A Study On Role-playing Promotes Emotional Regulation Ability Of Junior Secondary School Student

Period of junior secondary school is reckoned as intense emotional fluctuation of students for their increasingly heavy learning pressure.Lacking in the adjustment ability to cope with emotional problems will easily make one anchored in obsessions.Therefore,it is necessary and helpful to develop the mental health of junior secondary school students by seeking for effective methods aimed at emotion regulation ability.Taking students of a secondary school in Huaibei as research object,employing Adolescent's Emotion Regulation Competence questionnaire from which it totally gets 274 valid questionnaires through stratified random sampling,this paper attempts to discover the characteristics of emotional regulation ability about junior secondary school students and design a role-playing program based on students' emotional regulation ability.36 volunteers recruited were randomly divided into two parts,experimental group(n=18)and controlled group(n=18).Moreover,series of role-playing counseling intervention course lasting two months were carried out once a week,and it was totally 8 times and each of them was 80 minutes.The controlled group got none interventions.Considering the measurement results of emotional regulation ability that two parts present after the courses,it thoroughly analyses the intervention effects that role-playing programs have on students ‘emotional regulation ability.The conclusions are as follows:?The development level of emotional regulation ability of junior secondary school students is more balanced.?As to emotional regulation ability of junior middle school students,there exist no noticeable differences in background variables such as gender,family structure and parental education.However,differences in grade and class leader are dominant.?Role-playing program can effectively promote emotion regulation ability.