Mental health is a good and continuous mental state and process. The following is 2.5 mental health and psychological counseling for you. Welcome to read and browse!
2.5 mental health and psychological counseling i. mental health
(A) the meaning and standards of mental health
1. The significance of mental health
Mental health is a kind of good and continuous mental state and process, which shows that individuals have vitality, positive inner experience, good social adaptability, can effectively exert their physical and mental potential, and have positive social functions as members of society. Mental health should include at least two meanings: first, there is no mental illness; Second, have a positive mental state.
2. Mental health standards
American psychologist Maslow is one of the main founders of humanistic psychology. Maslow believes that the ten standards of mental health are:
(1) have enough sense of self-security;
(2) be able to fully understand and make a moderate evaluation of their own abilities; (3) The ideal of life is realistic;
(4) not divorced from the surrounding real environment;
(5) can maintain the integrity and harmony of personality;
(6) Be good at learning from experience;
(7) Being able to maintain good interpersonal relationships;
(8) Being able to vent and control emotions moderately;
(9) On the premise of meeting the collective requirements, give full play to individuality in a limited way;
(10) Under the premise of not violating social norms, meet the basic needs of individuals appropriately.
(B) common psychological barriers of primary school students
1. Attention deficit disorder
Also known as ADHD? ADHD? , is a kind of children's syndrome characterized by behavioral disorders, and most of them have abnormal manifestations at the age of 7. The main behavioral characteristics of ADHD children are: (1) hyperactivity. This hyperactive child is different from ordinary children. Their activities are chaotic and lack of organization and purpose. (2) inattention. I can't concentrate on an activity and can't sit still and watch TV for a while. Do your homework for a while and then do something else. What you often do has no head or tail, and you forget everything. (3) impulsive behavior. It is difficult to wait patiently when you often act without thinking, such as playing group games. For example, sometimes you suddenly yell and attack others. ADHD may have congenital physical reasons, or it may be the result of high mental stress caused by an uneasy environment. (4) Learning difficulties. Mainly manifested in low academic performance. The intelligence of ADHD children is normal or basically normal, and the reasons for learning difficulties are related to inattention and hyperactivity. The time of learning difficulties depends on the level of intelligence and the severity of ADHD. Children with severe ADHD and low intelligence level will have learning difficulties in early school age. People with high intelligence and mild ADHD symptoms may have learning difficulties in junior high school.
2. Anxiety disorder
The common anxiety reaction among students is exam 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 reason why students have anxiety symptoms is that the pressure of unified examinations and further studies in schools continues to be too great, which makes students lack inner self-esteem and sense of value; Parents expect too much from their children; Students' personal experience of excessive competition and repeated failures in their studies; Some people have a personality foundation that is easy to induce anxiety.
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.
3. Learning disability syndrome
Learning disability syndrome is common among primary school students. A group of survey data shows that 9% of boys and 3% of girls show dyslexia (a manifestation of learning disability syndrome) to varying degrees. Symptoms of.
The main manifestations of learning disability syndrome are: lack of certain learning skills, including reading difficulties, calculation difficulties, painting difficulties and communication difficulties. When diagnosing learning disability syndrome, we should pay attention to the difference between it and ADHD. Learning difficulties are a manifestation of children's ADHD, but the learning difficulties of children's ADHD are mainly caused by hyperactivity, impulsiveness, attention deficit and behavioral disorders. However, students with learning difficulties syndrome have no self-reported ADHD, healthy personality development and no emotional and behavioral problems shown by ADHD children.
4. obsessive-compulsive disorder (OCD)
Obsessive-compulsive disorder, or obsessive-compulsive neurosis, is a kind of neurosis and anxiety. Obsessive-compulsive disorder includes obsessive-compulsive concept and obsessive-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, and repeated inspection (whether the door is locked. Compulsive ritual movements are common symptoms of obsessive-compulsive disorder in life. Most people have had the idea of compulsion. But only when it interferes with our normal adaptation is it a symptom of neurosis.
Causes of obsessive-compulsive disorder: (1) Social psychological reasons. Including excessive study pressure, strict family requirements, learning difficulties and bad interpersonal relationships. For example, adults forbid children to express negative emotions, which is a very representative background feature of children's obsessive-compulsive disorder. (2) personal reasons. For example, timid, indecisive, paranoid and rigid. Treatment of obsessive-compulsive disorder: (1) drug therapy; (2) Behavioral therapy; (3) Establish a supportive environment. Step 5 be tired of learning
Learning weariness is an emotional disorder of children caused by human factors. In recent years, the influence of various negative factors in family, school and social environment has aggravated students' weariness of learning. As the product of social morbid psychological state, children's weariness of learning has attracted more and more attention. The main manifestation of children's weariness of learning is that they are not interested in learning and hate learning. Children who are tired of learning have an unspeakable sense of depression about learning. When it comes to learning, they are irritable and anxious (they have resistance to teachers or parents, their academic performance is not good, and some have moral problems. When children are seriously tired of learning or influenced by some incentive factors, truancy, truancy or dropping out of school often occurs.
Since children's weariness of learning is the product of social morbid psychological state, it must be corrected through education, family therapy and social therapy.
(C) the significance of mental health education
First, mental health education is the need to prevent mental illness and ensure students' mental health.
Second, mental health education is the need to improve students' psychological quality and promote their sound personality development.
Third, mental health education is the cooperation and supplement of daily education and teaching in schools.
Second, psychological evaluation.
(A) Overview of psychological assessment
1. Meaning
Psychological evaluation in students' mental health education refers to the process of evaluating students' psychological characteristics and behavior according to the data collected by psychological methods and techniques, so as to determine their nature and level and make classified diagnosis. Self-care assessment can adopt standardized methods, such as various psychological tests; Non-standardized methods can also be used, such as evaluation conversation, observation and self-report.
2. Reference architecture
The object of mental health education should be normal students (including normal students with mild and moderate mental health problems). Therefore, the function of psychological evaluation should not only be the diagnosis of psychological symptoms or the classification of psychopathology, but also be a positive evaluation of students' development potential and self-realization. The existing assessment methods are based on two reference frames: health model and disease model. The evaluation model of mental health aims at understanding the psychological ability and self-realization tendency in a healthy state, paying attention to people's potential, the degree of realization of people's value and the degree of improvement of people's psychological quality, which should be highly valued in school mental health education. The purpose of psychological evaluation of disease model is to diagnose whether the parties have mental illness and its categories.
3. The significance of psychological evaluation
First, the basis of targeted mental health education. Second, the means to test the effect of mental health education.
Third, ways to enhance students' self-awareness.
Methods of psychological evaluation
1. Talking method
Meeting is the basic method of psychological consultation and counseling. Conversation can be divided into evaluative conversation and influential conversation. Compared with other methods, the advantage of interview method is that it can clarify the problem face to face in the interview, thus improving the accuracy of the information obtained. By observing the relationship between the two parties and the students' nonverbal behavior during the interview, we can get a lot of important additional information. In order to make the lecture fruitful, in addition to establishing good interpersonal relationships, instructors should also use some special skills.
(1) Listen
Listening is a process of concentrating on and actively obtaining information. When listening, we should adopt an open attitude, keep eye contact, and pay attention to obtaining verbal and nonverbal communication information. Listening is a means to establish a good consultation relationship, which is more conducive to collecting information than asking, because asking will cause psychological pressure to the other party, and listening can reduce the psychological defense of the other party.
(2) Encourage
During the talks, tutors can provide each other with encouraging information, such as? Yes, I understand, okay? ; ? I can understand that. ; ? Please continue? :? Then what? ? so this is it？ ; ? Interesting. I support you, okay? Wait a minute.
(3) Ask
Don't ask too many questions and ask less closed questions. Ask more open-ended questions, such as? Can you tell me why? Ask not only the facts, but also your opinions and feelings, such as? I wonder how you feel about it.
(4) Reflection
Reflection is that the tutor comprehensively sorts out the ideas or emotions expressed by the students being tutored and expresses them in his own language to help students better understand themselves.
(5) Clarification
When the parties are troubled by thoughts, their thinking and verbal expression are often unclear. The tutor can tell the incoherent, vague and implied thoughts and feelings of the parties and help them sort out their eyebrows in the chaotic thoughts.
(6) Texture
During the conversation, when you find that the content of the coachee is inconsistent before and after, and the self-image is inconsistent with the behavior, you can ask questions to help the parties find out their true feelings.
2. Observation method
Observation is a method to observe students' individual behaviors in a planned and systematic way according to the research purpose, and to record and objectively explain the observed facts in order to understand students' psychological and behavioral characteristics. Observation can be divided into participatory and non-participatory methods. There are usually three ways to record the observed facts in time.
(1) The item checklist lists the psychological characteristics or characteristic behaviors of the observed students as items. When the observed students have certain characteristics or behavioral characteristics, they should be marked before the corresponding items.
(2) The rating scale lists the observed characteristics or behaviors, and the researcher compares the performance of the observed students with the items in the table. And graded according to the degree of conformity. (3) Anecdotal record is a concise record of the important facts observed by teachers with narrative words after observing students. Including the name, grade, observation time and the name of the observer, the description of the observation facts and their occurrence, and the explanations and suggestions of the observer. 3. Self-report Self-report is a way to understand students' life experiences and inner world through their written self-description. Diary, weekly diary, composition, autobiography and inner monologue are all concrete forms of self-narration.
4. In addition to general inquiries, survey methods can also use questionnaires (questionnaires. In the form of. The advantage of investigation method is that it can combine vertical and horizontal contents, and it is extensive and comprehensive. The disadvantage is that the survey is often an interview evaluation, and the authenticity of the materials is easily influenced by the subjective factors of the respondents. There are two methods of investigation:
(1) Historical investigation mainly includes archives, documents and materials, as well as the investigation of people who know the past experiences of the assessed.
(2) The current situation investigation mainly focuses on the contents related to the current problems. The survey objects include the assessed himself and the insiders around him, such as classmates, colleagues, parents, relatives and friends, teachers, leaders, brothers and sisters, etc.
5. Psychological test infers the characteristics and level of individual intelligence, personality and attitude by measuring people's behavior. According to the characteristics to be measured, psychological tests can generally be divided into three types: cognitive tests, personality tests and neuropsychological tests. It should be noted that when choosing a test, teachers must fully consider the intention, applicable age, method and nature of the test, interpret the test results more carefully, and should not be superstitious about the test results, let alone take the test results as an important basis for teaching decisions and judging children. Only by combining the test results with other information can we give full play to the role of psychological testing.
Third, psychological counseling.
(A) Overview of psychological counseling
1. Meaning Psychological counseling refers to the activities that school tutors use their professional knowledge and skills to provide students with help and services to meet their needs in a new and constructive interpersonal relationship. The purpose is to help students correctly understand themselves and the environment, establish life goals that are conducive to social progress and personal development according to their own conditions, overcome obstacles in growth, enhance and maintain students' mental health, and make them adapt well in study, work, interpersonal relationships and other aspects.
2. Objectives
The overall goal of school psychological counseling is consistent with the school teaching goal. But psychological counseling is only one aspect of school education. Its goal should have its own uniqueness. Psychologists summarize the general goal of psychological counseling as two aspects: first, learn to adjust, including adjustment and adaptation; Second, seek development. Of these two goals, learning to adjust is the basic goal, and psychological counseling with this as the main goal can be called adaptive counseling; Seeking development is a high-level goal, and psychological counseling with this as the main goal can be called development counseling.
3. The principle of psychological counseling
(1) The principle of facing all students.
Psychological counseling faces all students, serves all students, and promotes the improvement of students' comprehensive quality and the harmonious development of their personality. (2) The principle of combining prevention with development.
Psychological counseling has both preventive and developmental functions. The prevention function is the primary function, and the development function is the advanced function. Only by combining them organically can the purpose of psychological counseling be better achieved.
(3) Respect and understand the principles of students.
Respecting and understanding students is the most basic condition of psychological counseling, that is, respecting students' personality and dignity. Respect and understand the rights and choices of students.
(4) the principle of students' subjectivity
In psychological counseling, we should recognize and respect students' subjective status, and stimulate and mobilize students' consciousness and enthusiasm for psychological development. One of the reasons is that students themselves are the main body of psychological development.
(5) Individualized treatment principle
Students are quite different, so psychological counseling should teach students in accordance with their aptitude and treat each student individually according to their psychological characteristics.
(6) the principle of overall development
Psychological counseling should treat students' psychological state from a developmental perspective, and educational activities must be based on promoting students' psychological development, not just general mental health problems.
4. Ways of psychological counseling for students
(1) Set up related courses focusing on popularizing mental health education knowledge.
(2) Offering special psychological counseling activity classes.
(3) Infiltrate the content of psychological consultation in the teaching of various subjects.
(4) Carry out psychological counseling in combination with classes and Young Pioneers' activities.
(5) Developing individual psychological counseling activities for students.
(6) group counseling.
(7) psychological counseling education for students' families.
(B) methods to influence students' behavior changes
In school mental health education, the basic methods of behavior change are reinforcement method, token reward method, behavior shaping method, demonstration method, temporary isolation method, self-control method and so on.
1. Strengthening method
Reinforcement method, also called positive motivation, is used to cultivate new adaptive behavior. According to the learning principle, after an action happens. If it is followed by a strong stimulus, this behavior will happen again. For example, once a student who is afraid to speak in class is praised and affirmed by the teacher after speaking in a class, his timidity will be greatly improved.
2. Token reward method
Token is a symbolic reinforcement, and chips, small red stars, printed cards and special plastic coins can all be used as tokens. When students do the good behavior we expect, we will give a considerable number of tokens as reinforcement. Students can exchange tokens for practical rewards or activities. The advantage of token award is that the number of awards can be adapted to the quantity and quality of students' good behavior. Tokens won't be produced like raw sand? Full? Phenomenon and make the steel bar invalid.
3. Behavioral modeling Behavior modeling refers to the formation of a complex behavior by continuously strengthening the reaction of approaching the goal. Sometimes the behavior we expect rarely appears or rarely appears completely on a student. At this time, we can strengthen those behaviors that gradually achieve the goal in turn until the desirable behavior appears. For example, someone once used behavioral modeling to make a silent child speak.
4. Observe and imitate the examples given by teachers by model method. , is an important way for students to learn social behavior. The mechanism of imitation learning is vicarious reinforcement. Vicarious reinforcement means: the parties (learners. Because the example has been strengthened, I have also strengthened indirectly. Due to different examples, the model law has the following situations: tutor demonstration, others' demonstration, TV video demonstration, related books demonstration, role demonstration and so on. 50. Temporary isolation law.
5. Temporary isolation method refers to the method of not strengthening bad behavior for a certain period of time, and transferring the situation at the same time, so that the bad actor hates the new situation. Temporary isolation means the termination of rewards, reinforcement, attention and interesting activities. The main points of implementing the temporary isolation law are as follows: (1) This law is suitable for correcting impulsive, aggressive, emotional and hostile bad behaviors of 2-year-old children; (2) Choose a boring, exciting and safe place for isolation; (3) Using timer, isolation time will follow? One year and one minute? Principle; (4) Don't talk or quarrel with children during temporary isolation; (5) After the timer rings, immediately end the isolation, and ask the reason why the child was isolated, but don't ask the L child to apologize and guarantee.
6. Self-control method is to let the parties use learning principles for self-analysis, self-supervision, self-reinforcement and self-punishment to improve their behavior. Theoretically, it is a behavior change technique improved by humanistic psychology. Its advantage is to emphasize the parties (students. Personal responsibility, to increase practice time to improve behavior.
7. Punishment law. Punishment, also called negative motivation, can eliminate bad behavior when used. There are two kinds of punishment: one is that bad behavior presents an aversion to stimulation, such as negative evaluation and punishment; The second is to withdraw the pleasant stimulus after the bad behavior appears.
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