From the survey, we can know that the mental health problems of left-behind children are mainly manifested in learning anxiety. It is found that the learning situation of left-behind children is worrying. Most of the left-behind children in rural primary schools are "double poor students" and "problem children", with poor academic performance, poor completion of classroom homework and lack of consciousness and hard work in learning. They lack confidence in their study and life, have no initiative and consciousness, and are tired of learning, losing and dropping out of school is becoming more and more serious. At the same time, it is found that left-behind children actually attach great importance to academic performance. If they fail in their studies, they will easily blame themselves, have a strong sense of anxiety, doubt their learning ability, easily take the good ring of academic performance as a benchmark to measure their ability, and cannot treat their academic performance correctly. It is precisely because of this psychological influence that if many left-behind children are unsuccessful in their studies, they will let themselves drift, muddle along and their academic performance plummet. When left-behind children have excessive learning anxiety, they will have physical abnormalities, be afraid of interacting with others, shrink back, and show anxiety about others. Learning anxiety will migrate, causing anxiety in other aspects and seriously affecting one's physical and mental health. Therefore, it is our educators' unshirkable responsibility to do a good job in helping left-behind children in rural areas and educating them on mental health. The following aspects are discussed:
First, treat the left-behind children equally and don't label them as "bad"
American psychologist Becker believes that "once a person is labeled, he will become the kind of person who is labeled." Every student's family environment, innate quality and degree of self-effort are different, so their ideological status, academic performance and personality hobbies are also different. For left-behind children, we can't label them "poor students". We only see their shortcomings, but not their advantages, thus dampening their enthusiasm for progress. To treat these students, we should find their "advantages" from their "shortcomings", create a good atmosphere for these students, and let them build up their confidence in recognition, praise and respect. In this way, students are not labeled negatively, but guided positively by positive labels, which can stimulate students' enthusiasm for developing their specialties, guide students to establish self-confidence and promote their healthy growth.
Second, pour out the true feelings and support the blue sky of love for left-behind children
Teacher's love is a great and magical force and a sail for children's intellectual, moral and personality development. An old teacher once said meaningfully: If you hate students, you will have failed when your education work has just begun. Rousseau, a French educator, once said: "Where there is no teacher's love, neither character nor wisdom can be fully and freely developed. Only by sincerely loving students can we shape their souls with our heart. " With love, people can communicate easily. With love, stubborn people will become particularly docile. Love is a bridge to the success of education and a basic educational principle. Teachers' love for students is a key to open students' hearts and a catalyst to promote their healthy growth. Left-behind children are often criticized and often feel inferior because of their own problems. If they continue to educate these students in a critical way, the result will be counterproductive, even talking back, running away or dropping out of school. If we want to change the bad habits that students have developed for a long time, we should use love to educate and transform, avoid using words that hurt students' self-esteem, such as "unrepentant" and "incorrigible", pour our true feelings, let love water the dry hearts of left-behind children like a clear spring, and support a blue sky for their healthy growth.
Third, build a platform to untie the knot of left-behind children.
Because most left-behind children have psychological problems more or less, they can't get the attention and guidance of their parents, and now guardians often only care about their lives and don't care about their psychological needs, so they are prone to psychological obstacles. In order to understand and eliminate these psychological barriers in time, teachers should build more platforms for left-behind children to untie their hearts.
1. Teachers pair up with left-behind children and take care of them.
"Escrow parents" play the role of parents to a certain extent, so that left-behind children who are far away from their parents can get more care and care in their lives, more help and guidance in their studies, more communication and comfort in their emotions, better education compensation for children with family functions and create a harmonious space for the healthy growth of left-behind children.
2, often organize left-behind children to participate in recreational activities.
Enrich their spare time, attract them to participate in civilized and healthy activities, integrate them into the group, eliminate their loneliness and inferiority complex, and comfort their incomplete feelings. Let them get more supervision, care and love, reduce the gap and vacuum in education, and grow up among teachers and classmates. For example, teachers set up a "whisper mailbox" in the class and a "spiritual post" to help left-behind children solve the problem of no one to talk to and nowhere to talk to, and "pair up" with students to help solve their hearts. They also regularly hold lectures on mental health education, campus psychological drama performances, theme class meetings on caring for left-behind students, extracurricular literary and scientific competitions and other activities.
3. Take the method of individual counseling.
Students' troubles, anxiety and nervousness often vary from person to person, and it is sometimes difficult to achieve the best results through group counseling. Individual counseling should be used to guide individuals and help them reduce their psychological pressure and burden. "A key opens a lock", teachers should observe the psychological dynamics of left-behind students anytime and anywhere, and prescribe the right medicine for students with mental illness. Individual conversations can be held, such as telephone consultation, "psychological consultation room" or "talk mailbox", and students' psychological dynamics can also be understood through diaries and weekly notes, so as to guide students out of psychological misunderstandings in time.
4, true love, triple.
First of all, give priority to tutoring in study. Schools should classify and group the left-behind children one by one from the aspect of learning, implement them to every teacher, analyze the students' academic situation in detail, formulate a learning assistance plan, and clarify the time, content and phased effect of assistance. The school regularly checks the effect of pairing assistance and establishes progress files. Left-behind children with good study habits should continue to inspire them and build more platforms for them to show themselves. For some children with bad habits, teachers have some difficulties in communicating with their parents, which requires teachers' patience and love. Do not give up, do not discriminate, strive for the strength of family education to the maximum extent, urge children to study hard, guide children to be human, and develop good study habits. Second, put life first. Teachers should pay more attention to left-behind children, ask more questions and help more. Left-behind children are ill, so they should be treated and taken care of in time. Third, activities are given priority. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or independently carry out some activities according to their characteristics, which will not only please their body and mind, but also cultivate their independent living ability.
Fourth, the connection between home and school forms a strong educational synergy.
People's education is a systematic educational project, which includes family education, social education and school education, which influence, interact and restrict each other. In this systematic project, family education is the foundation of all education. For the education and management of left-behind children, we should actively carry out linkage education, constantly improve the level of home-school interaction, and solve the education problems of left-behind children.
1, strengthen interaction and improve the level of home-school cooperation. It is necessary to take various forms to raise parents' awareness, make full use of the opportunity for migrant workers to return home during the Spring Festival and busy farming, organize parent schools and online parent schools, advocate parents' scientific education, encourage parents to interact with their parents, make more family calls and write more parent-child letters. It is necessary to establish a family contact card for "left-behind children". By calling parents who go out, writing contact cards and giving feedback to guardians, we can reflect the children's learning situation and ideological trends to parents regularly or irregularly, and realize linkage education. In view of the growth and changes of left-behind children, communicate with parents in time, work out plans and programs for the growth and development of left-behind children together with parents, do a good job in psychological guidance and education of left-behind children, and promote their healthy growth.
2. Meet the demand and establish a "surrogate parent" system. One of the psychological grievances of left-behind children is that their parents only give them "money" to meet, but what they lack is the "love" that they really need emotionally. Emotional gaps need to be filled with love. The establishment of "surrogate parents" system can meet the love needs of left-behind children. The duty of "acting parents" is to manage and coach the left-behind children, with emphasis on care and guidance in life, ideological education and emotional guidance. We should also make regular and irregular home visits, communicate with parents by phone regularly, and write a letter to parents every semester to inform their children of their study and life. "surrogate parents" should not only cultivate the self-care ability and interpersonal skills of left-behind children, but also guide and guide their hobbies. If the left-behind children are sick and other special circumstances, the "surrogate parents" also undertake to send them to the hospital for treatment, take care of their diet and daily life, make up for the emotional gap of the left-behind children, and get in touch with their parents in time when necessary to seek their cooperation and help. On holidays, for left-behind children who have no relatives and friends to rely on, "surrogate parents" will also arrange for them to live a "family reunion" life to make up for their lack of affection. In view of the mistakes or bad signs made by left-behind children, "surrogate parents" can not simply deal with them, but should do patient and meticulous education on the basis of comprehensive understanding of the situation and analysis of the reasons. In order to prevent left-behind children from making mistakes, "surrogate parents" should especially strengthen the guidance and supervision of "problem children". In this way, through the "proxy parent" system, a bridge is built between home and school, which is conducive to further improving the effectiveness of home-school linkage education.
"Good rain knows the season, when spring comes. Sneak into the night with the wind and moisten things silently. " Let us nourish the hearts of every left-behind child with sincere love, like the spring rain that knows the season; 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.