Effects Of Group Mandala Drawing On Positive Psychological Quality And Self-identity Of Junior Middle School Students

Under the background that the Ministry of education promotes positive mental health education,positive mental quality is the top priority of positive mental health education,and the training program of positive mental quality is extremely important.At the same time,another important content for the development of junior middle school students is the development of self-identity.At present,there are few programs for the training of positive mental quality and the development of self-identity,In particular,there is an extreme lack of programmes to improve creativity.As a kind of art therapy,Mandala drawing also has the characteristics of simple operation and low cost.It is suitable to be used as an auxiliary tool for mental health work in middle school.In the study of Mandala drawing,it is found that group Mandala drawing can improve positive emotions.Theoretically,Mandala drawing should also improve positive psychological quality,and the core mechanism of Mandala is the integration mechanism to promote inner self harmony and the development of self-identity.Therefore,this study aims to explore the impact of group Mandala drawing on junior middle school students’positive psychological quality and self-identity,analyze typical cases of activities,summarize positive transformation factors,and provide reference for the application field of Mandala drawing.This study adopts the quasi experimental design method of pre-test,post test and follow-up test in the experimental group and the control group.A total of 48 subjects were recruited from 24 Township and urban middle schools respectively.After the actual completion and excluding invalid data,there were 9 in the township experimental group,9 in the control group,11 in the urban experimental group and 12in the control group.The positive psychological quality scale and self-identity status scale of junior middle school students were used for pre-test and post-test follow-up test.The experimental group in urban and rural areas conducted eight group Datura painting interventions.Due to practical factors,the township group had continuous intervention and no follow-up test.The urban group intervened every other week,andthe follow-up test data were collected one month after the end of the activity.This study uses the combination of quantitative and qualitative analysis to discuss and analyze the experimental results.The results show that:1.Group Datura painting is effective and stable in improving junior middle school students’positive psychological quality and self-identity.2.The improvement of positive psychological quality in the urban group is more inclined to the dimension of wisdom and excellence,and the township group is inclined to the dimension of wisdom.3.Group Datura painting significantly improved creative ability and belief,creative ability of township group(P<0.05),creative ability of urban group(F=6.303,η~2=0.077),belief(F=5.559,η~2=0.093).Conclusion:Group Datura painting can effectively improve the positive psychological quality and self-identity of junior middle school students.