Exploration of the mental health education model in middle schools

Published in "School Management Reference Materials", Issue 6, 2002, read 328 times

The role of psychological factors in people's behavior The role of psychological education has been known to mankind for a long time, but the use of psychological education as an applied science is only in modern times. At present, mental health education has been accepted by more and more people. Mental health education in middle schools is in the ascendant. Experimental research in various places has achieved certain results. However, many experimental studies lack theoretical guidance and it is difficult to form a more scientific system and stable pattern. Therefore, building a middle school mental health education model that is in line with my country's national conditions is related to the development, deepening, development and improvement of this work. With this purpose, this article explores the mental health education model in middle schools in order to promote the further improvement of mental health education.

1. Construct a "four combinations" all-round and three-dimensional mental health education model

The mental health education model constructed should focus on education. There are generally three categories of treatment for middle school students' psychological problems: medical model, counseling model and educational model. The medical model focuses on treatment and reconstruction; the counseling model focuses on exploring and dealing with psychological problems; the educational model focuses on education, prevention, and development. Constructing a "four combinations" mental health education model lies in giving full play to the characteristics of "school education". In other words, it can provide students with mental health education in an organized, systematic and planned manner to promote their mental health development, rather than scattered, one-sided, non-systematic and incomplete mental health education. Its goals are not only It focuses on treatment and more on prevention and development. This "education model" is different from psychological consultation, psychotherapy and psychological counseling. The details are as follows:

1. Combination of psychological education and psychological measurement

Psychological measurement mainly uses some psychological measurement theories and tools, based on the needs and requirements of students and teachers, Determine a quantitative value for students' behavior to facilitate students' self-understanding and self-knowledge. Its content is mainly academic performance tests and personality tests. Psychological measurement mainly provides services for schools to carry out mental health education. It focuses on describing the current status of students' psychological development and understanding the changes and improvements in students' psychological development after consultation, counseling and education. When schools conduct psychological tests, they must first clarify the purpose of the test and select test items in a targeted manner; secondly, they must pay attention to the scientific nature and confidentiality of the test implementation process; and finally, they must conduct scientific analysis, explain the test results, and put forward valuable educational suggestions. In addition, schools must speed up and improve psychological education work based on the patterns, characteristics and problems reflected in test results.

2. Combining mental health education with psychological counseling

According to the requirements of education departments at all levels, more and more schools have begun to establish psychological counseling rooms. There are two forms: individual consultation and group consultation. Psychological consultation should become an important part of school mental health education activities. Based on this, it should carry out publicity and educational activities on various types of mental health education through radio, television, publications, etc. to all students; at the same time, according to the actual situation of the school, psychological counseling can also cooperate with experts, scholars and other professionals to carry out targeted Psychological counseling activities for students and parents with special needs. However, psychological counseling is only one aspect of school mental health education and a supplement to the content of mental health education.

3. Combination of psychological counseling and psychological behavior modification

The correction of students’ psychological and behavioral problems is an education in psychological counseling and behavior modification training for a small number of students with psychological and behavioral problems. content. On the one hand, individual counseling is used to correct problematic behaviors caused by psychological disorders, such as fear, lying, insomnia, aggressive behavior, etc. On the other hand, we provide psychological guidance to students based on activities, and carry out various collective activities such as competitions, sports activities, aesthetic activities, etc., through self-expression, cultivation, etc., so that students can consciously and consciously develop Good behavior consistent with mental health standards.

4. Combining psychological education with the management work of the class teacher

The class teacher is the organizer, educator and guide of the class group. His words and deeds affect the physical and mental health development of students. Since most schools have neglected mental health education and the cultivation of teachers' psychological education abilities for a long time, the management of class teachers has often been in a one-way educational approach, rather than organically integrating mental health education into the management of class teachers. Modern education shows that teachers who lack psychological education ability cannot be considered excellent teachers. As an engineer who shapes the soul, he must not only have extensive knowledge, but also have strong psychological education ability in order to effectively cultivate students' good psychological qualities.

2. Characteristics of the “Four Combinations” mental health education model

The characteristics of this model are analyzed below from the goals, content, principles, and implementation methods of mental health education.

1. Goal. The goals to be achieved by this model have the following three levels:

The first level is development. Carry out mental health work for all students, improve the psychological quality of all students, and enable them to correctly handle psychological conflicts and problems in study, life, career choice, interpersonal relationships, etc.

The second level is preventive. Facing some students who may have problems in learning, psychology and life adaptation, or who have just begun to have problems, systematic mental health education is carried out in a planned and step-by-step manner so that they can master relevant mental health knowledge and cultivate themselves. Psychological adjustment ability to reduce or avoid the occurrence of psychological diseases.

The third level is therapeutic. Correct students' psychological disorders in a timely manner, eliminate their psychological disorders, and help them with psychological rehabilitation.

2. Content. The content of this model is practical and targeted. In middle school, students are often psychologically troubled by these problems.

①Learning issues. Such as test anxiety, unsatisfactory grades, frustration in further studies, etc.

②Interpersonal problems. Such as fear of communication, poor relationship with teachers and classmates, etc.

Youth issues. Psychological problems caused by sexual maturity in adolescence, such as sexual fantasies, masturbation, fear of interacting with the opposite sex, etc.

③Self-image problem. Such as the emergence of negative psychology such as narcissism, pride, and lock-in.

④Career selection issues. For example, their life goals are vague, they feel confused about their future social life, and they lack psychological preparation for employment.

In addition, there are also psychological problems caused by family and personal illness. In response to these problems, the main contents of mental health education for each grade of middle school are determined as follows:

First grade: psychological adaptation education before entering school; cultivation of learning interest; good personality quality.

The second grade of junior high school: interpersonal psychological education; adolescent sexual psychology education; frustration psychological education.

Third grade: "Learning Psychology" knowledge education; exam-oriented counseling; frustration psychology education; cultivation of self-psychological adjustment ability.

First grade: psychological adaptation education for high school students; psychological education about frustration; psychological education about interpersonal communication; psychological education about interpersonal communication; development of creativity.

Second grade: psychological education on opposite-sex interactions; emotional intelligence education; elimination of self-psychological obstacles; psychological education on frustration; education on learning psychological knowledge.

The third grade of high school: "Learning Psychology" knowledge education; career selection psychological education; frustration psychological education; test-taking psychological counseling; social adaptation psychological education; employment psychological preparation; cultivation of self-psychological regulation ability.

3. Principles. The "four combinations" of mental health education in middle schools should follow the following principles:

(1) Target principle. The fundamental goal of mental health education in middle schools is to promote the healthy development of students, improve students' basic qualities, cultivate students' excellent psychological qualities, improve their survival and adaptability, and promote students' potential for independent development.

(2) Scientific principle. Mental health education must adhere to the scientific nature of content, educational methods and means. It is necessary to educate teenagers with scientific and advanced mental health knowledge and basic knowledge of adolescent psychological development.

In psychological counseling, we must treat and answer the questions raised by teenagers with a serious attitude and convincing scientific basis, and abandon the self-righteous and subjective approach. To train various good behaviors, we must adopt scientific methods, establish goals, specify processes, observe, control and compare, and pay attention to training effects.

(3) Guidance principle. Educators must be diligent in guiding and clearing students' psychological barriers. For students with psychological problems, teachers should carefully analyze the causes and use various opportunities to take advantage of the situation to vent all the unpleasant feelings they have been sinking in their hearts. If teachers treat students with psychological problems in a simple and crude way, students will easily develop confrontational emotions, and the negative emotions suppressed in their hearts will accumulate and cannot be channeled, and they will often be vented in a distorted way. Such a result is contrary to the fundamental purpose of mental health education.

(4) Principle of difference. There are obvious differences in students' mental health levels. Therefore, the principle of differentiation should be followed when determining the content of mental health education to meet the psychological needs of different grades and students. For example: when conducting mental health education on interpersonal relationships, the knowledge content taught and educational examples given should be different for students of different grades, and the designed educational activities, training content and methods should also be adjusted. Similarly, students with different characteristics should be provided with classified guidance. For example: children from single-parent families may have different psychological conditions. Students with behavioral problems often require special mental health education and activities.

(5) Activity principle. According to the requirements of practicality and application, when carrying out mental health education, we should highlight the activity-based characteristics, infiltrate mental health education into flexible, diverse and interesting activities, give full play to the advantages of activities, and focus on the education of the activity process. effect. In the content of mental health education, a variety of colorful activities should be creatively designed to allow students to grow healthily through participation.

(6) Preventive and developmental principles. Mental health education should focus on prevention, by optimizing students' psychological quality, promoting their healthy mental development, and trying to avoid or reduce the occurrence of psychological problems. No matter how good the effect of psychological treatment is, it is only remedial. The most fundamental thing about mental health education is to prevent problems before they occur, comprehensively improve students' psychological quality, and enhance their psychological self-adjustment ability, defense ability, and endurance.

Of course, we cannot misunderstand prevention as preventing the occurrence of problems. The occurrence of students' psychological problems is affected by many factors, and it is difficult for us to predict and prevent them. The key is that we can optimize students' psychological quality education, improve their psychological quality, and try to avoid or reduce the occurrence of problems. Once students have psychological problems, because they have good psychological quality, they have the ability to self-adjust and endure. Therefore, prevention and development are actually synchronized, both of which improve students' psychological quality.

4. Implementation methods. According to the requirements of the above model, mental health education can be implemented through the following approaches:

(1) Psychological education approach for all students.

① Provide mental health education courses. The characteristic of its curriculum is to add mental health content to the physical hygiene class, which is called physiological and mental hygiene. According to the characteristics of different ages and grades, mental health knowledge is popularized to students through mental health classes, so that students can understand and analyze their own psychological conditions and improve their ability to resist mental diseases.

② Carry out group consultation activities. Group members who have similar psychological doubts discuss the existing problems freely and use the mutual influence and inspiration of the group. Guide and help to form a collective political consciousness, so that students can understand and understand their own problems, and then improve their attitudes and behaviors.

③ Carry out diversified collective activities. Carrying out lively activities can promote interpersonal communication and build group cooperation. Friendly and mutually supportive interpersonal relationships promote the harmonious development of body and mind. The forms of activities can be diverse, such as sports competitions, knowledge competitions, mountain climbing, speeches, social gatherings, etc.

④ Integrate mental health education into the teaching of various subjects. First of all, teachers are required to have awareness of mental health education.

Teachers should teach according to the psychological laws of students, and consciously popularize mental health knowledge to students in the teaching of various subjects, especially the common sense of learning psychology, to help students master the psychological laws of learning, thereby improving learning efficiency.

(2) Psychological counseling approaches for individual students

First of all, schools should publicize the significance of psychological counseling, change the incorrect understanding that psychological counseling means the existence of mental illness, and encourage the need for counseling students for individual consultation.

Secondly, set up a psychological mailbox and set up a psychological consultation room. Set up a hotline and provide psychological consultation through multiple channels.

(3) Potential mental health education channels

① Strengthen the construction of campus psychological culture. To implement psychological education, we can also use the school's hidden curriculum-campus culture to combine this silent education with audio education. Strengthening the construction of campus psychological culture, such as setting up psychological education special blackboard newspapers, establishing psychological education school magazines, opening psychological book reading rooms, and developing "psychological special topics" handwritten newspapers, etc., can create a strong psychological education atmosphere, which can be permeable and suggestive. The role of sex can improve students' awareness of psychological education, so that students can be subtly affected and receive psychological education without knowing it.

②Establish a parent school and form a psychological education network. Students' psychological pressure and psychological problems not only come from school, but also from their families. Parents' imperfect personalities or unhealthy psychology, inappropriate parenting methods, and disharmonious parent-child relationships will directly cause students' psychological problems and affect their mental health. Therefore, mental health education should be extended to families, and a strategy of "parents and students receiving education at the same time" should be established to improve parents' awareness of psychological education. The tasks of the parent school in terms of psychological education are: first, to popularize psychological education knowledge to parents; second, to help parents understand the psychological characteristics of adolescent students and the psychological problems that are prone to occur at this stage; third, to promptly reflect the psychology of their children to parents The dynamics and specific problems that arise enable parents and schools to actively cooperate and work together to do a good job in psychological education.