The role of psychological factors in human behavior has long been known to mankind, but psychological education is regarded as an applied science 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, and experimental research in various places has also achieved certain results, but many experimental studies lack theoretical guidance and it is difficult to form a more scientific system and stable model. Therefore, the construction of a mental health education model in middle schools in line with China's national conditions is related to the development, deepening, development and perfection of this work. Therefore, this paper explores the mode of mental health education in middle schools in order to promote the further improvement of mental health education.
The first is to construct a "four-in-one" comprehensive and three-dimensional mental health education model.
The mode of mental health education should focus on education. There are three main ways to deal with middle school students' psychological problems: medical model, consultation model and education model. The medical model focuses on treatment and reconstruction; The consultation mode focuses on discussing psychological problems and their solutions; The educational model focuses on education, prevention and development. The key to building a "four in one" mental health education model lies in giving full play to the characteristics of "school education". In other words, it can give students mental health education in an organized, systematic and planned way to promote their mental health development, instead of scattered, one-sided, unsystematic and incomplete mental health education, and its goal is not only treatment, but also prevention and development. This "educational model" is different from psychological counseling, psychotherapy and psychological counseling. Details are as follows:
1, combining psychological education with psychological measurement
Psychological measurement mainly uses some psychological measurement theories and tools to determine a quantitative value for students' behavior according to the needs and requirements of students and teachers, which is convenient for students to know and understand themselves. Its content is mainly academic performance test and personality test. Psychological measurement mainly provides services for schools to carry out mental health education. Focus on describing the current situation of students' psychological development, and understand the changes and improvements of students' psychological development after consultation, counseling and education. When conducting psychological tests, schools should first make clear the purpose of the tests and select the test items in a targeted way. Secondly, we should pay attention to the scientific and confidentiality of the test implementation process; Finally, we should make a scientific analysis, explain the test results and put forward valuable educational suggestions. In addition, schools should improve psychological education at a high speed according to the laws, characteristics and problems reflected by the test results.
2. Combination of mental health education and psychological counseling.
According to the requirements of education departments at all levels, more and more schools began to establish psychological counseling rooms. Its forms include individual consultation and group consultation. Psychological consultation should be an important part of mental health education activities in schools. Based on this, carry out various forms of mental health education publicity and education activities for all students, such as radio, television and publications; At the same time, according to the actual situation of the school, psychological counseling can also cooperate with experts and scholars and other professionals to carry out psychological counseling activities aimed at the special needs of students and parents. However, psychological counseling is only one aspect of mental health education in schools and a supplement to the content of mental health education.
3. Combination of psychological counseling and psychological behavior correction.
The correction of students' psychological behavior problems is the educational content of psychological counseling and behavior correction training for a few students with psychological behavior problems. On the one hand, through individual counseling to correct the problem behaviors caused by psychological barriers, such as fear, lying, insomnia, aggressive behavior and so on. On the other hand, based on activities, students are given psychological infiltration counseling. Through various collective activities such as competitions, sports activities and aesthetic activities, students can consciously and consciously develop good behaviors that meet the standards of mental health by means of self-expression and Zhi Tao.
4. The combination of psychological education and the management of the class teacher.
The head teacher is the organizer, educator and instructor of the class collective, and his words and deeds affect the healthy development of students' body and mind. For a long time, most schools have neglected mental health education and the cultivation of teachers' psychological education ability, and the management of class teachers is often in a one-way education mode, without organically integrating mental health education into the management of class teachers. Modern education shows that teachers who lack psychological education ability are not excellent teachers. As an engineer who molds the soul, he should not only have extensive knowledge, but also have strong psychological education ability, so as to effectively cultivate students' good psychological quality.
Second, the characteristics of the "four combinations" mental health education model
The following analyzes the characteristics of this model from the aspects of the objectives, contents, principles and implementation approaches of mental health education.
1, target. The goal to be achieved by this model has the following three levels:
The first level, development. Carry out mental health work for all students, improve the psychological quality of all students, and make them have the ability to correctly handle psychological contradictions and problems in study, life, job selection and interpersonal relationships.
The second level is prevention. In the face of some students who may have problems in study, psychology and life adaptation, systematic mental health education should be carried out in a planned and step-by-step manner, so that they can master the knowledge about mental health, cultivate their self-psychological adjustment ability, and reduce or avoid the occurrence of mental diseases.
The third level is treatment. Correcting students' psychological diseases in time, eliminating their psychological obstacles and helping them to carry out psychological rehabilitation,
2. content. The content of this model is practical and targeted. In middle school, students' psychology is often troubled by these problems.
(1) Learning problems. For example, exam anxiety, unsatisfactory grades, frustration in further education and so on.
② interpersonal problems. For example, I am afraid of communication and have a bad relationship with teachers and classmates.
Youth issues. Psychological problems caused by puberty sexual maturity, such as sexual fantasy, masturbation, fear of interacting with the opposite sex, etc.
③ Self-image problem. Such as narcissism, pride, atresia and other unhealthy psychology.
(4) the problem of choosing a job. Such as vague life goals, being at a loss about future social life, and lacking psychological preparation for employment.
In addition, there are psychological problems caused by family and personal physical diseases. In view of these problems, it is determined that the main contents of mental health education in all grades of middle schools are as follows:
Grade one: psychological adaptation education; Cultivation of interest in learning; Good character and quality.
Second grade: interpersonal psychological education; Sexual psychological education for teenagers; Psychological education of frustration.
Grade three: knowledge education of learning psychology; Examination-oriented counseling; Psychological education of frustration; Cultivation of self-psychological adjustment ability.
Senior one: learning psychological adaptation education in senior high school; Psychological education of frustration; Psychological education of interpersonal communication; Psychological education of interpersonal communication; The development of creativity.
Senior two: opposite sex communication psychological education; EQ education; Eliminate self-psychological barriers; Psychological education of frustration; Learning psychology knowledge education.
Senior three: knowledge education of learning psychology; Psychological education of choosing a job; Psychological education of frustration; Examination-oriented psychological counseling; Social adaptation psychological education; Psychological preparation for employment; Cultivation of self-psychological control ability.
3. principle. 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 their basic quality, cultivate their excellent psychological quality, improve their survival and adaptability, and promote their potential for independent development.
(2) scientific principles. Mental health education must adhere to scientific content, educational methods and means. We should educate young people with scientific and advanced mental health knowledge and basic knowledge of young people's psychological development. In psychological counseling, we should treat and answer the questions raised by teenagers with a serious attitude and convincing scientific basis, and abandon self-righteous and subjective assumptions. To cultivate all kinds of good behaviors, we should adopt scientific methods, set goals, stipulate the process, observe, compare and compare, and pay attention to the training effect.
(3) Persuasion principle. Educators should be persuasive and clear students' psychological barriers. For students with psychological problems, teachers should carefully analyze the reasons, make use of every opportunity, take advantage of the situation, and vent all kinds of unpleasant emotions that they have suppressed in their hearts. If teachers treat students with psychological problems in a simple and rude way, students will easily have antagonistic emotions, and the bad emotions suppressed in their hearts will accumulate and cannot be dredged, and they will often be vented in a distorted way. This result goes against the fundamental purpose of mental health education.
(4) the principle of difference. There are obvious differences in students' mental health level. Therefore, when determining the content of mental health education, we should follow the principle of difference to meet the psychological needs of different grades and students. For example, when conducting mental health education on interpersonal relationships, students of different grades should have different knowledge and examples, and the designed educational activities, training contents and methods should also be adjusted. Similarly, students with different characteristics should be given classified guidance. For example, children in single-parent families may have different psychology. Students with behavioral problems usually need 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 characteristics of activity orientation, infiltrate mental health education into flexible and interesting activities, give full play to the advantages of activities, and pay attention to the educational role of the activity process. In the content of mental health education, we should creatively design a variety of colorful activities, so that students can grow up healthily in participation.
(6) Preventive and developmental principles. Mental health education should focus on prevention, promote students' mental health development by optimizing their psychological quality, and try to avoid or reduce the occurrence of psychological problems. No matter how effective psychotherapy is, it is only a remedy. The most fundamental thing of mental health education is to nip in the bud, improve students' psychological quality in an all-round way, and enhance students' psychological self-regulation, defense and endurance.
Of course, we can't misunderstand prevention as preventing problems from happening. The occurrence of students' psychological problems is influenced by many factors, so it is difficult for us to predict and prevent them. The key is that we can improve students' psychological quality by optimizing their psychological quality education, and try our best to avoid or reduce the occurrence of problems. Once students have psychological problems, they have good psychological quality, self-adjustment ability and endurance. Therefore, prevention and development are actually synchronized, both for improving students' psychological quality.
4. Implementation mode. According to the requirements of the above model, mental health education can be implemented through the following channels:
(1) Psychological education for all students.
① Offering mental health education courses. Its course is characterized by adding the content of mental health to the physical health class, which is called physical mental health. According to the characteristics of different ages and grades, the common sense of mental health is popularized to students through mental health classes, so that students can understand and analyze their psychological conditions and improve their ability to resist mental diseases.
② Carry out group consultation activities. Group members with similar psychological doubts freely discuss the existing problems and use the mutual influence of the group to inspire. Guide and help, form group knowledge, let students understand and know 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 establish group cooperation. Friendship and mutual help promote the harmonious development of body and mind. The forms of activities can be diversified, such as sports competitions, knowledge contests, mountain climbing, speeches, social gatherings and so on.
④ Infiltrate mental health education into the teaching of all subjects. First of all, teachers are required to have the awareness of mental health education. Teachers should teach according to students' psychological laws, consciously popularize mental health knowledge, especially learning psychological common sense, and help students master the psychological laws of learning, thus improving learning efficiency.
(2) Psychological counseling for individual students.
First of all, schools should publicize the significance of psychological counseling. Changing psychological counseling means having an incorrect understanding of mental illness and encouraging students who need counseling to have individual counseling.
Secondly, set up psychological mailbox and psychological consultation room. Set up a hotline and conduct psychological counseling through multiple channels.
(3) The potential ways of mental health education.
① Strengthen the construction of campus psychological culture. To carry out psychological education, we can also combine this silent education with audio education by using the hidden curriculum of the school & campus culture. Strengthening the construction of campus psychological culture, such as setting up a special psychological education blackboard newspaper, a psychological education school magazine, a psychological reading room, and a handwritten newspaper on "psychological topics", can create a strong psychological education atmosphere, play a role of infiltration and suggestion, improve students' psychological education awareness, and enable students to receive psychological education unconsciously.
(2) Establish parent schools and form a psychological education network. Students' psychological pressure and problems come not only from school, but also from family. Parents' own imperfect personality or unhealthy psychology, inappropriate parenting style and disharmonious parent-child relationship will directly cause students' psychological problems and affect their mental health. Therefore, mental health education should be extended to families, and the strategy of "parents and students receive education at the same time" should be established to improve parents' awareness of psychological education. The tasks of parents' school in psychological education are: first, to publicize and popularize psychological education knowledge to parents; The second is to help parents understand the psychological characteristics of adolescent students and the psychological problems that are easy to appear at this stage; Third, reflect the children's psychological trends and specific problems to parents in time, so that parents and schools can actively cooperate and do a good job in psychological education.