Background In recent years, china has paid more and more attention to the status and role of parenting style in the whole education system, and clearly proposed to “Give full play to the important role of family education in the growth of teenagers” In the national long-term education reform and development plan (2010-2020). The junior middle school stage is more important in the whole development process of middle school students, and junior middle school students are in puberty. At this stage, their rapid physical development and intense emotional fluctuations are the “Storm” of emotional development. After all, the education of emotional regulation ability infiltrated by school education and teaching in students' mental health education is limited, there is also a lack of corresponding guidance on whether students can master effective methods of emotional regulation, or some schools have not attracted attention. As the first caregiver of children, the influence of parents on students directly determines their relationship with others and their own management. In this special stage of junior middle school, students want to try their best to get rid of the control of their parents and let their parents treat themselves as “Adults”. Parents still treat them as “Children” As always. This huge contradiction determines that the parenting methods and methods of parents in their children's study and life will also have an impact on their children, thus affecting their emotional regulation. Because of these, this study aims to explore the relationship between parenting style, interpersonal skills and emotional regulation of junior middle school students with hearing impairment in southern minority areas. Subjects and Methods 123valid questionnaires were collected from several representative special schools. Taking the hearing impaired junior middle school students in special education schools in southern minority areas such as nanning, guilin, liuzhou and qinzhou as the main research object, the investigation was conducted through online electronic questionnaire. This study draws on the research results of scholars at home and abroad, and based on the existing relevant theories. The chinese version of the emotional regulation scale (revised by ji junmei (2009) and the chinese version of the chinese version of the chinese version of the chinese version of the chinese version of the chinese version of the emotional regulation scale (pbi) (revised by ji junmei (2010) and yang jiamei) 0 for descriptive analysis, analysis of variance and linear regression analysis. Results The rearing style of hearing-impaired junior middle school students tended to be negative. There were significant differences between men and women in father overprotection. The father overprotection of boys was significantly higher than that of girls; there are significant gender differences in interpersonal communication ability in conflict resolution ability, and boys are significantly better than girls in conflict resolution ability; there are significant differences in self disclosure ability in grades, showing an upward phenomenon in grades; the non only child is significantly better than the only child in moderate rejection ability. The emotional support ability of junior middle school students with hearing impairment in interpersonal communication is significantly stronger than that of single parent families. Conclusion There is a significant positive correlation between the rearing style and interpersonal communication ability of hearing impaired students in junior middle school, in which the emotional warmth of the mother is positively correlated with the ability of interpersonal relationship establishment and conflict resolution, and the refusal and overprotection of the mother are positively correlated with the ability of self disclosure. In terms of emotional ability, there is no difference between men and women, but there is a grade difference, and the third grade is significantly higher than the second grade; there is a significant negative correlation between the emotion regulation ability of junior middle school students and parental care. The more parents care for their children, the less their children's bad emotions will be; there is a significant positive correlation between junior middle school students' bad emotions and parental control. The more parents control their children, the higher the children's bad emotions will be. Parental care, parental encouragement and parental control can significantly predict children's emotional regulation ability; parental care and encouraging autonomy were significantly positive predictors, and parental control had a negative predictive effect on emotional regulation. Acknowledgements The authors acknowledge the project of Guangxi department of education: Research on the construction of early intervention support system for special children aged 3-6 in Guangxi (No.: 2020KY09008); study on the construction of psychological support system for sibling relationship of special children (No.: 2019KY0420) and general research project of humanities and social sciences of the ministry of education in 2021: Research on the strategy of improving the professional quality of county special education teachers in the western region in the new development stage(No.: 21YJA880046); the project of Guangxi department of education in 2022: Research and practice on the “compound” excellent special education teachers training based on the OBE concept.

Background This study discusses the effectiveness of artificial intelligence in one-to-one psychological intervention system for middle school students. The purpose of this study is to determine whether middle school students have enough trust in AI machines, to explore their internal psychology, and to evaluate the intervention effect of AI in middle school students' one-to-one psychological intervention system. Subjects and Methods 76 eighth grade students from two parallel classes in the same grade were randomly assigned to the same teacher. The research tools used include two sets of autonomic nerve detectors produced by South Korean medicore company and two sets of self-developed artificial intelligence one-to-one psychological intervention systems, including two artificial intelligence robots Xiaoxin and two emotional bracelets. 36 students in the intervention group received one-on-one intervention of artificial intelligence robot Xiaoxin, and t-test was conducted on physical stress, psychological stress, stress index, sympathetic nerve activity, stress resistance and average heart rate. Test participants can effectively alleviate psychological stress and prevent depression. The data showed that the DASS-21 comprehensive score of subjects participating in the test was 1.7 times that of subjects not participating in the test. In contrast, without participation, they are more likely to show depression, anxiety and stress, and tend to be passive in simple coping styles. The improved method can effectively alleviate the psychological pressure of employees and improve the ability to actively deal with pressure. Results Except for the four indexes of nerve stress and sympathetic nerve activity, P < 0.001. After the intervention, the average heart rate, physical stress and stress index decreased significantly, while the anti stress ability increased significantly. Statistical analysis shows that the one-to-one intervention of artificial intelligence robot Xiaoxin can effectively alleviate students' physical stress and stress index, and improve students' stress resistance. The intermediary effect analysis of emotional arousal found that the direct effect of anger on MCT fluency was significant, B = 3.80, P < 0.001, CI = [1.99, 5.62], and the indirect effect of arousal on MCT fluency was significant, B = 0.58, CI = [0.08, 1.66]; The direct effect of anger on MCT anger was significant, B = 6.08, P < 0.001, CI = [3.26, 8.89], and the indirect effect of arousal on MCT anger was significant, B = 0.80, CI = [0.08, 2.41]; The direct effect of anger on MCT harmfulness was significant, B = 0.42, P = 0.004, CI = [0.14, 0.69], and the indirect effect of arousal on MCT harmfulness was not significant, B = 0.03, CI = [− 0.03, 0.18]. The direct effect of anger on aut fluency was significant, B = 2.58, P = 0.032, CI = [0.23, 4.92], and the indirect effect of arousal on aut fluency was significant, B = 1.22, CI = [0.27, 2.62]); The direct effect of anger on aut novelty was significant, B = 4.60, P = 0.008, CI = [1.23, 7.96], and the indirect effect of arousal on aut novelty was significant, B = 1.79, CI = [0.42, 3.91] (see Figure 4D). The above results show that emotional arousal plays a partial mediating role in the influence of anger on the fluency and novelty of malicious creativity and general creativity, but it has no mediating role in the influence of anger on the harmfulness of malicious creativity. Conclusion Artificial intelligence one-to-one psychological intervention system is effective. Among the 38 students in the intervention group, this shows that most students have a high sense of trust in the artificial intelligence robot Xiaoxin. This sense of trust is enough to make the artificial intelligence one-to-one psychological intervention system play the role of psychological intervention. We should fully understand the important position of artificial intelligence robot in emotional factors, actively improve its role psychological ability, pay special attention to its impact on life attitude and healthy behavior, and be a healthy self-manager, coordinator and collaborator. According to the psychological characteristics of these groups, we should actively and flexibly organize colorful activities, strive to create a relaxed and harmonious living atmosphere, create a friendly and mutually beneficial emotional artificial intelligence relationship, encourage and guide these groups, adjust their psychology to the best state, and promote the healthy development of their good cognition and life.

Background Coronavirus disease has appeared at home and abroad since December 2019. In order to effectively control the epidemic and save lives, the government has taken a series of isolation and family work measures. The sudden outbreak of the epidemic has disturbed normal life and had a great impact on the teaching of colleges and universities in China. The purpose of this study was to investigate the mental health status and emotional regulation ability of college teachers during the coronavirus epidemic in 2019. Research Objects and Methods Cluster sampling method was used to select 400 school groups from a university in Hunan Province. 363 valid data were collected, with an effective rate of 90.75%. There are 187 boys and 176 girls; 104 liberal arts students, 95 science students and 164 engineering students; 205 only children and 158 non only children; The age range was 17-22 years old, with an average age of 19.26 ± 0.93 years. Results Participating in Psychodrama can effectively reduce the psychological pressure of college teachers and prevent depression. The data showed that the comprehensive score of DASS-21 of teachers who did not participate in Psychodrama was 1.7 times that of teachers who participated in psychodrama. In contrast, college teachers who do not participate in Psychodrama are more likely to show depression, anxiety and stress, and tend to be passive in simple coping styles. Participating in psychological drama can effectively alleviate the psychological pressure of college teachers and improve their ability to actively deal with the pressure during the epidemic. Because the path coefficient of emotional regulation self-efficacy to express positive emotional self-efficacy is small (γ= 0.15), therefore, the mediating role of the three components of emotion regulation self-efficacy is specifically analyzed. Correlation analysis found that only the self-efficacy of managing depression / pain and anger / anger were significantly correlated with social anxiety, aggression and depression (Ps < 0.01). According to the mediation effect test procedure [22], calculate the mediation effect and explain the total effect as β a ×β b/ β c. It can be seen from table 2 that social anxiety is the independent variable and aggression and depression are the dependent variables respectively. When the self-efficacy of managing depression / pain is the intermediary variable, the total effect of intermediary effect interpretation is 40.61% and 34.06% respectively; When the self-efficacy of managing anger / anger was the mediating variable, the total mediating effect was 55.77% and 31.81% respectively. Conclusion Most teachers have excessive psychological pressure and anxiety, and a few teachers have serious problems. Dass scored 21. At the same time, the comparative experimental study shows that participating in Psychodrama can alleviate the working pressure of teachers to a certain extent, effectively reduce the psychological pressure of college teachers during the epidemic and prevent depression. The data showed that during the epidemic period, the DASS-21 mental health score of teachers who did not participate in Psychodrama was 1.7 times that of teachers who participated in psychodrama. College teachers who did not participate in Psychodrama were more likely to show depression, anxiety and stress, and tended to be passive in simple coping styles. Acknowledgements The authors acknowledge the Medical Research Key Project of Chongqing Health and Family Planning Commission, 2016ZDXM003 and the Exploring self injury suicidal behavior and prevention strategies of depressed adolescents based on family factors, key project of Chongqing Municipal Education Commission, 19SKGH018; The effect of socialdrama group psychological counseling on the improvement of psychological elasticity and the prevention of job burnout of front-line medical workers in the fight against epidemic diseases, school level project of Chongqing Medical University, CQMUNCP0307.