Implement continuous information system management
The implementation steps of C.I.S.M can be basically divided into seven stages, but considering the situation that students can understand and implement, we simplify it into four steps: stage 1. At this stage, the teacher will ask the students to describe their names (it can be done in groups, and some children may not be familiar with it if it is implemented in the disaster area) and explain what happened to them in this earthquake. This will provide them with the reconstruction of earthquake experience and express appropriate facts for this event. Group leaders can usually ask: What did they experience in the event? See what? Hear what? Smell what? What should I do? If students can't express themselves concretely, they can switch to the next person after understanding their feelings. Thinking stage: the teacher will ask these students to entertain themselves. When they realized that this was an unusual event, what was their first thought? At this stage, these students will provide supplementary information from the general statement to the fact stage, and promote each other to express more ideas. The teacher or group leader experiences them one by one and invites the next participant to express. Reaction and symptom stage: the reaction stage includes sharing the feelings on the spot, now and afterwards, which includes any physical, emotional, cognitive or behavioral signs or symptoms experienced after the incident. Teachers can ask these students to describe their reaction to this event. Ask the students: "What is the worst part of this earthquake?" "If there is one thing you can delete from the accident caused by this earthquake, what would it be?" Or ask them, "What was your strongest feeling at that time?" "What feelings or behaviors have been bothering you since the disaster?" In the teaching and appeasement stage, expressing the signs and symptoms will reassure students, that is to say, the teacher will explain in a positive and supportive tone that these are students' normal reactions, plus some extra signs and symptoms that may not be expressed. At this stage, positive coping styles will be provided, especially those that have already appeared. But also provides general information about stress management. In addition, students may wish to make an action plan at this stage. They may want to develop a prevention course and decide what they should do to make them behave better in the face of this disaster. Teachers should fully support students' decisions and continue to provide guidance and/or obtain information. In the face of such discussion and sharing, your attitude should be:
An easy question to discuss.
(1) Tell me more about ... (2) What would you do? (3) I hope you can talk about the growing atmosphere (1) empathy (try to put yourself in their shoes) (2) concentration (3) understanding of the same truth in language (4) understanding of the same truth in non-language (5) silence (the listener keeps silent) several elements that catalyze listening. A. Pay attention to the student's world (not to enter him) Tone and body movements, etc.) C. According to the student's psychological preparation at that time, let him enter a certain emotional state or comfort him with physical contact (such as patting the student on the shoulder). When listening, you need a. Make the speaker feel comfortable: make them feel free to speak freely. B. show the speaker that you want to listen to him: eyes and behavior are important, so don't keep yourself busy with other things. C. avoid distraction: don't scribble, knock or play with paper. If you close the door, it will make the environment quieter and more conducive to listening. D. Be patient: give enough time, don't interrupt, avoid looking at the door and show impatience. E. control your temper: an angry person can easily get the wrong meaning from others' words. F. Stop talking: If you are talking, you won't listen. G. Ask questions: This shows that you are listening, which will help to form further opinions and necessary clarifications. After the stress management courses of the above-mentioned groups, if you find that students still show out-of-control behavior, retreat, lack of energy in class, or unexplained physical pain, you can further ask local mental health care or psychological counseling professionals. Special rules for teachers to engage in psychological counseling for students after the disaster The above description is a general introduction to psychological counseling methods for children and adolescents at different stages of development. The following is a reference for teachers to engage in psychological counseling for students after the disaster. Children of this age are particularly sensitive to the destruction of the safe world around them, and their reactions are extremely fragile. They usually can't express their needs effectively in spoken English, but expect close adults to give them positive and appropriate comfort. We suggest the following activities to rebuild students' sense of security and self-efficacy in the process of "re-assurance". Provide them with enough toys and props and encourage them to rebuild their experience and observation in the disaster through play. Teachers in disaster areas can use local materials instead of real toys. Stones, sand and dolls can be substituted everywhere. Give children more physical hugs and contact, or provide group games that require mutual contact, such as London Railway Bridge and Cage Ball. To provide children with painting experience, it is best to have a big wall newspaper, so that children can collectively express their feelings on paper and then share them in groups. Need to be reminded that the brush is better than watercolor. At this time, it is important to encourage children to draw concrete things. At this time, the child's appetite may not be so good. It is recommended to provide physical and emotional supplements to the child in the form of multiple meals. Encourage them to play games to protect themselves with non-threatening or low-threatening activities, such as "What if Xiaoying, who is afraid of dogs, meets dogs?" "What if there is a sudden power outage at home?" Tell parents to arrange more bedtime activities before their children go to bed to build a higher sense of security. School-age teachers, children at this stage can express their experiences and feelings, but they often lack specific and complete presentation skills. In addition, if they lose their beloved pets or objects, their sadness also needs considerable attention and comfort. The following are some suggestions for activities: it is still important to arrange enough toys and props, especially some puppets, to encourage them to rebuild their experience and observation in disasters through play. Teachers in disaster areas can use local materials instead of real toys. Stones, sand and dolls can be substituted everywhere. Give children a wall (wall poster) and let them draw on it. You can give them some small themes, such as what happened to my family during the earthquake? After that, you can state your experiences in the form of group discussion, and you can still draw your attention back to the concepts suggested in the "General Principles" to educate and appease students. Ask students to make up stories, or draw pictures or use solitaire to improve everyone's interest, which is convenient for sorting out feedback. Let everyone adapt to the physical and mental symptoms after the disaster by brainstorming. Students can think of many ways to solve the problem of feedback from teachers after finishing. You can also brainstorm and practice disaster prevention plans for students in the classroom and at home. For middle school teachers, most students at this stage can fully express their experiences and reactions, but they are only at the stage of peer recognition. They tend to care most about other people's opinions and consider themselves adults. Therefore, we suggest that the following activities can be arranged: group discussion among peers, so that students have the opportunity to express and straighten out their strong feelings. Teachers may need to constantly assure them in this process that the strong emotions they feel are even "crazy ideas" in this disaster. Divide the class into groups and let them talk about disaster prevention and even rebuilding their homes, which can help teenagers build a sense of security or dominance over disasters, which can also help them build a sense of accomplishment in social participation. Set up special discussions, such as "community reconstruction", "family reconstruction" and "epidemic prevention", so that students can systematically collect information before the report and discussion. Correctly understand earthquakes, scientifically understand and understand natural phenomena, and avoid listening to false legends in order to establish a realistic attitude of scientists. To understand the significance and value of "post-traumatic psychological reconstruction", it is necessary to give a special speech by more professional teachers in the school or to discuss it by reading professional psychological articles. The forms of artistic activities can encourage students to engage in painting, music, drama and other activities, and turn this disaster experience into a creative direction.
Specific requirements of post-disaster psychological counselors:
There are specific requirements for those who are engaged in post-disaster psychological counseling: in principle, volunteers who provide psychological assistance should be trained, at least they should have studied psychology at the university or have been trained by psychological counselors at the third level or above, and some complex problems may need more professional people to do. For volunteers without psychological background, it is not appropriate to do crisis intervention only by enthusiasm. These volunteers can be used as logistics support, and psychological counselors can do some auxiliary work when providing services, but they are not suitable for independent psychological services. It is not difficult to find that post-disaster psychological counseling, like all post-disaster reconstruction, is a professional and long-term work. The arduousness and importance of this work also determines that we should treat this work as important as economic remedy and reconstruction after the disaster.