Study On Interpersonal Psychological Intervention Of Children With Mild To Moderate Mental Retardation ——Taking X Special Education School As An Example

Children with intellectual disabilities are different from normal children of the same age in perception,memory,emotion and personality characteristics.Children with intellectual disabilities have weak listening ability,limited expression ability and poor interpersonal skills in interpersonal communication.Compared with normal children,children with intellectual disabilities have the phenomenon of narrow scope,limited space and single situation of interpersonal communication in their study and life.the lack of communication motivation of children with intellectual disabilities and the limitation of the surrounding environment seriously restrict the children with intellectual disabilities to "walk out" of their families,"walk out" of school,integrate into society and integrate into groups.In interpersonal communication theory and group dynamics theory,on the basis of through group psychological intervention,the use of interpersonal interactions in groups,interpersonal real situation,promote mild-to-moderate mental retardation children’s listening and expression ability,improve children’s emotion recognition and management ability,strengthen students’ sexual health education,improve the students’ relationships with others.this study in X city in yunnan province special education school in grade six,seven,eight society-adaptation class some students as the subjects,the first step,by using the questionnaire,analyzes the present situation of mild-to-moderate mental retardation students interpersonal skills,the second step,with mild-to-moderate mental retardation students interpersonal situation and characteristics,on the basis of targeted the design and implementation of group psychological intervention,After in-depth analysis of the changes of students with mild to moderate intellectual disabilities before and after the experiment,the intervention effect of group psychological intervention on interpersonal communication of children with mild to moderate intellectual disabilities was discussed,and the following conclusions were drawn:1.there are significant gender differences in interpersonal communication among students with mild and moderate intellectual disabilities,and boys have more interpersonal problems than girls.2.there are significant grade differences in interpersonal communication among students with mild and moderate intellectual disabilities.3.With the increase of grade,the interpersonal problems of students with mild and moderate intellectual disabilities gradually reduce.4.Group psychological intervention has a good effect on the interpersonal communication ability of students with mild to moderate intellectual disabilities.5.targeted psychological intervention activities can effectively improve the interpersonal communication ability of students with mild and moderate intellectual disabilities.