The Current Situation Of Learning Burnout Among Junior High School Students, The Characteristics Of Sandplay Works And Case Intervention Researc

Learning burnout is a continuous,negative and learning-related psychological state that individuals have been under learning pressure for a long time,including three core symptoms:physical and mental exhaustion,learning alienation and low sense of achievement.As a negative psychological state,learning burnout has a negative impact on students’ academic performance,interpersonal communication,personality and social development.In order to promote the harmonious development of students’ body and mind,schools and mental health teachers need to identify and effectively intervene students’learning burnout and cultivate students’ good learning psychology.This study takes 592 junior high school students from 18 classes in a junior high school in a district of Beijing as the research object.First,it uses the scale to measure the overall level of junior high school students’ learning burnout and its group differences,in order to reveal the current situation of junior high school students’ learning burnout.Secondly,among 592 junior high school students,according to their learning burnout scores,30 students were selected as the burnout group and the non-burnout group respectively to make the initial boxwork.Through comparison,the characteristics of boxwork of junior high school students with learning burnout were analyzed,providing reference information for the screening and efficacy evaluation of junior high school students with learning burnout.Finally,one student was selected from 592 junior high school students to verify the improvement effect of boxroom therapy on learning burnout through individual intervention.The research results show that:1.The overall level of learning burnout of junior high school students is lower than middle.There are significant differences in gender and grade in junior high school students’ learning burnout.The level of female students’ burnout is higher than that of male students,and the level of junior high school students’burnout is higher than that of grade one and grade two;There is no significant difference in learning burnout of junior high school students in the two demographic variables of only child and family residence.2.Compared with the works of junior high school students in the non-burnout group,the initial boxwork of the learning burnout group has significant differences in the following six dimensions:(1)In terms of the type and quantity of toys,the learning burnout group uses fewer toys and living objects when making boxwork,especially in the use of three types of toys:people,animals and plants;(2)In terms of scene characteristics,more dynamic and intense scenes appear in the box court works of the learning burnout group;(3)On the theme characteristics,the box court works of the learning burnout group often have trauma themes,especially chaos,emptiness,division,inclination,threat and obstruction;(4)With the use of self-image,the learning burnout group had more cases of no self-image;(5)For the use of sand,the learning burnout group had significantly more cases of not moving sand in the process of box court production,and significantly less cases of hand shaping;(6)In terms of communication with the therapist during the production process,the number of people in the learning burnout group who did not communicate with the therapist during the whole process was significantly higher than that in the non-burnout group.3.The case study found that courtroom therapy can improve the learning burnout of junior high school students.