Revision And Application Research Of “Group Counseling Training Scheme Set For Children With Hyperactivity Tendency”

Hyperactivity is fully known as Attention-Deficit/Hyperactivity Disorder(ADHD),or also known as hyperactive disorder.It is a common type of mental disorder among children,children's intelligence is normal or basically normal,it is mainly characterized by distractibility,hyperactivity and impulse inconsistent with age,and often accompanied by learning difficulties,conduct problems,emotional problems and interpersonal relationship problems.While hyperactivity tendency has similar behavioral expressions of children with hyperactivity,such as poor self-control,attention-deficit disorder,hyperactivity,emotional impulse,etc.,but its degree is relatively light and not up to the diagnostic criteria of ADHD,it only has the tendency of ADHD,or may develop into ADHD.The study is designated to screen out children with hyperactivity tendency by investigating the current situation of the tested children,and use the series of counseling schemes in “Group Counseling Training Scheme Set for Children with Hyperactivity Tendency” revised in this study to carry out systematic intervention and training for children with hyperactivity tendency,aiming to alleviate and reduce the symptoms of hyperactivity tendency of children.The study finally proves the effectiveness of the revised scheme,which provides the basis for the revision of the “Scheme Set”.The overall experimental design of this study is based on the reversal design of ABA,the research objects are all students in the third and fourth grades of a public elementary school in Kunming City as well as the students with hyperactivity tendency screened out from them.This study is carried out in three steps,namely early-stage observation before the intervention,effect verification after the intervention and follow-up survey in two months after the intervention.The first part of this study is mainly to investigate the current status of all children surveyed and selected children with hyperactivity tendency,the whole process adopts Conners parents questionnaires and teacher questionnaires,SNAP-IV scale,family interview table,teacher interview outline and summary sheet of daily behaviors.It uses Conners parents questionnaires and teacher questionnaires,SNAP-IV scale to investigate the current situation of students in Grade Three and Grade Four of the school and analyze the performance characteristics of their hyperactive tendencies.Moreover,it also applies the family interview table,teacherinterview outline and summary sheet of daily behaviors,screens out children with hyperactivity tendency combined with the survey results of questionnaires and comprehensively collects the materials of daily behaviors of children with hyperactivity tendency,making preparations for the revision of the scheme set.The second part of the study is mainly to revise the shortcomings of the original "Scheme Set",including the revision of the overall structure,advance mode and specific plan of the original “Scheme Set”.The types of training activities of the revised “Scheme Set” mainly include attention training,behavior control training,emotional management training and interpersonal relationship training.The whole process,based on cognitive behavioral therapy,integrates the reinforcement theory,theory of zone of proximal development and observational learning theory into the revision of the scheme set.It refines the original structure,enhances its operability,revises the advance mode of the original scheme,improves its applicability,revises the original concrete scheme and boosts its mobility.The third part of the study is the application of the revised “Scheme Set” as well as its effect verification.It verifies its application effect by analyzing the application process and application results of the “Scheme Set”.According to the revised“Scheme Set”,the whole process of intervention implemented to the children with hyperactivity tendency lasts 4 months for a total of 30 times,and the study verifies its application effect of schemes in the “Scheme Set” by comparing the symptoms and performances of children before the intervention,after the intervention and in two months after the intervention.The overall research results of this study are as follows:1.The causes of children with hyperactivity tendency are varied,and each child has its main causes,among which physiological factors and social factors are relatively common among the causes of children with hyperactivity tendency,for instance,the delivery mode of children and the education way of parents.2.Each child with hyperactivity tendency does not purely have one subtype of symptom,and a leading symptom appears accompanied by other subtype symptoms.3.The improvement of life quality of children with hyperactivity tendency is mainly due to the improvement of professional quality of children's parents and teachers,which exerts an intuitive effect on the improvement of children's living environment.4.This study has carried out a more structured collocation of the boring andinteresting characteristics of the revised “Scheme Set”,which plays a role in attracting children to focus on intervention training.5.It uses the schemes in the revised “Group Counseling Training Scheme Set for Children with Hyperactivity Tendency”,conducts intervention training to the screened children with hyperactivity tendency,and finds that various factors of children with hyperactivity tendency have been improved to some extent,especially especially their anxiety and distraction.In addition,the academic performance,behavioral performance,emotional performance and interpersonal relationship of the children with hyperactivity tendency have been enhanced to a certain degree.