The Intervention Effect Of NaiKan Therapy On The Psychological Status And Family Relationship Of The Students Who Are Tired Of Learning

Objective: Through the questionnaire survey,this paper discusses the psychological and family factors of the students who are tired of learning,and carries out the intervention of the internal therapy on the students who are tired of learning,so as to clarify the intervention effect of the internal therapy on the students who are tired of learning,so as to provide the basis for the treatment of the students who are tired of learning.Methods: In December 2019,a random cluster sampling method was used in grade one to grade three of a middle school in Lanzhou.Four classes were selected from each grade,and the weariness tendency of junior high school students was screened by using the weariness scale.According to the inclusion and exclusion criteria,60 students,30 in the study group and 30 in the control group were selected.The study group and the control group were intervened by group psychotherapy.Before and after the intervention,the study group and the control group were evaluated by symptom self-assessment(SCL-90),family intimacy and Adaptability Scale(FACESII-CV),parent-child relationship diagnosis test(PCRT)and statistical software SPSS.Results:1.Among the 509 samples investigated,228 scholars were found to be disgusted,and the rate of disgusting was 44.8%.2.Before the intervention,there was no significant difference in the total score of SCL-90 and the scores of each factor between the study group and the control group(P > 0.05).Before and after the intervention,the total score of SCL-90 and the scores of anxiety,depression,hostility,paranoia and interpersonal relationship in the control group decreased,with a statistically significant difference(P < 0.01).Before and after the intervention,the total score of the study group and the scores of anxiety,depression,somatization,hostility,paranoia and interpersonal relationship were significant the difference was statistically significant(P < 0.01).After the intervention,the total score of SCL-90 and the scores of somatization,anxiety,hostility andparanoia were all decreased between the two groups,the difference was statistically significant(P < 0.05).3.There was no statistical difference between the study group and the control group in the average number of all types of parent-child relationship scale before intervention(P > 0.05),after intervention,there was no significant difference in the scores of all types of parent-child relationship between the control group and the pretrial level(P > 0.05),and the level of all types of parent-child relationship in the study group was improved to varying degrees compared with that before intervention(P >0.05)the difference was significant(P < 0.01).4.Before the intervention,there was no statistical difference between the study group and the control group in the scores of family intimacy dissatisfaction and adaptability dissatisfaction(P > 0.05);before and after the intervention,there was no statistical difference in the dimensions of the control group(P > 0.05);before and after the intervention,there was statistical difference in the dimensions of the study group and the control group(P < 0.01).Conclusion:1.The rate of teenagers’ Weariness of school is as high as 44.8%,which is worthy of wide attention.2.In the study group,the psychosomatic symptoms were significantly improved after the intervention,mainly manifested in the decrease of the total score of SCL-90 and the scores of somatization,anxiety,depression,paranoia,interpersonal relationship and hostility factors.3.The NaiKan therapy can significantly improve the relationship between parents and children.4.The results showed that the scores of family intimacy dissatisfaction decreased after the intervention.5.As a simple and easy-to-use psychological intervention method,NaiKan therapy has a significant effect on the improvement of family intimacy of learning weariness teenagers.It is worth popularizing and applying.It can provide clinical experience for the study of learning weariness teenagers and related psychological intervention in the future.