Intervention Study On Group Psychological Counselling Enhancing Emotional Intelligence And Resilience Of High School Students

Mental health education and psychological quality education play increasingly important role in quality education which is strongly advocated and implemented now. The cultivation of students' sound personality, strong will, stable and optimistic mood, perfect self-awareness and good interpersonal skills constitutes the main contents of psychological education. Heavy schoolwork burden, expectations from parents and teachers as well as interpersonal confusion between desire for friendship and occasional friction with classmates and roommates all impose heavy pressure on high school students. At the same time, the high school students are reluctant to expose their inner emotions to others. Therefore, there have been some urgent issues to be solved for educators, especially the psychology teachers in middle school such as understanding the current situation of emotional intelligence and resilience of high school students, teaching students to do mastery, keen perception and reasonable control of their own emotions, make accurate interpretation of others'emotions, and eventually utilize the emotional to facilitate their study rather than being dominated by emotional, helping students go through their confusion about life, study, interpersonal relations and mental situation and forge a strong spirit.Based on the above stated background, this study intends to solve two problems. The first one is to explore the current situation of emotional intelligence and resilience of high school students as well as the degree of association between the two elements, at the same time verify tht level of he emotional intelligence have significantly predicted effect to the level of resilience. Secondly, the study focuses on putting forward effective ways to improve the emotional intelligence and resilience of high school students and compiling according to emotional intelligence theory a set of scientific and perfect promotional training courses which can be implemented in the form of in-class group guidance to improve the level of emotional intelligence and enhance the level of the resilience of high school students.The study consists of two parts in total. In the questionnaire survey research part, emotional Intelligence Scale and Youth resilience Scale are adopted to measure 809 high school students from RC Senior High School in Yuncheng, Shanxi to investigate the characteristics of their emotional intelligence and resilience and the relationship between the two elements based on statistic methods including descriptive statistics, correlation analysis, and regression analysis and verify emotional intelligence of high school student is the influence factors of resilience. On the basis of questionnaire survey, the research is conducted between two classes from grade one. The two classes which are tagged as comparative class and experimental class have no significant differences in emotional intelligence and resilience among its students. Students from the comparative class are without intervention, while students from the experimental class receive the emotional intelligence training course for 14 times as intervention. After the intervention, the above mentioned two scales are adopted to measure the emotional intelligence and the resilience of students from these two classes and then independent samples t test are adopted to statistically analyze of the the difference between the data after intervention and the data before intervention to evaluate the intervention effect of the course comprehensively.The results indicate that:(1) The scores of emotional intelligence and its dimensions of high school students are higher than the medium level, therefore, the emotional intelligence of high school students is in an overall good condition.(2) The scores of resilience and its dimensions of high school students are higher than the medium level, therefore, the resilience of high school students is in an overall good condition.(3) There exists significant gender difference in emotional intelligence among high school students. The emotional intelligence of girl students is significantly higher than that of boy students. It is shown that girl students score significantly higher than boy students in two dimensions including the control of others' emotions and emotional utilization.(4) There exists significant role difference in emotional intelligence among high school students. Students cadres score significantly higher than common students in emotional intelligence and its four dimensions.(5) There exists significant grade difference in emotional intelligence among high school students. The emotional intelligence of students from senior grade 3 is significantly higher than that of students from senior grade 1 and 2. It is shown that students from senior grade 3 score significantly higher than students from senior grade 1 and 2 in two dimensions including emotional perception and emotional utilization and than students from senior grade 2 in the dimension of self-regulation of emotional.(6) There exists significant gender difference in resilience among high school students. The resilience of girl students is significantly higher than that of boy students. It is shown that girl students score significantly higher than boy students in three dimensions including positive cognition factor, interpersonal assist factor and family support factor, while boy students score significantly higher than girl students in emotional control factor.(7) There exists significant role difference in resilience among high school students. Students cadres score significantly higher than common students in resilience. It is shown that students cadres score significantly higher than common students in five dimensions including positive cognition factor, target focus factor, personal dimension, interpersonal assist factor, and support dimension.(8) There exists significant grade difference in resilience among high school students. It is shown that students from senior grade 1 and 3 score significantly higher than students from senior grade 2 in resilience and its three dimensions including personal dimension, support dimension and interpersonal assist factor. Students from senior grade 3 score significantly higher than students from senior grade 2 in the dimension of target focus factor. Students from senior grade 3 score significantly higher than students from senior grade 1 and 2 in the dimension of family support.(9) There exist significant difference of class type in family support factor and support dimension from resilience among high school students. It is shown that students from excellent classes score significantly higher than students from regular classes in the above mentioned two dimensions.(10) There exists significant positive correlation between emotional intelligence and resilience. Students with different levels of emotional intelligence have different levels of resilience. It is shown that students with higher emotional intelligence have higher resilience. Therefore, the level of resilience can be significantly predicted from the level of emotional intelligence.(11) The approach that take emotional intelligence as key point to improve high school students' level of relisience is feasible.(12) With the emotional intelligence training course as intervention, it is shown that students from experimental class have been significantly improved in their levels of emotional intelligence and remarkably enhanced in their levels of resilience.