School mental health education aims to help students solve psychological problems in life, study and communication and promote their mental health development, which is a new task and research topic faced by school quality education. At present, mental health education is booming in schools at all levels, which promotes the implementation of quality education in schools. However, for the school, there are still many theoretical and practical problems to be discussed and solved, otherwise it will be difficult for the school to carry out mental health education in depth and achieve real results.
1 objective: to cultivate students' sound psychological quality.
School mental health education is an important part of school quality education. The fundamental goal of quality education is to cultivate students' comprehensive quality, which includes physiological quality, scientific and cultural quality (including ideological and moral quality) and psychological quality. Physiological quality mainly depends on congenital inheritance and acquired growth conditions; Scientific and cultural quality is mainly improved by school cultural and scientific education (intellectual education); The cultivation of ideological and moral quality is mainly the task of school moral education and social education. As an important part of students' comprehensive quality, how to improve psychological quality? According to China's educational reality, the main way to cultivate students' psychological quality at present is psychological health education, that is, to cultivate students' sound psychological quality through school psychological health education, and students' sound psychological quality is the inherent fundamental condition of their psychological health. Sound psychological quality mainly means that the level of students' psychological quality conforms to age characteristics, and the structure of psychological quality matches the function of psychological quality. Dynamic quality system has the characteristics of openness and development. To cultivate students' sound psychological quality is to make all components of students' psychological quality develop healthily, form normal intelligence, perfect personality and good adaptability, and lay a good psychological foundation for promoting the development of students' overall quality.
The fundamental goal of school mental health education is to cultivate students' healthy psychological quality. Because education is a complex system, mental health education is no exception. Different schools, different grades, different students' individuals and groups, and even different regions, different cultural backgrounds and different educational forms or tasks have different specific operations in realizing the fundamental goal of mental health education. Therefore, schools at all levels should not simply copy the fundamental goals, but should formulate practical educational goals under the unified control of the fundamental goals of school psychological quality education, which is the basic requirement for achieving the fundamental goals.
2 Principles: activity, situation and subjectivity.
The principle of mental health education in schools starts from the fundamental purpose of mental health education, embodies the basic requirements of mental health education, guides the research and practice of mental health education, and ensures the realization and achievement of educational goals. Activity principle, situation principle and subjectivity principle are the main educational principles that mental health education should follow.
The activity principle means that mental health education must create activity situations, mobilize students to participate in activities, and promote the main body to coordinate and integrate internal and external activities, thus forming a sound psychological quality. Activity is the condition for the formation and development of psychological quality. Promoting the development of students' psychological quality through activities and students' active participation in activities are the prerequisites for the successful implementation of mental health education. Activities in mental health education can be divided into two categories: first, external behavior operation and perceptual practice activities, which are expressed as human behavior series and behavior patterns, rather than a single specific behavior. The second is the internal psychological operation activities, which are mainly reflected in their own cognition, experience and reflection on some psychological and behavioral situations, as well as their understanding of some psychological events and psychological phenomena. Rich and colorful mental health education activities are the premise of the effectiveness of mental health education, and are also the main characteristics that distinguish mental health education from subject teaching.
Situational principle refers to creating interactive situations in the process of mental health education, activating or awakening students' psychological activities, inducing their desire for action, and cultivating and exercising them in the psychological environment formed by the interaction between students and teachers, students and students, and students and parents. Situations have empathy and infection, and various situations can attract students to feel things and gain experience with natural, intuitive and vivid characteristics. By setting question situations, students' curiosity and thirst for knowledge can be stimulated, cognitive contradictions and conflicts can be stimulated, and the true meaning of things or life can be understood. In school mental health education, situations have two main functions: first, by creating or using simulated situations, students can move in simulated situations, understand the theme, and truly feel and experience activities; The second is to guide students to participate in activities by providing real activity situations, and to achieve entry and entry in activities. Creating situations, especially interactive situations, is the basic feature of mental health education.
Subjectivity principle refers to fully understanding students' subjective position in mental health education, mobilizing students' enthusiasm and initiative in education, taking students as the main body of understanding and development, and giving full play to their initiative. Students are the main body of their own psychological quality development, and various forms of mental health education must act on the main body to produce results; Cultivating their ability of self-education and self-improvement is an important guiding ideology that should be followed in implementing mental health education. At the same time, mental health education is different from other education. It emphasizes the principles of equality and respect. It can't force students by coercive means. It requires full respect for each student's personality and development potential, giving full play to the individual's main role and ensuring the integration effect of various educational measures. Therefore, in the practice of psychological quality education, whether students can play the main role is the key to the success or failure of mental health education.
Content: cognition, personality and ability
Educational content is the carrier to achieve educational goals. The fundamental goal of school mental health education is to cultivate students' sound psychological quality, and the basis of students' sound psychological quality is the improvement of students' psychological quality structure. Therefore, the content of mental health education in schools should be targeted according to the current development level of students' psychological quality structure and from the perspective of improving the basic structure of students' psychological quality. Mainly includes the following basic psychological qualities:
The cultivation of cognitive quality. Cognitive quality is the basic dimension of students' psychological quality structure. From the empirical research results, the educational content of cognitive quality includes the cultivation of main cognitive qualities such as monitoring, expressiveness, profundity, consciousness, purpose, openness, exquisiteness, adaptability and curiosity. In order to cultivate students' cognitive quality, schools should also determine the educational content from these factors.
Cultivation of personality quality. Personality quality is the core part of students' psychological quality structure. From the results of empirical research, personality quality mainly includes enterprise, optimism, achievement motivation, self-control, self-integration, sense of responsibility, emotional control, tenacity, independence and self-confidence. In order to cultivate students' personality quality, schools should also determine educational content and strategies from these factors.
Cultivation of adaptability. Adaptability is the comprehensive performance of cognitive quality and personality quality in students' psychological quality structure. From the empirical research results, adaptability mainly includes: social environment adaptation, occupation adaptation, study adaptation, interpersonal adaptation, life adaptation, pressure situation adaptation and physiological adaptation. In order to cultivate students' adaptability, schools should also determine educational content and strategies from these factors.
4 mode: student-family-school-community
The school mental health education model is an operating concept or paradigm that embodies a certain mental health education concept and goal orientation and promotes its function. According to the division of disciplines, the school psychological quality education model can be divided into medical model, sociological model, pedagogy model and psychological model. In the information age, due to the diversity of stimulus sources, students' psychological problems are becoming increasingly complex, and a single model based on a certain subject theory is difficult to meet the requirements of mental health education. Through theoretical exploration and experimental verification, the cultivation mode of students' mental health should not be a single mode, but a model system.
Starting from the general goal of school psychological quality education and aiming at all-round psychological quality training, the mode of school psychological quality education can be summarized as an integrated mode. The integration model is a basic model that is suitable for the basic requirements of mental health education in schools at all levels from the multi-level, multi-faceted and all-round aspects of mental health education. Integration refers to integration in many aspects, such as "student-family-school-community" integration; The integration of "physiology-psychology-individual experience"; "Theme Training-Subject Infiltration-Guidance" Integration. The basic connotation of this model includes: to cultivate students' sound psychological quality as the basic goal; Follow the two basic principles of active adaptation and active development; Comprehensive use of special training, subject infiltration, psychological counseling and other basic education channels; Effectively play the role of students, schools, families, communities and other basic educational elements; Focus on the basic links in the internal process of students' psychological quality formation, such as "self-cognition-understanding and emotion-behavior orientation-reflection and internalization-forming quality"; Pay attention to learning, learning to survive, learning to communicate, learning to be a man, intellectual development, personality development, social development and creative development. This model can integrate the advantages of three subject models, overcome the shortcomings of a single model, clarify the basic objectives of school psychological quality education, put forward two universally applicable principles, and clearly define the ways, elements, links and contents of mental health education.
Five ways: special training and subject infiltration.
According to the requirements of the integrated mode of school mental health education, the basic ways of school mental health education mainly include three basic ways: special training of psychological quality, psychological consultation and subject teaching infiltration.
Special training (training) of psychological quality. The special training process of psychological quality generally consists of three basic links: "judgment and identification-training strategy-reflective experience".
Judge and identify. Judgment and identification is to let students know the current situation of their own psychological quality development and whether they have a sound psychological quality through various forms of psychological tests and evaluations, so as to arouse students' sense of identity or lack, arouse emotional excitement or shock, activate psychological energy, think about the root of the problem, and then understand and feel the significance of this psychological quality to their study, life, communication and growth, and stimulate their positive motivation for training. Judgment and identification emphasize contextualization and life, that is, identification must put students in concrete and vivid situations, and the content of identification must be closely related to students' lives.
Strategy training. Strategy training is to put forward some specific and effective methods and skills for the problems found in the course theme and judgment, and to feel and understand by organizing students to participate in discussions and operational activities, and then make choices.
Reflective experience. Reflective experience is to reflect, strengthen and internalize the psychological feeling, emotional experience, behavior change, activity process and effect in training. Strengthen the training effect and promote self-awareness and evaluation. The reflection link must emphasize the "three selves", that is, consciousness, spontaneity and self-control. Its purpose is to reflect on the training process and methods, and to extend the methods and steps mastered in training to other similar situations; Summarize the training results. The content of reflective experience is based on the training objectives and content, and the realization degree of training objectives is investigated. Formally, there are mainly (1) aiming at the problem, comparing before and after, finding changes and enhancing confidence; (2) Designing situations, practicing, finding problems and mastering strategies; (3) analyzing cases, from one to another, summarizing and promoting migration; (4) Oral hints, proverbs to remind, self-awareness, forming ideas.
Psychological counseling. Psychological counseling is a kind of psychological help activity, which means that in a new type of constructive interpersonal relationship, counselors use their professional knowledge and skills to provide students with psychological help and services that meet their needs, help students deal with the problem situations they face, develop their underutilized potential and opportunities, and then gain the ability and willingness to help themselves, overcome the obstacles in their growth, enhance and maintain their mental health, so as to make good adaptation in all aspects of study, work and interpersonal relationships. The simplest definition of psychological counseling is "helping others to help themselves". Although psychological counseling also includes career counseling and other aspects, its meaning is broader than mental health education, but at present, the cause and focus of psychological counseling in schools at all levels in China are to safeguard students' mental health. Therefore, it can be said that psychological counseling is an important way to carry out mental health education.
General introduction of school psychological counseling (reprinted from the first model network, please keep this mark. The goal is consistent with the school education goal. But psychological counseling is only one aspect of school education after all, and its goal should be unique. Its main points are: helping students know themselves, accept themselves and manage themselves; Understand and master the surrounding environment, constantly adapt to the environment, help students solve the problems they face, cope with the crisis, get rid of the predicament, and enhance their ability and courage to cope with the environment and pressure; Enable students to eliminate special symptoms, improve behavior, and solve negative or conflicting thoughts and emotions; Instruct students to make their own choices and assume social and personal responsibilities; Encourage students to seek the meaning of life through self-exploration, realize their inherent potential and resources, give full play to their personal potential, and lead a healthy, meaningful and fulfilling life.
Infiltration of subject teaching. Discipline infiltration refers to teachers' conscious use of psychological theories, methods and techniques in regular discipline teaching, so that students can master knowledge and form abilities while improving various psychological qualities, especially emotion, will and personality.
As an important quality of individual's all-round development, psychological quality can never be cultivated through a single course, which requires the cooperation of various disciplines and teachers. If only a few teachers in the school agree with and attach importance to the infiltration of mental health education in teaching, and the rest teachers are skeptical or negative, then it is difficult to carry out mental health education. Teachers in all subjects have a great and important influence on students. Only when all teachers participate in teaching and infiltrate the principles and methods of mental health education can students form good psychological quality.
Carrying out mental health education in the form of subject infiltration has the characteristics of subtle influence, and students are unconsciously educated and enlightened when learning specific knowledge. Moreover, at present, the curriculum system of primary and secondary schools has been relatively formed, so it is difficult to add mental health education courses separately, which is "artificial". However, the form of subject infiltration can achieve the goal without increasing manpower, material resources and time, which meets the requirements of economy and practicality.
6 strategy: harmonious interaction and internalization of experience.
Educational strategy is a concrete optimization way to achieve educational goals. Teachers need to formulate or choose a series of educational strategies to implement educational goals. School mental health education should adopt the following strategies:
Harmonious interaction strategy. Mental health education is an education aimed at all students and optimizing their overall mental health. Creating a harmonious and interactive atmosphere of mental health education is an important measure to achieve this goal. In mental health education, the implementation of harmonious interaction strategy should mainly start from two aspects: (1) creating a harmonious classroom atmosphere. The key points of its operation are: teachers respect, equality, love and care for students, and accept students unconditionally; Teachers practice democratic leadership and management: stimulate students' enthusiasm, initiative and creativity in participating in educational activities. (2) Multi-directional communication and cooperative learning strategies. Because mental health education does not take imparting knowledge as the primary educational goal, teachers can completely put down the ideological burden of "worrying that students will not learn knowledge", seriously study the organization and development of educational activities, change the narrow and inefficient situation of one-way and two-way communication between teachers and students in traditional classrooms, and realize omni-channel and multi-directional communication between teachers and students. The key to multi-directional communication is that the content, form and difficulty of educational activities should be suitable for all students, and efforts should be made to increase the participation rate of students, so that teachers and students are in a situation of psychological expectation and recognition. Group teaching and cooperative learning are effective ways to realize multi-directional communication between teachers and students. The main ways of cooperative learning are: game competition, score grouping, block splicing, group exploration and * * * learning.
Behavior change strategy. Behavior correction occupies a large proportion in the content system of mental health education. In the training process of helping students update their understanding, correct their attitude, adjust their emotions and adjust their behavior methods, teachers must implement behavior change strategies with the help of methods and skills involved in behavior shaping or behavior correction in psychology. This strategy mainly includes three aspects of technology. (1) Students manage themselves. Teachers control the general direction of students' behavior and guide students to achieve the purpose of behavior change through self-control and self-management. Specific methods include demonstration, supervision, strengthening and guidance. The main steps are: to teach students the principles, ways, methods and skills of changing behavior; Students make, implement and modify self-management plans. (2) Behavior practice. Students master the method of behavior change through practice. The implementation steps are as follows: explain the purpose, links and requirements of behavior training; Control the practice time and provide technical guidance; Provide opportunities for individual practice. (3) correct bad behavior. Teachers guide students to understand the harm of bad behavior, analyze the specific factors (stimulus sources) that lead to bad behavior, prompt and guide the improvement measures of bad behavior, and students make reasonable correction plans and make adjustments and modifications in the implementation process. The implementation of this strategy should be guided by reinforcement theory, giving appropriate positive or negative reinforcement to bad behavior and correct behavior respectively, and combining it with behavior shaping technology.
Experience internalization strategy. Research shows that the internalization of experience plays a key and directional role in the formation of students' psychological quality. At present, in the practice of mental health education in some schools, there is a tendency of "emphasizing behavior training and neglecting experience internalization" to varying degrees. Some training activities are lively on the surface, but in fact the training effect is not good, because students' experience and internalization of training contents and strategies are ignored. The connotation of this strategy is to emphasize the process of reflecting on the content and strategy on the basis of students' active participation in training activities, understanding and accepting training strategies, so as to ensure the internalization effect. When implementing this strategy, teachers should pay attention to the following operational points: (1) Take experience as an important link in the formation of students' psychological quality. It is the occurrence and consolidation of the transfer of training strategy teaching and practice, and the smooth transition from teachers' "verbal communication" to students' "tacit understanding". (2) Emphasize that the experience in psychological quality education should be students' active experience and avoid passive experience. (3) Make clear the relationship between external behavior and internal process of experience activities, grasp the direction of students' feeling, experience and reflection by arranging appropriate external operation tasks or asking just right questions, and promote and deepen internal experience with the help of external activities.
Reasonable monitoring strategy. Reasonable monitoring strategy refers to the educational planning made by teachers in order to ensure the expected educational goals and complete the established training tasks, and actively plan, check, feedback, evaluate, adjust and control the whole training process. The reasonable monitoring strategy of psychological quality education is mainly embodied in the "three guiding" techniques for teachers to design and carry out training activities, namely editing technology, guiding technology and inspiring technology.
7 Teachers: Professional training is urgently needed.
School mental health education is an important and effective new way of school quality education. It requires teachers to change traditional educational concepts, reform monotonous teaching forms, arrange educational contents reasonably and scientifically, and master the necessary theories and methods of mental health education. So at present, teachers in many disciplines will encounter some difficulties in the process of implementation. How teachers master this form of education urgently needs professional training and guidance in educational practice.
Teachers engaged in mental health education can basically achieve the following goals through professional training and guiding educational practice: (1) Accurately grasp the objectives of mental health education and find the appropriate fit between objectives, contents and strategies. (2) Have the ability to create a harmonious, interesting and good educational atmosphere so that students can experience successful education. (3) Flexible and diverse forms can be adopted in education to mobilize students' active participation, so that they can not only master relevant knowledge and form corresponding skills, but also reflect and internalize their experiences, and gradually form healthy psychological quality in all aspects.
8 Relationship: It is not a supplement to education in other disciplines.
As an important part of school quality education, the relationship between school mental health education and other quality education is a problem worthy of discussion and clarification. Generally speaking, school mental health education is different from other forms of school education (such as moral education, intellectual education, physical education, aesthetic education, etc.). ) belongs to the category of school education. People have a clear understanding of the status and relationship of moral education, intellectual education, physical education and aesthetic education in school education, but the understanding of the relationship between mental health education and school education is far from in place. The development of students' physical quality is mainly achieved through physical education, the development of scientific and cultural quality is mainly achieved through moral education, intellectual education, aesthetic education and labor technology education, and the development of psychological quality is mainly achieved through mental health education. It can be seen that psychological quality education is an important part of quality education, which is on an equal footing with other disciplines' education, and is not a supplementary and auxiliary means of other disciplines' education. However, due to the long-term neglect of the independent position of mental health education, mental health education has not really become an important part of school education in many schools. Judging from the role of students' quality, students' psychological quality is not only the basis for the formation and development of other qualities, but also a sign to measure their development level. That is to say, psychological quality plays a basic, intermediary and symbolic role in the development of students' quality, and many schools or educators still lack sufficient understanding of its importance.
9 Evaluation: Goal Achievement and Student Acceptance
As an educational activity, school mental health education also needs educational evaluation. The evaluation of mental health education is not only the evaluation of the effect of mental health education, but also the evaluation of the development level of students' psychological quality. The research results are of great significance to school mental health education, teachers and students.
The evaluation of mental health education is mainly based on the implementation or completion of the following aspects:
The realization of the goal. As an educational activity, school mental health education also follows the basic laws of educational evaluation. In educational evaluation, educational goal is the starting point and evaluation standard of educational evaluation, and the whole evaluation activity is actually a judgment on the completion of educational goal. Mental health education is no exception. The goal set when carrying out mental quality education or making mental health education work plan is not only the starting point of mental health education evaluation, but also the basic standard of mental health education evaluation, that is, the achievement of mental health education goal is the basis of the whole evaluation.
The level of efficiency. As an educational activity, mental health education needs the input of manpower and material resources, and what kind of educational effect can be achieved with the same input is related to the efficiency of mental health education activities. The so-called educational efficiency refers to the ratio of the effect achieved by mental health education in unit time to the material and spiritual costs paid.
Students' acceptance. School mental health education needs to be completed through corresponding teaching or activities, which is different from other cultural knowledge teaching and involves a lot of emotional experience or cognitive internalization in the process of teaching or activities. Therefore, it is required that our teaching design and teaching process can adapt to the characteristics and needs of students and be accepted by students, so as to achieve better teaching results.
A complete evaluation process of school mental health education should include: determining evaluation objectives, determining evaluation indicators and project lists, selecting evaluation methods, selecting evaluators, implementing evaluation plans, analyzing evaluation data, making evaluation reports and using evaluation data.
10 management: ownership, personnel and rules
As a new field of school education, school mental health education is still in confusion in management. First, the ownership of management is rather confusing. For example, some universities are managed by the Moral Education Department, some by the Student Affairs Department, and some by the Youth League Committee of the school. In primary and secondary schools, some are managed by research departments, some by guidance offices, and some by political and educational offices. Second, managers are uncertain. Some schools are nominally in charge of the leadership and managed by special personnel, but in fact this is only a literal "management". When faced with the practical problems of mental health education in schools, no one is specifically responsible. Third, there is a lack of corresponding rules and regulations. Compared with other educational activities in the school, the school mental health education has not yet established the necessary rules and regulations. If the above management problems are not solved, it will be difficult for school mental health education to truly become an important part of school education, and it will be difficult to achieve the goal of promoting the healthy development of students' psychological quality.