First, the status of mental health education in primary and secondary schools
(A) the state reflects the importance of mental health education in primary and secondary schools from the policy.
1999 "the State Council central Committee's decision on deepening education reform and comprehensively promoting quality education" clearly points out: "strengthen students' mental health education, cultivate students' perseverance and hard work spirit, and enhance young people's ability to adapt to social life." Subsequently, the Ministry of Education issued "Several Opinions on Strengthening Mental Health Education in Primary and Secondary Schools". In October, 2006 54 38+0 1 10, the central government issued the Opinions on Further Strengthening and Improving Moral Education in Primary and Secondary Schools to Adapt to the New Situation, pointing out that "both primary and secondary schools should strengthen mental health education and cultivate students' good psychological quality". In June of the same year, "the State Council's Decision on the Reform and Development of Basic Education" clearly put forward "strengthening mental health education for primary and secondary school students". 1999 The Ministry of Education established the National Advisory Committee on Mental Health Education in Primary and Secondary Schools, and entrusted relevant provinces, cities and universities to conduct research and experiments. In 2000, 200 1 was held in Shanghai and Guiyang respectively. At present, the first draft of the national mental health guidelines for primary and secondary schools has been formed. All these show that mental health education in primary and secondary schools has been highly valued and fully affirmed by the government.
(B) Education administrative departments at all levels have strengthened their leadership over mental health education in primary and secondary schools.
At present, most provinces and cities have set up a leading group for mental health education in primary and secondary schools composed of educational administrative leaders, and also set up an expert guidance group composed of psychologists from universities and teaching and research institutes, which is responsible for the planning, guidance, coordination, inspection and training of mental health teaching and research in primary and secondary schools. In June, 20001,the Beijing Municipal Education Commission issued the Outline of Mental Health Education for Primary and Secondary Schools in Beijing, which clearly defined the basic principles, objectives and contents, objects and methods, team and management, assessment and evaluation of mental health education for primary and secondary schools. In July, 20001year, Liaoning Province issued the "Implementation Opinions of Liaoning Provincial Department of Education on Strengthening Mental Health Education in Primary and Secondary Schools in the Province", requiring that this work should be carried out in urban primary and secondary schools from the autumn of 20001year and in rural primary and secondary schools from the autumn of 2003. Tianjin Education Bureau has formulated the Outline of the Implementation and Development of Mental Health Education in Primary and Secondary Schools in Tianjin and the Three-year Plan of Mental Health Education in Primary and Secondary Schools in Tianjin as the main basis for guiding the development of mental health education in primary and secondary schools in Tianjin. According to the Three-year Plan for School Mental Health Education in Shanghai, 20% of schools in Shanghai's district and county education bureaus should carry out mental health education 199, 35% in 2000 and 60% in 2006. Shijiazhuang City, Hebei Province requires that by 2002, one quarter of rural schools and three quarters of urban schools should carry out mental health education.
(3) Schools and teachers have realized the importance of mental health education in primary and secondary schools.
The school has carried out various forms of mental health education such as "Five One Projects" (a tabloid, a mailbox, an environment, a telephone and a clinic). More schools offer mental health activity classes, special lectures, psychological consultation rooms, psychological hotlines and psychological mailboxes. Some schools are also equipped with full-time and part-time teachers for mental health education, encouraging teachers to receive training and actively master mental health knowledge and theory to promote their work. Since its establishment in 65438-0996, the psychological counseling room of Zhongguancun No.1 Primary School in Beijing has been regularly opened to teachers, students and parents of the whole school and achieved good results. Beijing Information Management School takes mental health education and scientific research as the leader, which has promoted the development of other work in the school. Tianjin No.1 Middle School puts the emphasis of mental health education on the guidance of the class teacher on students' mental health. Xuanhua No.4 Middle School in Zhangjiakou City, Hebei Province regards mental health education as a breakthrough in the transformation of underachievers.
Attach importance to teacher training.
Many provinces, cities and regions attach great importance to teacher training, such as holding training courses on mental health education, organizing experts to write teacher training books, participating in postgraduate courses on mental health held by relevant universities, and formulating methods for determining the qualifications of full-time and part-time teachers in primary and secondary schools. Shanghai organized a seminar for key teachers of mental health education in Shanghai. Liaoning Province has compiled and published a book for teachers of mental health education in primary and secondary schools, which is used as a teaching material for continuing education and training in the whole province, and has been taught for 20 hours. Tianjin stipulates that full-time psychological counseling teachers must hold certificates and are making training plans for the next three years. Beijing is establishing a relatively stable team of mental health education teachers with full-time as the backbone, combining full-time and part-time jobs, and setting up the post of "psychological guidance director" for full-time teachers engaged in mental health education, which will be included in the teacher establishment. Part-time teachers engaged in mental health education will take up their posts after half a year's training, and strive for 3-5 teachers in each school. In May, 20001year, Shaanxi Province held the on-the-spot meeting of mental health education in primary and secondary schools throughout the province. On the one hand, Chengdu combines mental health education knowledge training with teachers' continuing education, on the other hand, it constantly introduces mental health education professionals. In the second half of 200 1 2000, five mental health education lecturers' groups were established in Shijiazhuang, one in each district, including three or four counties, in order to increase popularization and provide theoretical and practical training and guidance.
(E) unbalanced development of mental health education in primary and secondary schools
The development of mental health education in primary and secondary schools in different regions is very uneven. For example, some people make statistics on the location of the authors of China Journal of Mental Health, with more in Beijing, Shanghai, Guangdong, Hunan, Shandong and Shanxi, and less in Shaanxi, Tibet, Hainan and Jiangxi. Mental health education in minority primary and secondary schools is almost blank. This reflects from one aspect that the mental health education in some large and medium-sized cities and coastal areas is developing faster and at a higher level, while the development of mental health education in some economically underdeveloped areas is relatively backward.
Second, the main problems of mental health education in primary and secondary schools
(A) the discipline tendency of mental health education in primary and secondary schools
In some schools, mental health education is included in the formal curriculum of the school and treated as a subject. In the classroom, the concepts and theories of psychology are systematically described in a monotonous and boring way, while students tick the textbooks, recite them carefully after class, complete their homework, and what's more, arrange for students to take exams in the mental health class. As we all know, mental health class is to help students solve their troubles in study, life and interpersonal relationship, as well as many unsuitable development trends, to help them reduce their psychological burden and make them study easily. However, due to the pressure of examination, it has damaged students' physical and mental health and produced the opposite result. The main goal of mental health education is not to impart systematic psychological knowledge to students, but to strengthen the combination with subject teaching through various channels and organically integrate it into the ideological and moral education of class teachers and students, which is reflected in various activities and training, environmental optimization and the utilization of potential educational resources. Blind pursuit of discipline can only become a mere formality, and it cannot achieve the purpose of mental health education.
(B) Medical tendency of mental health education in primary and secondary schools
Some people think that mental health education is psychological counseling and psychotherapy, with a strong sense of "treatment" and "guidance", many psychological obstacles and few development problems. It is against the essential requirements and inherent laws of mental health education to treat mental health education at will in primary and secondary schools. Some schools let school doctors serve as psychological counselors and register students' situations like medical records in hospitals. Many school leaders and teachers have made false propaganda to students, making them think that they can only go to the psychological counseling room if they are mentally ill. This tendency of medical treatment has seriously hindered the smooth progress of mental health education in primary and secondary schools. According to the author's research and related surveys from 65438 to 0996, students' psychological and behavioral problems mainly include learning, self, interpersonal relationship, life and social adaptation, and their proportions are about 30%, 20%, 30% and 20% respectively. In another study on psychological stress events of primary and middle school students, we found that 30% of them belong to study, 40% to interpersonal relationship and 30% to other aspects. It can be seen that psychological and behavioral problems in study, self, interpersonal relationship, life and social adaptation are the main manifestations of mental health of primary and secondary school students. According to clinical cases and survey statistics, the proportion of mental illness and mental disorder in the total number of students is less than 1%. That is to say, the psychology of primary and secondary school students is generally healthy, but they have encountered some adaptability problems in the process of development, which cannot be simply confused with psychological diseases and psychological obstacles in the medical sense.
(C) One-sided tendency of mental health education in primary and secondary schools
The implementation of mental health education in primary and secondary schools tends to be one-sided. Some people attach too much importance to various psychological tests and rely on the scores obtained from the tests, which has caused great psychological pressure on students. Some students, because of their low grades after taking the psychological test, were not only laughed at by their classmates, but also left a deep shadow in their hearts, classifying themselves as "heterogeneous" and causing psychological problems. In the choice of educational objects, educators tend to choose middle school students, ignoring primary school students and students who are about to graduate. In people's traditional concept, primary school students don't have any psychological problems because they are young, but the students who are about to graduate face further studies and have no time for mental health education, thus resulting in one-sided education objects. In the content of mental health education, we mainly pay attention to students' life psychological education, such as adolescent education, interpersonal skills training, frustration tolerance training and students' personality and emotions, while ignoring students' learning psychology (learning motivation, learning interest, learning ability, test psychology, learning adaptability, etc.). Education and professional psychological education (providing students with consulting services in career orientation, entrance examination and career analysis, interest understanding and testing, etc.). In fact, mental health education in primary and secondary schools should be carried out simultaneously in the above three aspects. In addition, mental health education in primary and secondary schools attaches importance to psychological counseling, ignores psychological counseling, attaches importance to individual students, ignores student groups, attaches importance to adaptive psychological counseling, and ignores developmental psychological counseling, which runs counter to the goal of mental health education.
(D) Formal tendency of mental health education in primary and secondary schools
The formalization tendency of mental health education is as follows: Although some schools have nominally set up psychological counseling rooms, opened mental health classes and equipped teachers, due to the influence of the educated's own educational ideas, they often adopt traditional educational ideas and general ideological and political work methods to carry out mental health education, and the publicity is weak. The psychological counseling rooms and mental health classes have not really played a role, and few students come to consult, just as "hardware" to cope with the superior inspection. Another manifestation is to confuse mental health education with moral education. Some people simply regard mental health education as an integral part of school moral education and think that it is unnecessary to carry out mental health education alone. Others confuse psychological problems with ideological and moral problems and treat psychological problems with moral education. In fact, there are obvious differences between mental health education and moral education in objectives, tasks and implementation methods.
(E) Isolated tendency of mental health education in primary and secondary schools
At present, mental health education in primary and secondary schools is mainly aimed at students, while ignoring teachers' mental health. As we all know, teachers' emotions and emotions will affect students' emotions and emotions. In addition, teachers are a profession prone to psychological problems. It is generally believed that teachers, as role models of students, should meet the needs of students, parents and schools to the maximum extent, and should not show irritability, depression and other emotions, which can not but lead to the overload of their roles, and the multiplicity of their roles (teachers are not only teachers of students, but also heads of families, tutors of children, main laborers of families and model citizens of society) also makes teachers have little time and energy to make various psychological adjustments. Therefore, ignoring teachers' mental health will have a negative impact on students' mental health.
Third, the development trend of mental health education in primary and secondary schools
(A) to strengthen the construction of mental health education teachers in primary and secondary schools
First of all, the establishment of full-time mental health education teachers. At present, the quality of personnel engaged in mental health education in primary and secondary schools is uneven, with fewer full-time staff and more part-time staff, which will have a negative impact on mental health education in primary and secondary schools. Therefore, this situation must change from a part-time teacher to a full-time teacher and a combination of full-time and part-time teachers. Second, strengthen the professional training of mental health education teachers. Engaging in mental health education is a professional skill. Teachers must master the basic theories and knowledge of psychology through training, have the knowledge and ability needed for mental health education, and gradually form a system of holding certificates. At the same time, we should pay attention to the introduction of mental health professionals, so as to combine external introduction with internal training. Third, pay attention to teachers' own mental health. Teachers' own mental health problems not only affect teachers' personal development, but also affect students' mental health. According to a survey, 80% of students' bad emotions come from their elders, including teachers. Therefore, teachers' psychological and behavioral problems should be reduced as much as possible, so as to avoid negative effects on students and optimize their growth environment. Fourth, make every teacher in the school have a sense of caring about students' mental health. Every teacher should attach importance to students' mental health education, and let it permeate all aspects and links of school education, especially in classroom teaching, so that every teacher can become a "health care doctor" for students' mental health.
(B) enrich the content and methods of mental health education in primary and secondary schools
The mental health problems of primary and secondary school students are mainly developmental. Therefore, the focus of mental health education in primary and secondary schools should be on development, with all students as the object of mental health education, giving guidance to the common problems encountered in students' growth, and taking into account the psychotherapy and behavior correction of very few disabled students. According to students' different age characteristics and cognitive characteristics, the content and mode of mental health education are different. Primary schools can focus on games and activities, junior high schools can focus on activities and experiences, and senior high schools can give consideration to experience and adjustment, but they should always run through a main line of activities, highlighting practicality and effectiveness. At the same time, the content of mental health education in primary and secondary schools should extend from life consultation to study consultation and career consultation, pay attention to the development of students' potential, and emphasize the three subjects of mental health education, namely, students, teachers and parents. Combining theoretical research with practical application organically, we should construct a mental health education model suitable for the actual situation in this region.
(C) ways and means to enrich mental health education in primary and secondary schools
In the future, mental health education in primary and secondary schools will adopt various ways and diversified methods. For example, improving teachers' awareness of mental health education and infiltrating mental health education into subject teaching. Offering mental health education courses and incorporating them into the formal school plan to ensure class hours; In the mental health education class, we can teach some knowledge and skills of psychological adjustment in a targeted way, so that students can better cope with all kinds of puzzles in their study and life. Organize mental health education activities, such as organizing creative competitions and social practice activities, so that students can participate in activities and improve their psychological quality through personal experience. Make use of the work of the head teacher, class or team activities and campus cultural activities to consciously carry out some activities that are conducive to cultivating students' psychological quality. Carry out psychological consultation and consultation on students' sexual problems, group consultation and educational intervention, and individual consultation and consultation on individual problems. Strengthen the relationship between school, society and family, form an educational network combining the three, reduce students' inner contradictions, and thus improve students' psychological quality in an all-round way.
(D) to achieve the modernization of mental health education in primary and secondary schools
The rapid development of information technology ensures the modernization of mental health education in primary and secondary schools, especially the rapid development of computer technology and Internet, which can make future mental health education more scientific, convenient and timely. The storage and management of students' psychological files will be handled by computer, which will make the data more complete. The development of Internet has increased students' access to mental health knowledge. At the same time, surfing the Internet has become a fashionable lifestyle for young people in the new century. Therefore, we can have dialogues and exchanges that transcend time and space through the Internet, establish online psychological consultation stations and counseling stations, and solve all kinds of problems and puzzles that students encounter in their study and life in time. The website of the College Students' Psychological Advisory Committee of China Mental Health Association has been established, and the psychological hotline of Beijing Normal University has also had a positive impact on teenagers, which will be a useful supplement to the school's psychological health education, expand the environment for students' psychological growth, and finally closely combine the effective resources of family, society and school to promote students' psychological health development.