Group Work Involves Practical Study On The Improvement Of School-age Children’s Emotional Management Ability

For a long time,harmful events caused by loss of emotional control have emerged one after another,which not only affect the normal life of individuals,but also seriously threaten the stability of social order.Emotions exist in all aspects of our lives,and the development of good emotional management skills is conducive to the development of the individual and is crucial in the process of individual development.This period for school-age children is the best time to develop abilities that improve their emotional management skills and contribute to their healthy growth.Due to the special growth environment of school-age children in welfare institutions,they are more likely to have various negative emotions due to the influence of the living environment and the original family environment,and if the negative emotions persist for a long time,it will be harmful to the children’s physical and mental health and life development.Therefore,improving the emotional management skills of school-age children in welfare institutions can help promote their development and growth.In this study,it was found that school-age children in welfare institutions had the need to improve emotional management through preliminary research,which were manifested in unclear cognition of emotions,inappropriate expression methods,insufficient emotional regulation ability,and lack of emotional use skills.According to the analysis of the needs of the research subjects,based on the group dynamics theory and social learning theory,the group intervention program was designed and implemented,and a total of 7 "transforming into emotional housekeepers" group activities were carried out for the 8 selected group members,in the process of group access,the workers used professional methods and skills,combined with situational performances,fun activities,etc.,to lead the 8 group members to learn the relevant knowledge and methods of emotion management,and before the first group activity and after the seventh group activity,8 group members were tested before and after the seventh group activity to provide support for assessing the improvement of school-age children’s emotional management ability and better understand the changes and growth of group members after group work intervention.Through the intervention of this group,the emotional management ability of the eight team members has been improved to varying degrees,and they have mastered more effective and practical methods in four dimensions:emotional cognition,emotional expression,emotional regulation and emotional use.After the group intervention,the author summarized the study,and found that the intervention of group work effectively improved the emotional management ability of school-age children,the application of group dynamics theory and social learning theory played an effective role in the group intervention process,and the use of group intrinsic motivation and creating a positive group atmosphere to promote the improvement of group members’ emotional management.It can be seen that through group work intervention,it is feasible to improve the emotional management ability of school-age children,and the guidance of relevant professional theories is also applicable.