A Study On Embodied Intervention Of Psychological Capital Of Junior School Students

Positive psychology has been widely used in the management and moral education of middle school.And the development of students’ psychological capital is an important topic.Improving psychological capital helps to improve their psychological ability and academic performance level,which is especially important for adolescent students,who are in the period of rapid physical and mental development.Many researchers intervene in psychological capital in various fields.However,there are few researches on the intervention of psychological capital of junior middle school students.In this study,through literature review and work experience summary,the author chose the embodied group psychological activity mode.In the traditional group psychological activities,talking about feelings and experiences only focuses on talking about the psychological state,while carrying out activities only focuses on the physical activities,which results in the absence of body perception.This study tries to share the perceptual experience of integrating the physical elements into activities,carrying out the interaction between the individual body,mind and environment,and self-interaction with others.According to the PCI model of Luthans,this study designed an embodied curriculum scheme of psychological group activities,and analyzed the psychological capital component and the embodied method used in each class.In this study,a junior middle school freshman in 2017,2018 and 2019 was selected as the research object to investigate the level of psychological capital in three years,and an empirical study was designed to intervene group psychological activities.32 subjects were selected as the experimental group and 30 subjects as the control group for pretest and post test,and the experimental group was retested at the end of the semester to test the persistence of the intervention effect.The psychological capital questionnaire for adolescents was used to evaluate the effect,which also refers to the conclusion of statistical data、the subjective evaluation and feedback of group leaders and members.In conclusion,the conclusions of this study are as follows:(1)In recent three years,the psychological capital level of the grade seven students in the school is stable,with no significant difference;the optimistic dimension of the students in 2019 is significantly lower;(2)there is no significant difference in students’ psychological capital in gender,whether they study in local primary schools,whether they are the only child,whether they are single parent families;there is significant difference in students in whether they are class cadres;(3)There was a significant difference between the pretest and post test of the experimental group and the control group,the embodied group activity program has a significant effect on improving students’ psychological capital level;(4)The embodied group activity program has significant effect on improving students’ hope and optimism dimension,the self-confidence dimension increased but the difference was not significant,and there was no significant difference in resilience dimension.(5)The difference of psychological capital between pretest and post test of the control group is significant,which is suspected to be related to the moral education and management measures taken by the school for the freshmen.