Design And Implementation Of Drawing Group Counseling For Seventh Graders’ Self-concept

Objective: To understand the developmental status of seventh graders’ self-concept level;to explore the effect of drawing group counseling on the improvement of seventh graders’ self-concept level.Methods: Study 1 was conducted by questionnaire method,and the Tennessee Self-Concept Inventory was distributed to seventh grade students in a middle school in Wuhan to investigate the level of self-concept in order to understand the current situation and characteristics of self-concept development of seventh grade students;Study 2 was conducted by experimental method,and based on the current development of self-concept level of seventh grade students obtained from Study 1,12 students in each of the drawing group(experimental group)and the control group were selected.At the end of the last counseling session and 6 weeks afterwards,the Tennessee Self-Concept Inventory(TSCI),revised by Lin Bangjie,was administered to the drawing group and the control group to analyze the effect of drawing group counseling on the self-concept level of the seventh graders.Results: Seventh graders had higher mean self-concept water scores,but with high internal variability,and significant differences in self-concept levels by gender and only child;after the drawing group counseling activities,the drawing group’s self-concept levels increased significantly except for self-criticism,and the scores on the tracking test and the post-counseling test were basically the same,both of which were significantly different from the control group.Conclusion: The current self-concept development of seventh graders is at a good level overall,but there are large internal differences;drawing group counseling can significantly improve the self-concept level of seventh graders,and this improvement effect is continuous.