Junior high school mental health education courseware;
The concept of mental health
Mental health means that individuals can give full play to their greatest potential and properly handle and adapt to the relationship between people and between people and social environment. Specifically, mental health should include at least two meanings: first, there is no mental illness; The second is to have a positive mental state. ? No mental illness? It is the most basic condition for mental health, and mental illness includes various psychological and behavioral abnormalities. Really? A positive mental state? It requires people from the perspective of active prevention, aiming at maintaining and promoting mental health, eliminating all bad psychological tendencies and making psychology in the best state of development. In other words, mental health should be regarded as a psychological normal. In this normal state, individuals can achieve internal and external balance, so as to better adjust their own psychology to maintain internal and external coordination, and cope with the environment and communication in a conventional way.
The standard researchers of mental health put forward different views on mental health from different angles. ? From the perspective of personality traits, American scholar Kambus believes that a person with mental health and sound personality should have the following characteristics: positive self-concept, proper recognition of others, ability to face and accept reality, clear perception of himself, surrounding things and environment, and rich subjective experience. ? From the perspective of mature human nature, allport believes that a healthy personality is not controlled by unconscious forces, nor is it affected by childhood trauma or conflict. Allport pointed out that the characteristics of health have the following characteristics: extensive self-awareness; Self-harmony with others; Have emotional security; Perceptual objectivity; Have all kinds of skills and focus on work; Self-image reality; Unity of outlook on life
Psychologist Maslow put forward his own point of view from the perspective of self-realization. Through a lot of in-depth research on 49 mental health people, he put forward a series of characteristics of mental health people. Who did he call them? Self-actualizer? That is, the characteristics of people who have realized their full potential are: good realistic perception; Accept nature, accept others and accept yourself; Spontaneous, frank and true; Focusing on problems other than their own; Need to be alone and independent; Play its function independently; Pleasant experience, tasting new things; Have a mysterious or peak experience; Have social interest; Deep interpersonal relationship; Have a democratic personality structure; Creative; Resist obedience.
Evaluate the mental health standards of adolescent students from six aspects.
Know yourself realistically, admit yourself and accept yourself.
Reasonably understand and reflect the reality, and effectively control your own thoughts and behaviors.
Be tolerant of setbacks and have a normal self-defense mechanism.
Behavior conforms to social roles and conventions.
Normal and healthy communication
Unified personality, psychological continuity
Mental health status and characteristics of students
Many researchers have investigated the mental health status of primary school students, and the results show that the psychological development of most students is healthy, but there are still problems. The detection rate of various mental health problems of primary school students is about 10%- 15%, mainly in the following aspects:
First, there are learning problems. About 10%- 15% of school-age children have different degrees of learning disabilities. Second, emotional problems. Children with obvious emotional disorders account for about 10%- 15% of the total number of students. Third, social adaptation. About 65,438+00% children have obvious social maladjustment. Fourth, behavioral problems, the detection rate of various behavioral problems is about 10%-20%, in which urban areas are higher than rural areas, boys are more than girls, and behavioral problems are the most prominent in the third grade of primary school.
On the other hand, the researcher's investigation on the mental health status of middle school students also shows that about 10% of middle school students have various obvious mental health problems.
Based on the above research, we can see that the mental health problems of primary and secondary school students can be divided into four categories: first, learning problems; Second, personal emotional and behavioral problems; Third, the problem of social adaptive behavior; Fourth, family education. Its manifestations include the following problems: school fear, learning disabilities, weariness of learning, test anxiety, finger biting, anorexia, sleep disorders, stuttering, hyperactivity, disciplinary behavior, sex education problems, only child problems and family children problems. Some are unique to primary school students, some are unique to middle school students, and some are owned by primary and secondary school students. Understanding these problems, preventing and correcting them will contribute to the all-round development and healthy growth of primary and secondary school students.
The main manifestations and causes of students' mental health problems at present
(A) excessive anxiety caused by competition between study and further education
? The higher the grade, the more serious the problem, but now there is a trend of younger age and lower grade. Some children have just entered school, and parents are concerned about whether their children can be admitted. Double hundred? Let's go Once the results are not satisfactory, they will even be intimidated, scolded and hurt, which will cause great psychological pressure on children, but make students regard learning as a daunting thing. As for high school students, many people are most worried about how to explain to their parents once they fail to get into college. Therefore, some students who usually study well think twice as soon as they go to the examination room, which leads to their abnormal performance. It can be said that the anxiety experience related to study and further education is accompanied by students' whole life, which has a lasting adverse impact on their psychological development. Students' weariness, test anxiety, truancy and self-abasement are closely related to this.
(B), interpersonal psychological contradictions and conflicts
At present, most primary and secondary school students are only children, and many people have developed such bad tendencies as self-centeredness, indifference to others, strong dependence and intolerance since childhood. Moreover, the situation of being withdrawn and unsociable is also very serious, which makes them face great problems in dealing with interpersonal relationships. On the one hand, they lack the minimum interpersonal knowledge and cultivation. On the other hand, at this age, they are particularly eager and dependent on the friendship and communication of their peers. They need psychological support and sense of belonging from friendship to fill the emotional vacuum caused by alienation from their parents and elders after puberty. This has caused great psychological contradictions and conflicts. So some people are more closed to themselves and become more withdrawn, while others are unprincipled and mean. This has had a very bad influence on their study, life and development. A large proportion of primary and middle school students have interpersonal conflicts, and they will get sick because of the tension and conflicts between classmates, such as school phobia, or commit suicide by running away. Therefore, it is necessary to strengthen the guidance of their interpersonal relationship.
(3) Psychological contradictions and conflicts caused by lack of understanding and communication with parents and teachers.
It is difficult for primary and middle school students to communicate with their parents and teachers, and the lack of necessary understanding between them is also an important factor causing their psychological problems. With the growth of students' age, this kind of conflict is more prominent after entering adolescence, which makes them feel depressed, depressed, helpless and troubled. On the one hand, they especially hope that their parents and teachers can understand their ideas and practices, because they can't do without their parents and teachers except material life and knowledge acquisition. In their deep consciousness, they actually have a strong attachment to their parents and teachers, and their attitudes, words and deeds even affect their self-evaluation and self-confidence. They need the most basic psychological support from parents and teachers.
On the other hand, our parents and teachers not only care about them materially and ask them to study, but they can't understand their thoughts and feelings seriously and objectively and understand their difficulties. They even simply think that if I provide you with food, clothing, shelter and transportation, you should learn how to make them feel that although they are cared for and cared for in every way in life, they are like beggars in spiritual life. In our educational practice, we often meet students who are troubled by difficulties in communicating with their parents and come to ask for help. Some students even cried, showing great psychological pressure.
(d) Puzzlement and anxiety caused by physical and psychological development in adolescence.
What should boys and girls do after students enter adolescence? Secondary sexual characteristics? Appear, with? Storm? The general physiological upheaval has brought a series of psychological confusion and anxiety, which has caused some students to fall into distress and confusion. In senior and junior high schools, students must experience some important events related to the development of teenagers. Do you like boys? Enuresis? With girls? Menstruation? . They often show nervous, flustered and overwhelmed emotions due to lack of mental preparation, and their psychological conflicts are more obvious. For example, during this period, they began to feel alienated from the opposite sex, eager to get close, and began to have vague sexual impulses, which may make their psychology in a state of tension for a long time without being alleviated. In addition, the phenomenon of puppy love due to the germination of sexual consciousness is also very common among middle school students, but because of their immature thinking, the psychological impact of puppy love on them can not be ignored. In particular, the lack of sexual knowledge can easily lead them astray.
(5) Psychological problems caused by imperfect personality development.
At present, there are many problems in the personality development of primary and secondary schools in China, such as strong dependence, weak willpower, poor psychological endurance, emotional instability and weak emotion. These problems make it difficult for them to face the difficulties in life and study independently. Many children walk around when they encounter difficulties in their studies. If they don't do well in the exam, they will only cry or forget about tea and rice. They are unhappy, don't care about others, don't want to do something for the group and others, pester them for trifles, and can't tolerate others because they leave to die because of a little setback. It can be said that these problems in personality development are the natural basis and internal reasons for the psychological problems of primary and secondary school students. Whether it is the pressure of further study, interpersonal relationship, communication with parents and teachers, or confusion in adolescence, the problem can only be more serious and prominent if we add our own personality defects. If their psychological quality could be better, the situation would not be so serious. Therefore, improving the psychological quality of primary and secondary school students and promoting the perfect development of their personality have become the most basic work to improve their psychological status.
Anxiety disorders
Anxiety disorder is a kind of neurosis characterized by anxious reaction that is not suitable for objective threats, that is, anxiety is treated as an independent neurosis. On the other hand, anxiety is also the same feature of various neurosis, including anxiety, depression, obsessive-compulsive disorder, phobia and so on. Anxiety is an emotional state in which tension, anxiety, uneasiness and fear are intertwined. Normal people also have anxiety reactions in stressful situations, especially when their self-esteem is threatened, but their anxiety level is commensurate with the threat level of objective situations. The manifestations of anxiety disorder are: nervousness, anxiety, difficulty in concentration, extreme sensitivity, overreaction to minor stimuli, and difficulty in decision-making. Physical symptoms include rapid heartbeat, excessive sweating, persistent muscle tension, frequent micturition and urgency, and sleep disorder.
The common anxiety reaction of students is to think about anxiety. The exam is approaching, and its performance is extremely tense. Unable to concentrate during the exam, the scope of perception narrowed, thinking rigid, flustered, unable to play a normal level. I can't relax for a long time after the exam. The causes of students' anxiety symptoms are the unified examination of the school and the continuous and excessive pressure to enter higher schools; Parents expect too much from their daughters; Students compete excessively; Experience of many academic failures, etc. Some people have a personality foundation that is easy to induce anxiety; Easy to be nervous and timid, overestimate difficult situations, pay too much attention to slight physical discomfort, and blame yourself too much when encountering setbacks and failures. These personality tendencies can be called anxiety qualities. Use muscle relaxation and system desensitization, and use self-help cognitive correction procedures to guide students to use positive self-dialogue in exams, such as? I can handle this exam. 、? Grades are not important, but learning is important? 、? Whatever the result of the exam, it won't be the last time. It has a good effect on relieving students' test anxiety.
Case analysis of anxiety disorder
Patient, female, 16 years old, middle school student. I have been suffering from anxiety for two years. Her parents said that children often feel tired and anxious, and after entering key middle schools, they become more serious and even withdrawn, accompanied by decreased memory and academic performance. I am most afraid of exams and showing my results to others. Generally speaking, before the exam, people have poor appetite, lack of sleep, fidgeting, inner panic, inattention, poor memory effect, lack of confidence to overcome difficulties, and the effect of intellectual activities decreases. With the persistence of anxiety, it often causes physiological palpitations, sweating, shortness of breath, muscle tension, dizziness, nausea, loss of appetite, cold hands and feet and other symptoms. Physical symptoms can lead to forgetfulness, loss of interest in study, loss of interest in life and then more anxiety.
Diagnostic analysis: Test anxiety is a kind of fixed anxiety, which is very common among students. A survey shows that more than 1/3 students have different degrees of anxiety before the college entrance examination. It is a painful reaction that students can't cope with when they expect threatening stimulation before the exam, and it is an emotion that students can't take mutative behavior when they are helpless or blocked from threatening.
Performance of test anxiety
Most people will not be very calm when the exam period is near or during the exam. A major exam result may affect a person's life's future, so few people have an indifferent attitude towards the exam.
The emotional reaction caused by the exam varies from person to person. For some people, it is short-lived, while for others, it is persistent and intense. Some candidates just panicked when the examiner walked into the classroom and began to distribute the test papers. They don't know what kind of questions they will face, but once they start answering questions, they gradually become calm and focused. Some people find it difficult to concentrate on the exam questions during the whole exam, and they can't help thinking about things that have nothing to do with the exam. Their brains are in a mess, and everything they usually learn and recite has gone to the country of claw depression. Individuals are extremely nervous, sweating, incontinent and even in shock in the examination room. Others began to eat and sleep badly as early as before the big exam, thinking only about what would happen if they didn't do well in the exam, or even neurasthenia.
Negative effects of test anxiety
Psychologists have done a lot of research on the relationship between test anxiety and test scores. Generally speaking, the research results show that test anxiety plays a negative role in obtaining good test results. The above conclusions can be supplemented as follows.
(1) The influence of test anxiety on academic performance is related to the age of candidates. Generally speaking, the younger you are, the greater the influence of test anxiety on your academic performance. With the growth of age, the ability to resist all kinds of interference is also enhanced, and the negative impact of exam anxiety tends to decrease.
(2) The more complex and abstract the test content, the more easily the test scores will be adversely affected by test anxiety; On the contrary, in the easier exam, the interference of exam anxiety is greatly reduced.
(3) The intelligence level and gender of individuals will affect their test anxiety. Boys with medium intelligence level are easily disturbed by test anxiety, while boys with high intelligence and low intelligence are not affected much. The situation of girls is not the same as that of boys. Girls with high intelligence are easily affected by test anxiety, while girls with low intelligence are not.
(4) High test anxiety has a negative impact on candidates of any age, gender and intelligence level.
The Mechanism of Examination Anxiety
Why does test anxiety reduce test scores? Psychologists believe that excessive test anxiety reduces the efficiency of people's intellectual activities in at least the following three aspects:
1. Excessive test anxiety can distract people.
Concentration is the premise of efficient intellectual activities. In the examination room, we should concentrate all our attention on the answer sheet. It is difficult for a person in a daze to give full play to his best level in the exam. People who are too anxious about exams just can't concentrate. Facing the examination paper, they think about things that have nothing to do with the exam.
2. Excessive test anxiety will interfere with the recall process.
Our daily learning activity is a process of inputting, coding and storing external information. When necessary, we should be able to extract the previously stored information, which is memory. Excessive test anxiety will interfere with people extracting information from their brains, so that formulas, loanwords and concepts that they can usually remember cannot be recalled, which will lead to forgetfulness.
3. Excessive test anxiety will interfere with rational thinking.
Examinations should not only examine people's memory, but also their thinking ability. The thinking of people who are overly anxious about exams seems to be frozen. A person who is usually eloquent may be incoherent and tongue-tied because of nervousness in the recruitment interview. You may be nervous during the written test, and you can't solve any problems that you can usually solve.
Eliminate test anxiety
As mentioned above, the worry about the test results and the physical reaction caused by it are the two main components of test anxiety. To eliminate test anxiety, we should start with these two components. When these two components are eliminated, the test anxiety will disappear. There are many ways to eliminate test anxiety, such as self-confidence training, relaxation training, systematic desensitization therapy, etc. Some are mainly aimed at cognitive components, while others are mainly aimed at physical reaction components. The following focuses on the method of eliminating test anxiety through self-confidence training, which is a therapy mainly aimed at cognitive components.
Worry about test results is the core of test anxiety, so alleviating this worry is the key to eliminate test anxiety. Self-confidence training is to relieve anxiety and enhance confidence through a series of procedures in a planned and step-by-step manner.
In order to eliminate the worry about the test results, the first thing to do is to clarify the personal worry about the test. The specific way is to find a blank piece of paper and write down all your worries, concerns and fears related to the exam one by one. Then refute them one by one.
After careful consideration, someone wrote down 10 their worries about the exam:
1. I'm afraid I'm too stupid to pass the exam.
2. I'm worried that the topic is too big and difficult;
3. I usually study very well, but I'm afraid that if I fail in the exam, it will be all over in the future;
4. If I don't do well in the exam, my parents will definitely blame me;
5. If I can't get into college, I will hold my head high in front of my classmates;
Psychological adjustment to overcome anxiety
There are many ways to overcome exam anxiety, such as self-training and self-psychological adjustment. Here are some simple and effective methods:
1. Correct the examination motivation and reduce the psychological burden. Every student should have an objective and correct understanding of the meaning of the exam, so as to establish a correct motivation for the exam.
2. It is the most effective way to prevent excessive anxiety to make full preparations and form a good examination state. 3. Calm down? Stage fright? . Stage fright is a phenomenon in which students have a high degree of emotional tension and anxiety under the strong stimulation of the exam situation and the exam itself, and it is difficult to control their psychological activities, so that their psychological activities are temporarily interrupted or unbalanced. This situation is called stage fright, and in severe cases it is called dizziness. Stage fright is the most typical test anxiety.
(2) Depression Depression is a neurosis characterized by persistent depression. Excessive depression is usually accompanied by anxiety about severe punishment. Anxiety is an individual's first reaction to a tense situation. If one is convinced that this situation cannot be changed or controlled, depression will replace anxiety as the main symptom. The manifestations of depression are negative emotions, sadness, decadence, indifference, loss of satisfaction and joy in life. Second, negative cognitive tendency, inferiority, incompetence, looking at things from the negative side, blaming yourself, and not having much hope for the future. Third, lack of motivation, passivity and enthusiasm. Fourth, physical fatigue, insomnia, loss of appetite and so on. Depression is caused by psychological reasons and there are various theoretical explanations. Most patients with depression can gradually return to normal with or without treatment, but some people have a tendency to relapse. When giving psychological counseling to depressed students, we should first pay attention to giving emotional support and encouragement to the parties; Encourage students to do what they can with a firm and gentle attitude, take active actions, and experience success and the fun of interpersonal communication from activities. Cognitive action therapy can also be used to change students' self-deprecating thinking mode and inappropriate attribution mode of success or failure, cultivate a more positive view of themselves and the future, and take antidepressants to relieve symptoms.
(3) Obsessive-compulsive disorder includes obsessive-compulsive concept and compulsive behavior. The concept of compulsion means that the party concerned can't help thinking about things that he doesn't want to think about, and the compulsive behavior means that the party concerned repeatedly does actions that he doesn't want to perform. If he doesn't think so or do so, he will feel extremely anxious. Forced hand washing, forced counting, repeated inspection (whether the door is locked) and forced ritual movements are common symptoms of obsessive-compulsive disorder in life. Most people have had the concept of compulsion, but only when it interferes with our normal adaptation is it a manifestation of neurosis. Obsessive-compulsive disorder has various explanations. Some people think that compulsive ideas and behaviors are an alternative way for us to unconsciously prevent threatening impulses from entering consciousness. A person who is busy with compulsive ritual actions and is full of trivial compulsive thoughts will inevitably have no chance to think about those threatening events and thoughts. Obsessive-compulsive disorder is also related to one's personality characteristics. Some patients with obsessive-compulsive disorder have such characteristics in personality: subjective willfulness, excessive love for cleanliness, excessive caution, attention to trivial matters, rigid living habits, and often strong moral concepts. In addition, adults forbid children to express negative emotions, which is a very representative background feature of children's obsessive-compulsive disorder. Morita therapy in Japan emphasizes the client's efforts to control obsessive-compulsive symptoms, and the concentration and expectation of symptoms caused by such efforts, which plays a role in maintaining and enhancing obsessive-compulsive symptoms. Therefore, in order to correct obsessive-compulsive symptoms, we should give up the intention of useless control over obsessive-compulsive concepts and adopt? Suffer the pain and let nature take its course? Attitude, another effective treatment for obsessive-compulsive behavior? Expose and stop the reaction? For example, let people who are forced to wash contact with what they are afraid of? Dirty? Things, at the same time, resolutely stop their impulse to wash, are not allowed to wash.
Obsessive-compulsive neurosis is a disease characterized by obsessive-compulsive ideas and behaviors, and its characteristics are as follows:
1. Patients realize that this compulsive concept, intention and action are unnecessary, but they cannot be controlled by subjective will.
2. Patients feel distressed and uneasy about these obsessive-compulsive symptoms.
3. Patients may only have compulsive thoughts and behaviors, or both. Compulsive behavior can be regarded as a quasi-ritual activity to relieve anxiety.
The patient's insight is still intact and he is eager to seek treatment.
According to the epidemiological survey of neurosis in 12 area, the prevalence rate of residents is 0.30? It accounts for about 0. 15% ~ 2% in psychiatric outpatient department, and its lifetime prevalence rate is 2% ~ 3% reported abroad, which is close to that in China. The onset age is mostly between 16-30 years old, with no gender difference, and most of them are mental workers.
(4) Phobia
Phobia is an irrational fear of certain things and scenes that are not really harmful. Phobia can be divided into simple phobia (fear of specific things, actions or situations), agoraphobia (fear of large areas of water and empty streets) and social phobia. Social phobia is common among middle school students, including fear of interacting with the opposite sex. People suffering from social phobia are afraid to speak in social situations (speaking in party places and at public dinners), afraid that they will expose their anxiety because of trembling hands, blushing, trembling voice and stuttering, and feel that they are not natural in speaking, and dare not look up at each other's eyes. Psychoanalytic sources believe that terror is the replacement of anxiety. That is, individuals transfer anxiety to less dangerous things, thus avoiding anxiety about the source of anxiety. According to behaviorism, terror is learned through learning or direct experience (fear of dogs is generated after being attacked by dogs); Or what you learn from observation (for example, observing parents' horror of a certain scene makes children form the same horror); Or learn from the signal (for example, when a student was stung by a bee while picking yellow flowers, it formed the horror of yellow flowers). Cognitive psychologists believe that phobia stems from an individual's unrealistic assessment of the danger of certain things or situations. Systematic desensitization is a common method to treat phobia, and it is best to use this method in time. To help students overcome school phobia, parents should persevere, be patient, and resolutely and kindly ask their children to return to school and adapt to school life. On the other hand, improve the interpersonal relationship in the class and create a relaxed and free school atmosphere. It is also of great significance to reduce the pressure of study properly and let students have a successful experience.
Case analysis of phobia
Patient, male, 8 years old, middle school student. Sick for three years
For three years, I dare not look at people, or I will come to consult in a panic. The original patient found myopia three years ago, so he went to get glasses, but he didn't have time to wear them because he was afraid of others' embarrassment. One day in class, I tried to wear glasses for the first time, because I thought the words written by the teacher on the blackboard were illegible. But at this moment, the teacher just turned around and took a casual look at the patient. The moment the patient looked at the teacher, he suddenly felt an inexplicable fear, so he quickly lowered his head, but his heart was still beating. Never look at the teacher again. In order to avoid the teacher's eyes, he was transferred from the front seat to the back, but he still dared not look up at the blackboard. He always felt that he would look at the teacher when he looked up. As soon as I entered the classroom, I felt uneasy and described myself as "like being tried in court". Before long, he was afraid to see the eyes of other people, teachers, classmates and even everyone, and then he was afraid to look at each other on TV and movie screens. Finally, he even recalled the way he looked at each other and felt scared. He wants to control himself from looking at others, such as walking and eating with his head down and not going to crowded places, but the more he wants to look at others. Occasionally, I really make eye contact with others, and I am so nervous and scared that my whole body shakes and my facial muscles twitch. For this reason, he is in great pain. He once tried to kill himself by blinding himself, but he couldn't make up his mind.
Diagnostic analysis: Obviously, this classmate suffers from severe eye phobia, which is a kind of social phobia. Generally, it is caused by the patient's own personality characteristics, sensitivity, paranoia and timidity. He is afraid to look at people, because he is afraid that others can see his inner secrets from his eyes and eyes. The key to consultation is to break the patient's guesses and doubts.