Research on the Intervention Effect of Music Group Counseling on School Weariness Among Left-behind Children

Abstract

Left-behind children constitute a special group that has emerged during China's urbanization process. The detection rate of their school weariness is as high as 21.9%, seriously affecting their academic development and mental health. Existing research indicates that self-compassion can buffer the negative impact of school weariness on problematic behaviors, while music therapy possesses unique advantages in emotional regulation and subconscious exploration. This study aims to explore the intervention effect of music group counseling on school weariness among left-behind children and examine the possible mediating role of self-compassion. Utilizing literature research, theoretical analysis, and program design methods, this study integrates self-compassion theory and music-guided imagery theory to construct a mechanism model of music group counseling and design a six-session music group counseling program. The research reveals that music group counseling can alleviate school weariness by enhancing self-compassion levels, with its mechanism including emotional expression, self-acceptance, group support, and mindfulness cultivation. This study theoretically deepens the understanding of the mechanism of self-compassion and provides a new approach for intervening in school weariness among left-behind children in practice.