Depression generally refers to depression problems including depression and related symptoms,which will have a negative impact on teenagers’ cognition,interpersonal communication and self-esteem,and is one of the important indicators to measure teenagers’ mental health.Learning stress reflects the problems of junior high school students’ heavy academic burden and weariness,which is an important environmental variable affecting their mental health.Psychological resilience,perceived social support is considered as a protective factor of depression,which can degrade stress and its adverse effects.This study investigates the influence of learning stress on junior high school students’ depression,the mediating role of psychological resilience and the mediating role of perceived social support,and clarifies the mechanism of the influence of learning stress on junior high school students’ depression.On this basis,expressive painting counseling is carried out to enhance junior high school students’ psychological resilience and perceived social support,and to improve junior high school students’ depression.This study provides theoretical guidance and practical reference for junior high school students to enhance psychological resilience,perceived social support and improve depression by using expressive painting counseling.This study is divided into two parts:The first study is the relationship study.A questionnaire survey was conducted among 1766 junior high school students from four schools in Hefei,Anhui Province and Jiangmen,Guangdong Province,using the Center for Epidemiologic Studies Depression Scale,Learning Stress Scale,Connor-Davidson Resilience Scale and Perceived Social Support Scale,to investigate the influence of learning stress on junior high school students’ depression,the mediating role of psychological resilience and the mediating role of perceived social support.The second study is intervention study.Forty subjects were selected from a school in Jiangmen City by using the Center for Epidemiology Depression Scale,and randomly divided into experimental group and control group,with 20 people in each group.The experimental group received expressive counseling for 8 weeks,while the control group did not receive intervention.The subjects in the experimental group and the control group were pre-and post-tested and analyzed with the Center for Epidemiology Depression Scale,Connor-Davidson Resilience Scale and Perceived Social Support Scale to test whether the expressive painting counseling was effective.The main conclusions are as follows:(1)There are significant differences in gender,grade and family economic status in junior middle school students’ depression;(2)There is a significant correlation between learning stress and depression,and learning stress positively predicts depression of junior middle school students;(3)Psychological resilience partially mediates the relationship between learning stress and depression of junior middle school students;(4)Perceived social support moderates the intermediary model of learning stress-psychological resilience-depression;(5)After expressive painting counseling,there was a significant difference in the pre-and post-test of depression in the experimental group,but there was no significant difference in the pre-test of depression in the control group.Expressive group counseling can effectively reduce the depression level of junior middle school students. |