The Effect Of Group Sandbox Games On The Intervention Behavior Of Middle School Students

Pupils' aggressive Behavior mainly refers to the behavior of primary school students to attack others and objects, and to make other people and their goods suffer the harmful result that others are not willing to accept. These acts manifest as the physical aggression of intentionally hitting, pushing, kicking, pinching and the verbal aggression of nicknaming, abusing and rumoring. It is accompanied by emotional instability, the temper of irritability and explosive, poor self-control, arguing with others easily and strong ambition. In addition, the researches at domestic and abroad have shown that the number and frequency of pupils' aggressive behavior is more than middle school students, and the intensity of pupils' aggressive behavior is stronger. On the one hand, Pupils' aggression will bring harm to others and society, on the other hand, it also brings more negative effects to themselves, such as interpersonal relationships, emotional regulation, academic performance, personality development and so on. More importantly, researches have pointed out that the aggression in childhood is an effective predictive indicator of violent crime in adulthood. Therefore, the research and intervention on pupils' aggressive behavior is particularly important for the cultivation of students' physical and mental health as well as the development of the education in China.This study attempts to take the way of group sandplay to intervene in high-aggressive students. The students in grade three and grade four for the participants, using “Chinese revised version of BWAQ” as the research tool, and selecting attack scores higher than the overall average score of one standard deviation of 42 students who were randomly divided into experimental group and control group. We used self-designed group sandplay games guidance scheme of the experimental group intervention for 12 weeks, once a week, 40-60 minutes at a time, and the control group to participate in other sports activities. Then we used “Chinese revised version of BWAQ” on the experimental group and the control group for the first time test in the week after the end of intervention. After three months, we used “Chinese revised version of BWAQ” on group members for the second test after intervention. Finally, we used SPSS19.0 software for data analysis and processing, and reached the following conclusions by using One-Way ANOVA and t-test to analyze the effects of group sandplay on the level of the students' attack in the experimental group.(1) After receiving the intervention of group sandplay, the experimental group students' aggressive level was significantly lower than the aggressive level of per-intervention. But there was no significant difference in the level of aggression between pre-intervention and post-intervention in the control group.(2)After receiving the intervention of group sandplay, the experimental group students' aggressive level was significantly lower than the control group.(3) There was no significant difference in the level of aggression between the first test and second test of post-intervention of the experimental group, which indicated that group sandplay has a better effect of delay.(4) Group sandplay is one of effective intervention mode to reduce the aggressiveness level of pupils.