Effect of painting group counseling on problem behaviors and parent-child relationships quality in pupils

LI Zhihong; WU Yujun; XU Yang

doi:10.16835/j.cnki.1000-9817.2022.06.010

Volume 43 Issue 6

Jun. 2022

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LI Zhihong, WU Yujun, XU Yang. Effect of painting group counseling on problem behaviors and parent-child relationships quality in pupils[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(6): 839-842. doi: 10.16835/j.cnki.1000-9817.2022.06.010

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LI Zhihong, WU Yujun, XU Yang. Effect of painting group counseling on problem behaviors and parent-child relationships quality in pupils[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(6): 839-842. doi: 10.16835/j.cnki.1000-9817.2022.06.010

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Effect of painting group counseling on problem behaviors and parent-child relationships quality in pupils

doi: 10.16835/j.cnki.1000-9817.2022.06.010

LI Zhihong¹,
WU Yujun^{2
,
,},
XU Yang³

1.
Psychological Counseling and Health Education Center of Gannan Normal University, Ganzhou (341000), Jiangxi Province, China

Received Date: 2022-03-07
Rev Recd Date: 2022-04-04

Available Online: 2022-06-23

Publish Date: 2022-06-25

Abstract

Abstract

Objective To explore the effectiveness of painting group counseling intervention on problem behavior and the quality of parent-child relationship in primary school students. Methods The problem behaviors of grade fouth primary school students were screened and compared with the norm. Two classes were randomly selected as the intervention group and control group, respectively. Intervention group received for an 8-week painting group counseling experiment. Conners Child Behavior Rating Scale, Problem Solving Scale and Parental Acceptance Questionnaire were used as the evaluation tools. Results There was no significant difference in the detection rate of problem behavior between the experimental and the control group before intervention(27.59%, 15.38%, Z=1.10, P>0.05). After intervention, the detection rate of problem behavior in the experimental group was significantly lower than that in the control group(17.24%, 3.85%, Z=3.71, P < 0.01). There was no difference in the scores of problem solving and parental acceptance between the two groups before the intervention(t=0.63, 0.38, P>0.05). After the intervention, the score of problem solving in the experimental group was lower than that in the control group(t=-2.28, P < 0.05), and the score of parental acceptance was higher than that in the control group(t=2.57, P < 0.05). For the intervention group, problem behavior and problem solving decreased significantly(t=2.56, 2.44, P < 0.05), while the scores of parental acceptance increased significantly(t=-2.26, P < 0.05)after the intervention. The scores of these three variables in the control group showed no significant changes before and after the intervention(P>0.05). The results of repeated measurement variance showed that the main effect of problem behavior and the interactive effect of problem solving and parental acceptance(F=8.63, 8.01, 4.62, P < 0.05) were significant. Conclusion Painting group counseling can reduce the problem behaviors of primary school students and improve the quality of parent-child relationship. It can be applied in primary school mental health education and plays a positive role in promoting the healthy development of primary school students.
- Group processes,
- Behavior,
- Parent-child relations,
- Intervention studies,
- Students

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References(20)

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