Research On The Intervention Of Topic-based Mental Health Activity Class On Cultivating Junior High School Students" Emotional Intelligence

Emotional Intelligence refers to the ability to accurately perceive,evaluate,and express emotions;to use emotions to promote thinking:to understand emotions and emotional knowledge;to regulate emtions and promote emotional and intellectual development.The emotional intelligence model includes four dimensions:emotional perception,self-emotion management others,emotional managelent and emotional utilization ability.Studies have shown that emotional intelligence plays a vital role in the improvement of junior high school students' adaption,interpersonal relationship,psychological flexibility,subjective well-being,academic achievement and mental health.It is the key to success and happiness.Junior high school is a key period for individual physical and mental development.There is a lack of education about emotional intelligence in schools today.Students are unable to learn the skills related to emotional intelligence in schools.As a result,junior high school students' ability to perceive and express their own emotions,manage and utilize their emotions,and recognize and manage the emotions of others cannot get the development and improvement they deserve.The research is divided into two parts.Study 1:In order to understand the status and demographics characteristics of junior high school students' emotional intelligence,compare the difference between the total score of junior middle school students'emotional intelligence and the four dimensions of the junior high school students in the demographic variables,and analyze the development trend of emotional intelligence of junior high school students on grade variables,and provides a practical basis for the selection of experimental subjects and the formulation of curriculum plans for the emotional intelligence themed mental health activity class in the second study.Middle School Students*Emotional Intelligence Scale(EIS)is used to intestigate and analyze the data of 612 junior high school students in a junior high school in Yanji City,Jilin Province.Study 2:Based on the investigation of elotional intelligence of junior high school students,122 students from two classes with no significant difference in emotional intelligence in grade 7 were selected as research objects,respectively as the control class and the experimental class.The control class received ino intervention.and the experimental class received 16 interventions of mental health activity courses themed oin emotional intelligence.After the intervention,the two classes were leasured using the same scale.The independent sample t test was used to analyze the post-test data and evaluate the intervention effect of the course.Follow-up measurements were made again two months later to test the continuity of the intervention effect.The conclusions are as tol ows:(1)The emotional intelligence level of junior high school students is generally above the upper liddle level;The emotional intelligence of junior middle school students is significantly different from grade to grade.In addition to larginal significant differences in the dimensions of emotional perception(p=0.078),junior high school students of different grades have significant differences in the total score of emotional intelligence and other three dimensions(self-management others' emotional management and emotional utilization).The general trend of emotional intelligence development of junior high school students showed a trend of decline with the increase of grade,among which the decline was the largest from grade seven to grade eight,and the decline is relatively slow from grade eight to grade nine.It can be seen that the period from grade seven to grade eight is the key period for the development and cultivation of junior middle school students' emotional intelligence.Therefore,this study decided to randomly select two classes of students iin grade 7 as the research object of the intervention of emotional intellisence themed mental health activity course.(2)The emotional intelligence level of junior high school students has been significantly improved under the effect of the mental health activity class with emotional intelligence as the theme designed and implemented in this study.Meanwhile,the declining trend of emotional intelligence of junior middle school students has been effectively prevented.Two months after the implementation of the course,the total score of emotional intelligence of the experimental class was significantly higher than that of the pre-test at the level of 0.001,which indicates that the effect of the course intervention has a certain continuity,and the emotional intelligence of the subjects is still at a high level after two months.(3)This study received active cooperation from the head teacher of the experimental class,which made the intervention achieve better results.It proves that if the head teacher pays enough attention to the cultivation of students' emotional intelligence ald is willing to take an active part in it,it will play a positive role in promoting the cultivation of students' emotional intelligence.Based on the above conclusions.some specific improvement measures and suggestions are put forward:(1)The results of this study show that the emotional intelligence of junior high school students presents a declining trend with the rise of grade.Therefore,schools should pay lore attention to the cultivation of emotional intelligence of junior high school students and the emotional intelligence of junior high school students should be developed and improved.(2)The results of this study indicate that the emotional intelligence level of junior high school students has been significantly improved under the action of the mental health activity class with emotional intelligence as the theme.At the same time,the trend of emotional decline of junior high school students has been effectively prevented.Although this intervention is for the seventh grade,it can be extended to the eighth and ninth grades.Therefore,according to the different characteristics of students in grade 7,8 and 9,the school should carry out a continuous and systematic mental health activity course themed with emotional intelligence to improve students'emotional intelligence.In this way,emotional intelligence courses will be more scientific,reasonable and targeted.The importance of popularizing emotional intelligence and the effective methods of improving emotional intelligence should be emphasized through campus radio and bulletin boards;it can also carry out some special activities,such as the selection "EQ's got talent,and other activities,selection of high EQ outstanding students,by psychological teacher systel,professional training,become a "peer counselor,,to help students in need of help,use the positive interaction between the students,promote the students' emotional intelligence level.(3)This study received active cooperation from the head teacher of the experimental class,which made the intervention achieve better results.It proves that if the head teaclier pays enough attention to the cultivation of students' emotional intelligence and is willing to take an active part in it,it will play a positive and crucial role in promoting the cultivation of junior middle school studentse emotional intelligence.Therefore,the head teacher should be fully mobilized,and experts or psychological teachers can be invited to tram the head teacher in the ability to perceive and express emotions,the ability to manage and use emotions,etc.And in returm,the head teater should pay more attention to the students' emotional intelligence.