in the control group. The experimental group received cognitive reappraisal group counseling interventions for eight times, the control group did other group activities unrelated to emotion labor. After the group counseling, carried out statistical analysis of the experimental group and the control group before and after the intervention..Results:(1) In the case of not receiving group counseling, there were no significant differences(P>0.05) in the test results both in terms of the surface acting and deep acting for the control group.(2)After cognitive reappraisal group counseling,the surface acting score of the experimental group was significantly lower than that before group counseling(P<0.05), and the deep acting score was significantly higher than that before group counseling(P<0.05).Conclusions:(1) Cognitive reappraisal group counseling could decrease surface acting which has more negative impacts, and increase deep acting which has more positive impacts so as to improve kindergarten teachers’ emotional labor skills, and change the mode of kindergarten teachers to deal with emotional events to a certain extent.(2) From the perspective of kindergarten management, activities involve sharing experiences in the group and case analysis have potential value in specifying issues triggering emotional labor of kindergarten teachers, and providing reference for future targeted intervention as well as injecting new content for the management of kindergarten teachers.