Psychological Drama Intervention On The Level Of Self-esteem Of Junior High School Students

In recent years,researchers in the field of child and adolescent development have been devoted to exploring the characteristics of the development of adolescents 'self-esteem and ways to improve their self-esteem.As a group therapy,psychological drama has been applied in many fields of practice.In order to understand the characteristics of the development of junior high school students' self-esteem,and whether the psychological drama technology can effectively improve the self-esteem level of this group,this article starts from the following two aspects.Study 1 selected the self-esteem scale compiled by Wei Yunhua and the self-esteem stability scale compiled by Kernis,using the first-year students of a middle school in Suzhou as the research object(378 girls,326 boys),and conducted a period of self-esteem and self-esteem stability.The short-term follow-up of 4 months explored the development characteristics of junior high school students' self-esteem and self-esteem stability.The results showed that:(1)In the specific dimensions of overall self-esteem and sense of accomplishment and discipline of junior high school students,the interaction between time and gender was significant,and there was no significant difference between girls in two tests.The retest score of boys was significantly higher than the initial test.In the dimension of self-esteem such as public morals and helping others,the interaction between gender and time is significant.There is no significant difference between boys in the two tests.The initial scores of girls are significantly higher than those of retesting.In the aspect of external self-esteem,the main effects of gender and time are significant,boys score significantly higher than girls;retest scores are significantly higher than the initial test.In the dimension of sports self-esteem,the main effect of gender is significant,with boys scoring significantly higher than girls.In the sense of ability self-esteem,the main effects of time and whether the only child is significant,and the retest score is significantly higher than the initial test;the only child score is significantly higher than the non-only child.(2)The stability of self-esteem of junior high school students in the socially recognized dimension,the interaction between time and gender is significant,the scores of female students in two tests are not significantly different,the initial test scores of boys are significantly higher than the retest;the score of only child Significantly higher than non-only children.In the overall self-esteem stabilityand external attachment dimension of junior high school students,the main effect of time was significant,and the initial test score was significantly higher than the retesting.On the evaluation dimension of others,the main effect of gender was significant,and the score of boys was significantly higher than that of girls.(3)There is a significant correlation between the level of self-esteem and the stability of self-esteem among junior high school students.The results show that the scores of junior high school students in the dimension of self-esteem and self-esteem stability are affected by factors such as time and gender.On the basis of Study 1,Study 2 selected students with lower self-esteem levels as subjects(27 in the intervention group and 40 in the control group)and used psychological drama to intervene to explore whether the psychological drama can effectively improve junior high school students' level of self-esteem.The results were as follows:(1)In the self-esteem level of the sense of accomplishment and overall self-esteem in the intervention group and the control group,the interaction between time and group was significant,and the self-esteem level in the intervention group was significantly higher than that in the control group.(2)There was no significant difference in the level of self-esteem promotion between the low-stable self-esteem group and the high-stability self-esteem group.The conclusion shows that psychological drama is effective for the intervention of junior high school students with low self-esteem.