The Applied Research On The Situation Of Secondary Vocantional School Students’ Daily Emotion Regulation And It’s Improvement With Solution-focused Group Counseling

Adolescence takes the key position in the whole development process of one’s life, in which, people generally have both physical and psychological changes. Consequently, people will complish the transition from child to adult. During this period, teenagers usually show severe mood swings because of the changes of hormones, environmental adaptation, heavy schoolwork burden and other challenges. Therefore, scholars generally called this stage "storm period". The age range of students in secondary vocational schools is from 15 to 18 years old, right at this stage. They share the same physical puzzles with peers and also bear more social pressure, what makes them more prone to face emotional problems. To get good mental health and social emotion regulation ability is an important task of adolescent socialization development, that will play a decisive role in developing their interpersonal skills, social adaptability and subjective well-being. Therefore, to attach importance and intervention to their emotional problem is very necessary. There are many emotion regulation theories and empirical researches in current researches of emotion filed, but less intervention studies. This study tries to make supplement.This paper is on the basis of previous emotion regulation studies, using the "youth daily emotion regulation questionnaire" which is revised by Deng Xinmei and Sang Biao to investigate the present situation of students in secondary vocational schools. This paper combines with focus solving short-term counseling theories and techniques and analyzes the present situation of secondary vocational student’s emotion regulation ability, in order to helping us design a set of group counseling schemes which will improve the secondary vocational student’s emotion regulation ability, and proves the effectiveness of the proposed scheme through the experimental results, also studies the factors which produce efficacy.The main conclusions are as follows:1.The emotion regulation status of secondary vocational students presents that,especially the regulation of negative emotions part to use down-regulation strategy, and positive emotional part of the regulating strategy is prefer to use the up-regulation.2. The status of emotion regulation on gender differences, such as the regulation of negative emotions, more boys than girls used to express anger; In terms of positive emotions,boys use two strategies, expression suppression and cognitive reappraisal, more than girls.3. The emotional regulation status of students in Grade 2 is little worse than other two grades and emotional regulation problems are more obviously compare to other grades.4.There was no significant difference between other dimensions but the Science students are significantly higher than arts students at revealing strategy in the part of negative emotion and immersed strategy in the part of positive emotion.5.The class cadre are used more reappraisal strategy and unleashing strategy in the positive and negative emotion regulations than those Ordinary students.6.The only-child adopts more revealing strategy than the non-only child in the part of negative emotion regulation,at other dimension are on gender differences.7. The intervention scheme of focus solutions promote emotion regulation ability of secondary vocational schools’ students obviously effective.8. The effective factors of intervention are: opportunity for helping others, group members supporting each other, group members learning from each other, optimism, groups enabling sense.