As a people's teacher, we often have to write an excellent teaching plan, with which we can better organize teaching activities. How to write a lesson plan? The following is my carefully arranged mental health teaching plan for left-behind children. Welcome to reading. I hope you will like it.
Left-behind Children's Mental Health Teaching Plan 1 According to the spirit of "Implementation Opinions on Caring for Left-behind Children in Rural Areas" and "Education Plan for Left-behind Children in Rural Areas", combined with the growth status and actual needs of left-behind children in our school, this plan is specially formulated to further promote the mental health education of left-behind children.
I. Guiding ideology
Effectively create a healthy, happy, equal and harmonious living and learning environment for the growth of left-behind children, and promote their all-round healthy growth.
Second, the object of work
Students in our school whose parents or one of them moved to other areas to work, and whose children stayed at the place where they registered and could not live with their parents.
Third, job orientation.
The education of left-behind children is an important link and part of mental health education in our school. It was conducted under the leadership of the "Left-behind Children Education Leading Group" in our school. Relying on the psychological counseling room, individual psychological counseling, group activities, special lectures and other channels are adopted to cultivate students' good psychological quality, and to popularize the common sense of mental health in interpersonal communication, life and social adaptation for all left-behind children. Focus on prevention, help students to establish mental health awareness, understand simple psychological adjustment methods, understand psychological abnormalities, and establish the awareness of asking for help when necessary. Promote the self-improvement and healthy development of students' psychological quality.
Fourth, the work objectives
1, improve the psychological quality of left-behind children and develop their psychological potential; Cultivate healthy psychological quality; Prevent mental illness and promote the sound development of personality; Strengthen the left-behind children's psychological adaptation, self-adjustment and appropriate help-seeking ability in study, life, interpersonal communication and self-cognition, so as to promote students' all-round and healthy growth.
2. Solidly promote mental health education in practice and activities, and form a long-term, effective and feasible working mechanism of mental health care for left-behind children from policies, materials, environment, teachers and other related aspects.
3. Further strengthen and promote the work of psychological consultation room in school quality education, and make due contributions to improving the comprehensive quality of left-behind children.
How verbs (short for verb) work.
1, the principle of combining integrity with subjectivity. Conduct activities for all left-behind children. Cultivate their healthy psychological quality and sound personality. Respect the dominant position of left-behind children and encourage them to take the initiative to participate, think independently, be independent and stand on their own feet.
2. The principle of combining practicality with effectiveness. Hands-on practice, with participation in activities and experiential learning as the main ways. Work is carried out through individual psychological counseling, group psychological counseling and special lectures. Activities should be interesting, targeted and effective.
3, the principle of combining scientific and systematic. Follow the laws and characteristics of teenagers' physical and mental development, apply the principles of psychology, pedagogy and psychological counseling technology, and carry out systematic educational activities for the psychological development of left-behind children.
4. The principle of integration and complementarity. Combine the working experience, ideas and advantages of long-term practical education and experiential education of the Youth League Committee with the topic of mental health education to carry out the work. It is necessary to coordinate the mental health care for left-behind children with various mental health education activities in schools, other work of the Youth League Committee, and other health education activities inside and outside schools and classrooms. * * * Improve and promote the formation of the overall atmosphere of health education for left-behind children.
Main measures of intransitive verbs
(1). Improve the mechanism and give play to the main position of the school.
Formulate specific work plans, implement the education work plan for left-behind children, strengthen leadership, sum up experience, set an example, and promote the institutionalization, standardization and regularization of education management for left-behind children, so that schools can truly become the main positions and channels for students to learn knowledge and culture and constantly improve their ideological consciousness.
1. Set up functional offices and strengthen unified management.
Set the psychological counseling room as a functional office for caring for left-behind children, strengthen the unified leadership and management of left-behind children, and ensure that all work requirements are comprehensively and conscientiously implemented.
2. Establish the growth file and contact card system for left-behind children.
With the help of the class teacher, find out the base number of left-behind children, establish special files and contact cards for each left-behind child, strengthen the contact between the school and the parents or other guardians of the students, and form a student-centered care network.
3. Implement the system of pairing outstanding students to help left-behind children.
Students pair up and take the way of "teaching soldiers by soldiers" to carry out the "one-help-one" activity of mutual assistance and learning. Arrange excellent students to sit at the same table with left-behind children, remind them to observe discipline, concentrate on lectures, and be small teachers after class to help improve their learning methods. Give guidance and help to the tutored students in their studies, supervise and correct their bad behaviors anytime and anywhere, and feedback the process and effect of counseling to teachers, so that the tutored students can get more family-friendly learning counseling opportunities.
4. Establish and improve the system of talking with left-behind children.
The school will hold lectures regularly to help teachers, left-behind children, guardians or entrusted guardians. Mental health counselors and class teachers are required to talk with "left-behind children" frequently, fill in record cards in detail, and make individual education management plans for a small number of "left-behind children" who have serious learning decline, imperfect personality development, abnormal moral development and are suspected of breaking the law, focusing on correction and help, and teaching students in accordance with their aptitude.
5. Establish and improve the system of class assessment and teacher assessment.
In order to effectively strengthen the effectiveness and long-term nature of this work, the school will establish and improve the evaluation system for the education and management of left-behind children, regularly evaluate classes and teachers, and select advanced classes and teachers for left-behind work at the end of the year.
(2) Sincerely care for and carry out the "Six Ones" activities.
1. Create a "Stay in Children's Home"
The school will build a "Left-behind Children's Home" (located in the psychological counseling room), with warm, humanized and cultured indoor layout, and provide filing cabinets and file bags for left-behind children in the school.
2, to carry out mutual learning activities.
Each class carries out a performance test and a physical and mental investigation on the left-behind children, so that the left-behind children with excellent academic performance can be "little teachers", help a potential student to learn and make him feel a sense of accomplishment. Arrange a small partner for the left-behind children with poor academic performance-a good helper in study and a close friend in life, reminding them to abide by discipline and listen attentively in class; Help him finish his homework after school and develop good behavior habits; Chat with him when he is unhappy and solve problems for him. Teachers should regularly check the effect of pairing assistance and establish progress files.
3. Hold lectures on legal system, safety and mental health education.
Actively implement the "ecological moral education" project and carry out colorful humanistic care activities. The school holds lectures on legal system, safety and mental health education every semester to educate students to abide by the law and understand the common sense of safety, so as to make students physically and mentally healthy.
4. Organize group psychological counseling outward bound training.
The school not only takes care of the left-behind children from the aspects of study and life, but also pays attention to the cultivation of their healthy psychology. Group counseling and outward bound training can not only improve their interpersonal skills, but also cultivate their self-esteem and self-confidence. It will be easier to feel the beauty of life.
Step 5 Build a Sunshine Stage
Each class should carefully organize left-behind children to participate in various school activities (at least one). The school sets up a stage, regularly holds team activities, calligraphy and painting exhibitions, speech contests, recess and other activities to encourage left-behind children to actively participate, so that they can live in a happy and harmonious atmosphere and experience the happiness of learning and growth.
6. Establish a parent committee and hold a meeting every semester.
Through the establishment of parents' committees, the school holds meetings every semester to urge parents to keep in touch with their children through letters and telephone calls, and to care for and educate "left-behind students".
Seven. Activities require
1. Members should fully understand the importance and practical significance of this activity. Be sure to participate in this activity and do a good job in caring for left-behind children.
2. Through the coordination of President Wang, the class teachers of each class actively cooperated with the school to carry out this activity, to ensure that the activity achieved practical results, and earnestly performed it in accordance with the terms of the letter of responsibility, so that all left-behind students in the school could get warm care and grow up healthily like other children.
Mental Health Teaching Plan for Left-behind Children 21. Training Purpose:
1. In order to make up for the long-term lack of fatherly love and maternal love caused by parents of left-behind children, let children grow up in an environment where they always feel fatherly love and maternal love, let left-behind children pair up with non-left-behind children in classes and even schools, and let parents take care of left-behind children as agents.
2. In order to give children continuous care, education and encouragement, let them grow up in a correct psychological state, and make up for the problems caused by some children's unwillingness to actively communicate with outsiders because of introversion and other reasons, we should establish one-to-one or even many-to-one "big hands holding small hands" and take care of them every day through communication with children.
3. Through the training of surrogate parents, surrogate parents can systematically strengthen the education and management of left-behind children in psychology, safety and learning, so that left-behind children can learn self-management, self-protection, self-life and healthy growth.
4. Through lectures, pictures, videos, etc., let the students know more and more about all aspects of the problem of left-behind children. .
Training mode: group training
Training target: teachers and other parents who voluntarily participate in the activity of "holding hands with big hands" and are willing to pair up with left-behind children. Training Location: Meeting Room of Yuling Junior High School Training Contents:
With the development of society, more and more parents of students go out to work, leaving their children with their elderly parents, entrusting them to relatives or hiring "nannies" to take care of them. These people become temporary guardians of "left-behind children". Among these people, the elderly need others to take care of themselves, and in turn, they have to take care of their children's lives, and they can't ask about their studies. Relatives and "nannies" look after children for different purposes. Can you be like your own parents? As a result, "left-behind children" have become more and more social and school problems, and most of them lack care and initiative. However, it leads to problems such as withdrawn personality and lax discipline. So who can afford the education of "left-behind children"? This requires us to start from the social and family aspects, as well as the education in our school. As a teacher, how can we care for the growth of "left-behind children"?
Second, the activity preparation
1. Understand the practical difficulties of left-behind children around you.
2. Learn to sing multimedia videos such as "Only Mom is Good in the World" and "Dedication of Love".
Third, the activity process:
(A) understanding of left-behind children
1, Education of "Left-behind Children".
It is a trend of social and economic development for parents to leave their children with their elderly grandparents when they go out. It is true that this can provide a certain economic foundation for left-behind children to receive education. Some students have become more and more sensible because their parents have been away for a long time, and their self-care ability has been continuously enhanced. They deeply understand their parents' hardships, and to a certain extent, they encourage their parents to work hard and strive to enter the door of institutions of higher learning in order to change their life trajectory. However, it is undeniable that many educational defects caused by the long-term absence of parents of left-behind children have aggravated the responsibility of schools, especially class teachers.
(B) understand the left-behind children
First of all, the causes of psychological problems of "left-behind children" are:
1, the lack of family education.
(1) Lack of parental affection.
(2) Guardians are not fully competent for effective supervision of children.
2. School education is not in place.
Under the long-term influence of exam-oriented education, the school excessively pursues the "enrollment rate", and teachers and class teachers pay more attention to the "top students" and "top students" of students, while ignoring the problem students of these vulnerable groups who lack emotion. Ordinary teachers pay less attention to "left-behind children", and education itself should be the result of a comprehensive cross-force synthesis, which makes school education look pale and powerless.
3, their own reasons
(1) poor self-control ability.
(2) The physical and mental development is not harmonious.
4. The influence of social undesirable phenomena.
Left-behind children's mental health teaching plan 3 I. Activity theme:
Care for left-behind children.
Second, the purpose of the activity:
1, so that students can understand the various internal manifestations of left-behind children.
2. Let students know the reasons that affect the mental health of left-behind children and various countermeasures to improve their mental health.
Third, the form of activities:
On-site review, exchange and discussion.
Fourth, the teaching process:
(1) scenario review. (Play the online New Year video of left-behind children in Dashi Primary School)
(2) Analysis of the present situation of left-behind children.
1. The problem of left-behind children is a new term in recent years.
With the rapid development of politics and economy, more and more young and middle-aged farmers have entered cities, and a special group of minors, namely left-behind children, has emerged in the vast rural areas. There are 8 17 students in Dashi Primary School, including 244 "left-behind students", accounting for about 30% of the total number of students in school, and 89 of them have parents who go out.
2. Various manifestations of mental health.
After the parents of left-behind children go out to work, they spend less time with left-behind children and communicate less, which is far from meeting their role requirements as guardians. In addition, the intergenerational education, which accounts for an absolute proportion, also has many unsatisfactory places. This situation can easily lead to problems that seriously affect the growth of left-behind children, such as "homesickness", declining academic performance, psychological isolation, fragility, bad behavior habits and so on. At the same time, most of these left-behind students are closed-minded, indifferent, grumpy and impulsive; Inferiority, cowardice and lack of self-confidence; They are withdrawn, lack the initiative to love and communicate with others, have poor academic performance and comprehensive quality, and their life safety and living environment are also very worrying.
(3) How to make left-behind children grow up healthily. (Show pictures of activities)
1, let the children live comfortably. The teachers of the catering group should always pay attention to their living conditions, scientifically prepare meals, strive to improve the quality of meals, and ensure that every left-behind child has food.
2. Let children enjoy the love of their parents. Apartment teachers guide children to grow up healthily, educate them to love labor, let them do what they can, cultivate their self-care ability, and make beds and school supplies. Organize the children in the dormitory to have a simple and simple birthday for the left-behind children on time. Sing a birthday song and give a birthday present made by teachers and students themselves, so that they can feel the warmth of living in a big family.
3. Let the children have fun. According to their hobbies, the school organized interest groups for extracurricular activities and sent life teachers with special skills to guide and carry out activities for them. Usually, as friends, teachers learn about their study and life, carry out social practice activities, play games and tell stories with them, so that they can feel the teacher's affection and have fun.
4. Make children feel safe. Life teachers give "left-behind children" a mental health education class every week and carry out psychological counseling activities, so that they can establish an optimistic attitude towards life and cultivate correct values of life; Every week, we will focus on providing safety education classes such as "safe use of electricity, gas, fire prevention and drowning prevention" for "left-behind children" to enhance their awareness of self-protection; Carry out a legal education activity every period; Physical and mental safety environment, so that their physical and mental safety at ease.
(4) summary. (Show the wishes of left-behind children)
As left-behind children are the object of attention of the whole society, we must moisten the hearts of every left-behind child with sincere love; Light up the heart lamp of every left-behind child with the fire of passion, guide the children's voyage of life, drive away ignorance and gain hope.
Left-behind children's mental health teaching plan 4 I. Teaching purpose:
1. Let students know some problems about the mental health of left-behind children.
2. Let students know how to solve the mental health problems of left-behind children and their counseling methods.
2. Teaching time:
One class hour
Three. teaching process
I. Introducing new courses
① Ask students whether there are more old people or young people in rural areas now?
Ask students to analyze the causes and consequences of this phenomenon.
(Reason: The big aspect is the result of social development, and the small aspect is the good desire of rural people to pursue a better life and create a good environment for their children. )
Consequences:
1. Affect the healthy growth of left-behind children.
2. It has seriously affected the national rejuvenation.
Seriously affected the prosperity of the country.
Two. Implement new courses
Please read:
1. Sichuan psychologist You Deliang conducted a psychological survey on nearly 400 left-behind children in Menkan Primary School in Jingyan County, and found that nearly 80% of these children had psychological problems, of which 106 had anxiety symptoms, 107 had depression symptoms and 88 were irritable.
2. The survey shows that among the left-behind children, 42.4% are emotionally unbalanced, of which 26.3% are anxious and 24.2% are depressed.
Description: Left-behind children are obviously negative.
3. The investigation of Hubei Huazhong Normal University shows that when parents are not around, it is difficult to find the innocence and liveliness that children of this age should have from their uncaring eyes. A survey by some grassroots women's federations in Hubei shows that 4.7% of left-behind children feel bored when they encounter setbacks, and even 0.5% of left-behind children have suicidal thoughts.
4. Yan Meifu, a professor of psychology at Hubei University, regards left-behind children as a group of children who are "emotionally hungry".
Caption: Left-behind children are withdrawn.
Please read:
A survey shows that 28.3% of left-behind children are psychologically unbalanced.
6. Left-behind children lack enough affection, can't enjoy the family warmth they deserve like other children of the same age, and have a tendency of psychological imbalance. Some are autistic and unwilling to associate with others; Some vanity keeps up with the joneses, and parents use money to make up for their children's emotional deficiencies. Left-behind children, on the premise of having enough financial resources, cover up their inferiority with materials and gain more confidence in climbing; Some are rebellious or hostile. Left-behind children's inferiority complex and wrong values lead them to blame society and money for their lack of affection, and they are hostile to society, so that they do some rebellious things.
Note: The inner development of left-behind children is unbalanced.
7. In rural areas, "reading" was once the only hope for many families to change their children's living standards and social status. It is considered an extremely glorious thing to leave the countryside through reading, taking exams and taking part in work. However, under the impact of the tide of migrant workers, some parents see that some migrant workers can earn a lot of money even without diplomas or even little cultural knowledge. In addition, they see that it is difficult for college graduates to find jobs at present, which breeds a new idea that "reading is useless". The influence of the "migrant workers' tide" is powerful. The prosperity of a small number of migrant workers and the scenery of most migrant workers when they return home for the New Year have greatly stimulated rural junior high school students. Some left-behind children began to determine the development direction of their lives as going out to work after graduating from junior high school, so they muddied at school.
Explanation: Left-behind children's life concept deviation
8. We know that for children, cognitive level refers to children's cognition of moral learning and ideological understanding. Left-behind children are very sensitive to the outside world when they grow up. At the same time, they lack parents' words and deeds, and no one gives active guidance in their ideological understanding and values, which leads to poor cognitive level and even deviation. This deviation is reflected in self-awareness and values, which corresponds to self-distrust, strong inferiority complex, hedonism and utilitarianism. Some data show that the cognitive deviation of left-behind children whose parents go out to work is higher than that of left-behind children whose parents go out to work, while the cognitive deviation of left-behind children whose parents are around is better than the first two situations.
Note: The cognitive level of left-behind children is poor.
9. Left-behind children are in a period of rapid physical and mental development, and they often encounter troubles and doubts in physical psychology and interpersonal communication. Their parents are away from home all the year round, and they can't get timely help and guidance, and their inner troubles can't be solved in time, which leads to their lack of basic communication skills and basic sense of security. Most of them live in a world of self-protection and exploration. The research shows that left-behind children are introverted and have personality psychology such as loneliness, inferiority, precocity and self-interest.
Description: Left-behind children have communication barriers.
Left-behind Children's Mental Health Teaching Plan Chapter 5 Activity Theme:
We grew up together in the sun.
Activity form:
Talking, reading letters and diaries, singing, reading poems, etc.
Activity purpose:
1. Let the left-behind children express their feelings by telling stories, talking and reading diaries, and call on all students to care for and help the left-behind students, so that they can grow up happily together in the sun.
2. By playing the letters from teachers and parents and reading the letters from parents, let them know the hardships of their parents' work, miss their children's mood and have high hopes for their children, so that they can understand their parents better.
3. Cultivate students' spirit of helping others through this activity. The awareness and ability of unity and cooperation, overcoming difficulties, self-reliance and self-improvement will help everyone to care for left-behind children and help them establish a positive learning attitude and lofty aspirations.
Activity flow:
1. Find out the details of the left-behind students in the class: family members of the left-behind students, parents' whereabouts, contact information, supervisors of the left-behind students, and family performance of the left-behind students.
2. Instruct the left-behind students to write what they want to say to their parents, and then write and send it.
3. Conduct targeted telephone communication with the parents of several left-behind children and record the conversation.
Instructor: Feng Suling
Chairman: Tang Yuting, Guo Lin.
Participants: the whole class, school leaders and class teachers.
Activity flow:
I. Opening remarks
Welcome the teacher and announce the class meeting.
Second, sing the song "Let's Hold Hands"
The whole class held hands and sang "Let's Hold Hands" happily.
Third, the true confession of left-behind children
Let's listen to the voices of left-behind children!
(1) Wang Ning read her diary.
(2) I miss you, mom and dad (reading the letter left behind children wrote to mom and dad)
(3) Bai, Dai Pinteng and other students tell their happiness and unhappiness.
Fourth, parents' true confession.
1. Play telephone recordings of teachers and parents of several students (pay attention to children's study life and encourage children to love life, etc. ).
2. Tang Xiaozhi reads the letter from her parents.
Fifth, the left-behind children recite collectively-I love our teachers and I love our classmates.
Concluding remarks
Thank you teachers and students!
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