The content is quoted from the Mental Health Curriculum Teaching Plan-A Guide Manual for Teachers.
The content of mental health curriculum is divided into two aspects, namely, self, interpersonal, social and quality, etc. But beyond these aspects, each age group has different characteristics and problems, so I won't list them one by one here, but only discuss the most important aspects and key points suitable for mental health education in primary and secondary schools.
First of all, we should help primary and secondary school students to establish a clear and positive self and improve their sense of self-efficacy and spiritual quality. There are three aspects to building a clear and positive self. 1. Self-esteem and self-formation are mainly used to enhance self-worth. 2. Self-esteem can be objectively recognized and evaluated, and at the same time, it can correctly treat other people's evaluations. 3. Self-confidence can be established by discovering your own characteristics. There are two aspects to improve self-efficacy and spiritual quality: 1. Build personal beliefs and self-confidence. 2. Increase self-affirmation and successful experience, learn to attribute and change negative cognition, and enhance self-confidence. In the face of difficulties and setbacks, we can find the reasons from ourselves and have a correct understanding of our mistakes, instead of completely denying ourselves and objectively recognizing various unfavorable factors in reality.
At the same time, with the growth of students' age and psychological development, cultivate independent ability and promote cognitive ability. Because both primary school students and middle school students will have a development of adult consciousness and excessive logical thinking. Primary and secondary school students who have experienced this change will have a sense of adulthood psychologically, that is, they feel that they have grown up and are not as small and naive as before. At this time, it is necessary to cultivate students' autonomy, independent thinking or independent learning ability and improve students' learning motivation. At the same time, in terms of thinking, primary school will enter the stage of abstract logic thinking, junior high school will enter the stage of formal operation logic thinking, and senior high school will enter the stage of dialectical logic thinking, so it is necessary to carry out training and education on thinking logic for different school-age groups.
In the whole learning process of primary and secondary schools, there is an important factor that needs to be cultivated throughout, and that is interpersonal relationship and team competition. In the cultivation of interpersonal skills, it has to be mentioned that it is necessary to increase the interpersonal and communication skills of primary and secondary school students. Healthy interpersonal relationships should have positive connections, firm and clear norms, caring and supportive environment, positive and reasonable expectations and meaningful opportunities for participation. It is necessary to establish a teacher-student relationship, enhance students' trust in teachers, enhance students' understanding of their own personality, and explore the influence of personality on interpersonal relationships. Teachers should teach students to distinguish between good friends and bad friends, as well as ways to refuse temptation, encourage students to choose good friends and establish healthy relationships. Interpersonal communication skills include communication, self-affirmation, rejection and resistance, conflict resolution and interpersonal negotiation. We should know different kinds of criticisms and their effects, encourage students to make well-intentioned and constructive criticisms, and also know different ways of apologizing, and encourage students to form the habit of apologizing. In terms of team competition and cooperation, we should help students understand the relationship between division of labor and cooperation, promote growth through cooperation, and also help students experience the fun of completing one thing through cooperation and enhance their sense of collective honor.
While cultivating students' basic psychological quality, we should also cultivate students' related excellent quality, positive behavior and good mentality. Only in this way can we make a difference in society and become talents needed by the country and society when we grow up. When cultivating excellent potential, we should pay attention to several aspects: positive behavior, optimistic attitude, moral efficiency, goal selection, emotional control and expression ability.
In terms of emotions, we should not only grasp our emotions, but also control our expression. Specifically, it is necessary to know the feelings of oneself and others, express their feelings, control emotional reactions or impulses (the ability to delay enjoyment and tolerate setbacks), and self-management strategies. In terms of goals and selection ability, we should master the methods of setting goals, planning and selecting schemes, cultivate the awareness of setting goals and master the principles of setting goals. Understand the importance of goals and master the method of making plans. In terms of moral efficiency, we should cultivate the ability to distinguish right from wrong and respect rules, standards and social justice. Only in this way can students be effectively prevented from committing crimes when they grow up. Many minors who violate the law and commit crimes are not aware of the seriousness and consequences they will bear after breaking the law, so we should strengthen education in this area, instead of rigid ideological and moral chatter.
Cultivate their positive behavior and optimistic attitude before they grow up to meet the needs of society. To do this, students need to know and understand what positive behavior (prosocial behavior) is, establish standards and take action. It is not enough to do this, but also to help students establish an optimistic attitude, learn to relax and decompress, and adjust their cognition.
The above are the main aspects and emphases of primary and secondary education, but there are still different emphases according to different grades and semesters. Therefore, unlike other subjects, the teaching of mental health course is promising, depending on whether the psychological teacher can make a difference and whether the relevant leaders of the school support it.