From “I Didn’t Do It” To “Get Enough Courage To Tell The Truth”

Primary school is an important period that individual develop his good character, healthy body and mind, and its development is will directly influence the development of individual life in the future. In real life, however, the honest quality of primary school children is gradually reduced, and replaced by lying. At the same time, when children lying, they experience nervous, fear, guilt and other negative emotion in the inner. The lie and inner negative experience will seriously affect the children’s future development in good character and a healthy body and mind. Therefore, families and schools should focus on children’s lying in time, and give correct guidance.This study is divided into three parts, Part 1 aimed to explore the types of children’s lying through qualitative research methods, and develop of effective measurement tools--Primary School Children’s Lying Rating Scale(parent edition), and distributed scale to survey the current situation of the children’s lying; Part 2 induced children lying through the scene experiment method, and distributed Emotional Experience of Lying Rating Scale, and interviewed the lie mentality; Part 3 intervened lying children using cognitive behavior play therapy through across subjects multiple baseline design of experiment.Each part of the results are as follows:(1) In Part 1, the research results showed: Firstly, children’s lying was classified into acquired type, avoidant type, vanity type, self-esteem type, naughty type and imagination type. Secondly, Primary School Children’s Lying Rating Scale(parent edition) included five dimensions: acquired type, avoidant type, vanity type, self-esteem type and naughty type. It had a good validity and reliability, and could be used as an effective measurement tool. Thirdly, children’s lying was in a good situation. Demographic variables had important influences on children’s lying. There were kinds of differences on gender, grade, family atmosphere, father’s cultural level, mother’s cultural level, only-child or not, registered permanent address, educated person, parenting styles and family income; There was significant interaction between grade and family atmosphere to children’s lying; Demographic variables of gender, grade, only-child or not, parenting styles and family income have significant predictive power on primary school children’s lying.(2) In Part 2, the research results showed: Firstly, the major emotion was negative which children experienced, tension in the strongest, followed by fear, and mild fun and excitement of positive emotion was experienced by some children before lying; In process of lying, the major emotion was negative, tension in the strongest, followed by fear. Children experienced stronger emotion than before, and they didn’t experience positive emotion; After lying, the major emotion was negative which children experienced, fear in the strongest, followed by tension and guilty. Children experienced stronger negative emotion after lying than before and process of lying except for tension and uneasiness. Mild excitement and complacency of positive emotion was experienced by some children. Secondly, when children peek at the game, they experienced tension and complacency in the aspect of feeling; In the aspect of idea, they were very curious; In the aspect of behavior, children observed the teacher’s behavior, then quickly open box to see the game. Before lying, children mainly experienced tension and worry and some children experienced fun in the aspect of feeling. In the aspect of idea, they fear to tell the teacher and were afraid of teachers’ blame, criticism, or dislike. And some children said they didn’t think of anything; In the aspect of behavior, they said they have nothing. In process of lying, they experienced tension, fear and worry in the aspect of feeling; In the aspect of idea, children were afraid of being discovered, watching, dislike even beat and scold themselves. They thought lying would be hit, and telling the truth would also be hit, however, they could not be found. Children also tell them to look calm so as not to be found. In the aspect of behavior, children look in all directions, shaking hands and feet. After lying, children were not happy and feel guilty and worry, and some children felt regret and uncomfortable in the heart. experienced fun in the aspect of feeling. In the aspect of idea, children would think whether the teacher believe themselves and find unusual. Some children regretted lying and had an ominous presentiment. In the aspect of behavior, children bowed their heads and scared to look straight into the eyes of the teacher. Some children could secretly have observed the teacher.(3) In Part 3, the research results showed that, cognitive behavior play therapy for children’s lying had timely and maintain effects.