Group Sandplay Therapy On Intervention On Test Anxiety Of High School Students

High school students examination anxiety is a common phenomenon.Test anxiety is caused by many factors, it has not only genetic, cognitive,knowledge experience factors, but also family, school and social factors. The dangers of excessive examination anxiety of students are various, first it will cause adverse effect on students’ academic performance,because excessive test anxiety will affect students’ attention, interfere with the students’ memory, blocking the student’s thinking ability, so that they can’t go all out to prepare for and participate in the examination, in addition,test anxiety may also affect the physical and mental health of students. The problem of how to alleviate test anxiety has caused great attention of the general education workers and mental workers, our predecessors in this respect also has a lot of study and trying, major intervention methods have cognitive therapy, behavior therapy, such as: systematic desensitization,relaxation therapy, etc., study and exam skills training method, and the group activity in recent years a intervention and sand intervention.This study uses group sand therapy intervention in students’ test anxiety,sand table games has a history of hundreds of years, its theory is based on jung’s analytic psychology, and developed a blend of eastern philosophy, the sand table games began more than ten years into school, application scope also began to expand, more for children, now also used in adults; Previous studies only individuals, are now used in groups; Used only for clinical research, now also used in the development and training. With the method ofgroup sand table, the greatest advantage is it can play a dynamic field, in an atmosphere of accepting each other, encouraging, promoting the integration of each member’s personality and team integration.With Anxiety self-assessment Scale(Self- Rating Anxiety Scale SAS)compiled by Chinese professors Zung(1971) and mood state Scale(short form POMS just) choose the subjects. In one selected high school students with test anxiety 24 people, including eight people as experimental group, 8people as control group, in addition to select eight students without test anxiety, and to participate in a sandbox experiment, as observation group of plate characteristics, not to participate in the statistical analysis.Experimental group and observation group jointly completed works 10 times,using a work of self, such as the use of toys, sharing in analysis of the experimental group and the control group and they have an exam anxiety comparing before and after the test, to examine group sand table games for intervention effect of test anxiety. In addition, early, late in the lab with the electronic myographic biofeedback instrument(EKG) instrument test anxiety index change, that is where the innovation of this study point.Statistical analysis is used in the index of heart rate variability(HRV).Qualitative analysis was carried out on the sand, found that students with test anxiety put sand using more time; Second, students with test anxiety share with more defense; Three, students with test anxiety’characteristics of plate is more closed, slower convergence; Fourth, for students with test anxiety their choice of toys is fixed.The data analysis found that the two scale and the results of the physiological indexes of statistical agree that sand table games can effectively reduce test anxiety in senior high school students. Its good effectmay be related to group sand-play which is a good way to vent negative emotions, bring a sense of belonging to members and develop their self-efficacy.