The Relationship Between Self-esteem And Interpersonal Disturbance Of Junior Middle School Students And The Effect Of Psychological Drama Counseling Intervention Studies

Self-esteem is defined as an individual's feeling and identification with his or her own emotional value.Interpersonal distress refers to the disharmony of interpersonal relationship caused by various reasons in interpersonal communication,accompanied by negative emotions such as anxiety.Based on the existing self-esteem scales at home and abroad,the researchers compiled the self-esteem questionnaire for junior high school students.The self-esteem level of middle school students was evaluated to predict their interpersonal distress level,and the students were tutored in campus psychodrama to intervene their self-esteem and reduce their interpersonal distress level at the same time.The study was divided into four stages:the first stage,develope a self-esteem questionnaire for junior high school students;the second stage,500 students in a middle school in Shijiazhuang were measured by the self-compiled self-esteem questionnaire for junior high school students and the comprehensive diagnostic scale of interrelationship compiled by Zheng Richang;the third stage,the subjects' self-esteem and interpersonal distress were ranked,and 24 subjects with high self-esteem and high distress,high self-esteem and low distress,low self-esteem and high distress and low self-esteem and low distress were selected and evenly distributed to the experimental group,the placebo group and the control group.Then the experimental group was given eight weeks of semi-structured school psychodrama on self-esteem.The placebo group was given eight weeks of textbook drama with no self-esteem.The control group was given no activity;the fourth stage,the first two stages of the questionnaire were used to post-test the three groups of subjects,and compared with the pre-test data,and the differences were compared and analyzed.The data processing of this study used Spss software,and related analysis,T test,analysis of variance and confirmatory factor analysis.The results of the study:1.The Junior High School Self-Esteem Scale consists of four dimensions: Self-love,interpersonal openness,self-worth,growth identity.The scale is reliable and can meet psychometric standards.2.The variance analysis was conducted with the self-esteem level and experimental group as independent variables and the change value of self-esteem as the dependent variable.The main effect of self-esteem was significant,the main effect of experimental group was significant,and the interaction between self-esteem and experimental group was significant.The role groups of experimental class and placebo group and the control group were used as independent variables to analyze the variance of self-esteem and interpersonal distress.The self-esteem effect was significant.The main effect of experimental group was significant.The interaction between the self-esteem level and the experimental group was not significant.The change values of self-esteem and interpersonal distress of different roles in the experimental group were tested for differences.The self-esteem levels of different roles in the experimental group were all increased,while interpersonal distress levels were all decreased,and the change values of self-esteem and interpersonal distress were significantly different.Analysis conclusion:1?The junior middle school self-esteem scale has good reliability and validity,and achieves psychometric standards.It can be used as an effective tool to measure middle school students' self-esteem.2?There was a negative correlation between self-esteem and interpersonal distress in junior high school students.The intervention of semi-structured campus psychodrama can improve the self-esteem of junior high school students.The level of interpersonal distress was also decreased.