Strengthening mental health education in colleges and universities is not only the need of college students' healthy physical and mental growth, but also the need
Strengthening mental health education in colleges and universities is not only the need of college students' healthy physical and mental growth, but also the need of cultivating high-quality talents in 2 1 century. The following is what I arranged for you for your reference.
Fan: The innovative path of college students' mental health education Abstract: At present, the mental health problems of college students are becoming more and more serious, so we must innovate the methods of college students' mental health education and effectively improve the existing level of mental health education. The innovation path includes constructing comprehensive education mechanism, optimizing college students' psychological education methods, innovating school mental health education concepts and establishing a high-quality mental health education team.
Keywords: college students; Mental health education; Innovation path
Mental health means that people's basic psychological activities are complete and coordinated, that is, cognition, emotion, will, behavior and personality are complete and coordinated, and they have good adaptability to changes in the surrounding environment. In recent years, the psychological problems of college students are increasing day by day, which has caused many social problems. Even a large number of students in some colleges and universities have mental illness and have to drop out of school. How to curb this unhealthy trend and innovate college students' mental health education has become an important issue of widespread concern. Therefore, based on the reality of mental health education in colleges and universities in China, we should vigorously promote the people-oriented education model and take corresponding reform measures to better improve the effect of mental health education.
First, build an educational mechanism for comprehensive management.
College students' mental health education is a systematic project, which needs to be cut in from many aspects to form an educational mechanism for comprehensive management of students' mental health. Specific efforts can be made from the following aspects. First, establish a preventive inspection mechanism. In view of college students' mental health problems, we should establish the concept of prevention first, and colleges and universities should establish a preventive examination mechanism for college students' mental health. Under this mechanism, psychological counseling institutions will regularly check the psychological state of college students, including tests on outlook on life, emotional experience and personality characteristics. The results of the test can help students understand their psychological state and make conscious adjustments. Moreover, on this basis, educators can grasp the psychological status of students in time, and then give targeted advice and help, so as to nip all bad signs in the bud and really play a preventive role of "preventing micro-duration". [2] Secondly, establish and improve the whole tracking system with mental health consultation files as the core. In order to grasp the psychological trends of college students in time, it is necessary to strengthen the pertinence, establish and improve the whole process tracking system with mental health consultation files as the core. By establishing and perfecting a scientific mental health consultation file for each student, the system can find out the abnormal mental health students who need attention in time, and take targeted educational measures according to their abnormal situation, so as to effectively alleviate their psychological crisis and improve the effectiveness of mental health education. Third, establish an early warning and response mechanism for comprehensive management. The early warning mechanism is mainly aimed at some special college students who are prone to mental health problems, such as single-parent families, remote and poor areas, students with weak ability, disabilities or family changes. It is stipulated that counselors, class cadres and other personnel related to mental health education should give special psychological education guidance to such students and give early warning when mental health problems arise. At the same time, we should also establish a coping mechanism combined with the early warning mechanism, that is, formulate corresponding treatment plans for the possible consequences of abnormal mental health of students, and deal with problems in a planned and step-by-step manner to minimize possible losses. Finally, establish a corresponding mental health rehabilitation system. For students who have experienced mental health crisis and have been temporarily relieved through education, colleges and universities should also establish corresponding rehabilitation systems. Counselors and other subjects who undertake mental health education should be stipulated, and the specific situation of students' psychological rehabilitation should be understood through key tracking, so as to relieve their psychological troubles in time and help them establish good interpersonal relationships with their classmates and even their families. A good after-care system can effectively prevent these students from having psychological crisis again, thus making previous efforts go up in smoke.
Second, optimize the methods of psychological education for college students.
First of all, give play to the role of mass media in promoting mental health education. With the progress of society, mass media plays an increasingly important role. Mcluhan believes that "media is information". Therefore, we should make full use of the propaganda function of the media to convey the methods and measures to improve the psychological quality of health. These available mass media include not only school radio stations and campus newspapers, but also major radio stations, TV stations and newspapers. Actively using mass media to publicize mental health knowledge can greatly improve the effect of mental health education for college students. Secondly, advocate the diversification of psychological education activities and broaden the channels of psychological consultation. In addition to the widely used psychological counseling rooms and regular class psychological counseling, the mental health education departments in colleges and universities can also organize colorful activities in conjunction with student associations to enrich students' daily lives and reduce their psychological burden. In addition, lectures and competitions on mental health knowledge and legal knowledge can be held from time to time to organically combine mental health education with legal education, so that students can correctly treat mental health problems. [3] Finally, targeted individual education is needed, such as setting up a psychological consultation hotline, intimate broadcasting line, and psychological consultation mailbox. Make use of the privacy of this educational method to diagnose and correct students with psychological problems sincerely and enthusiastically. Third, use the Internet to carry out online psychological education. The convenience, confidentiality and concealment of the network make it easier for people to let down their guard and express their feelings quickly. College students with psychological problems can not only protect their privacy, but also get the needed advice and help directly through the internet, which can effectively reduce the psychological pressure of students receiving mental health education. [4] Therefore, an online website for mental health education should be established on the Internet, and different sections such as study, love, employment, interpersonal and online consultation, psychological test and expert question-and-answer should be set up for different psychological problems, so as to provide a new platform for understanding the psychological status of college students and promote the improvement of the effect of mental health education.
Third, innovate the concept of mental health education in schools.
First, take the "five studies" education as the focus of mental health education. "Five Learning" means "Learn to survive, learn to live, learn to care, learn to learn and learn to develop". In mental health education, the so-called health is not only psychological, but also social and educational. School education should cultivate mentally healthy people who can adapt well to social changes. "Learning to survive" means that students can adapt well to the changes in the surrounding environment; "Learning to live" means being able to handle your own affairs properly; "Learn to care" means to educate them to care about their country and society, their friends, their parents, cherish friendship, treat love well, and intervene in social life with enthusiasm, enthusiasm and initiative; "Learning to learn" is not only to teach students to master book knowledge, but also to learn ways and means to observe and solve problems, and to organically combine book knowledge with social practice; "Learning to develop" means to educate students to have the ability to plan and design future development, and make unremitting efforts to this end. Second, establish a great educational concept including school, students themselves and family cooperation. At present, colleges and universities have generally increased the intensity of mental health education, and some colleges and universities have even incorporated mental health education into classroom teaching, which has gradually embarked on a scientific and standardized road. But at the same time, people often ignore the importance of students' own and family education to their mental health growth, so that unilateral psychological education in colleges and universities can not achieve the best results. Therefore, it is necessary to establish a grand educational concept including cooperation between schools, students themselves and families. Third, establish the concept of great consultation with development consultation as the core. For a long time, people's understanding of psychological counseling only stays in the treatment of mental illness. In fact, students with serious psychological barriers are a minority after all, and more students are faced with common psychological problems such as growth and success, emotion and career, and the handling of daily life events. These problems generally do not constitute mental illness, but directly affect the mental health of students and the healthy growth of college students. Therefore, the development consultation that pays attention to these common psychological problems should become an important part of teachers' teaching and educating responsibilities, and it is of great significance for students' psychological healthy growth to run through the development consultation.
Four, the establishment of high-quality mental health education team.
In the process of innovating mental health education, colleges and universities must have a high-quality and high-level education team to better meet the needs of students' mental health education. First of all, we should start from the grass-roots level of students and build a student education team including high-quality and high-level student cadres, backbones and party member. Students have the most daily contact, and students with psychological problems can be found and found out in time by this team, which has played an important role in promoting the smooth development of psychological education. Secondly, establish a team of high-quality counselors. Research shows that counselors play a key role in students' mental health education. Schools should set up relevant life and psychological counselors in departments, classes and societies to provide one-on-one help to students with mental health problems, so as to get rid of the troubles caused by mental health problems. [5] Finally, equipped with high-quality psychological counseling workers. High-quality psychological counselors should not only have professional theoretical knowledge, but also have rich practical experience. We can adopt corresponding psychological counseling methods for different students, follow the law of students' psychological development, help students solve their troubles and puzzles as much as possible, and relieve their psychological pressure.
References:
[1] Wanyiyuan. Study on influencing factors of individual diseases [J]. Value Engineering, 20 14, 30.
[2] Zhang Fang. Strengthening the exploration and practice of college students' mental health education [J]. On new curriculum learning, 20 13, 12.
[3] Fiona Fang. On mental health education of college students [J]. Intelligence, 2014,31.
[4] party. Research on Collaborative Innovation Path of Mental Health Education in Colleges and Universities [J]. Vocational Education News, 20 14, 17.
[5] On behalf of China Eastern Airlines. Challenges and countermeasures for counselors in higher vocational colleges to carry out mental health education for college students [J]. Journal of Taiyuan City Vocational and Technical College, 20 10/0,5.
On the basis of explaining the connotation of practical teaching resources of college students' mental health education, this paper analyzes the present situation of the integration of practical teaching resources of college students' mental health education, and points out the ways to integrate practical teaching resources of college students' mental health education, with a view to improving the quality of practical teaching of college students' mental health education and promoting the improvement of their psychological quality.
Keywords: college students; Mental health education; Practical teaching; Resource integration
Introduction to 0
In recent years, the practical teaching of college students' mental health education has been paid attention to by * * * and schools and teachers, and the related research has gradually increased, but the research on the integration of practical teaching resources of college students' mental health education is relatively thin. However, many problems existing in the practical teaching of college students' mental health education are largely a problem of resource integration and development and utilization. Therefore, it is of great significance to strengthen the research on the integration of practical teaching resources of mental health education for college students in local universities to improve the effectiveness of mental health education for college students.
1 Definition of practical teaching resources for local college students' mental health education
The practical teaching resources of college students' mental health education are the sum of various factors that educators can develop and utilize in the process of college students' mental health education, which is conducive to realizing the practical teaching purpose of college students' mental health education, influencing and changing college students' psychological cognition and promoting the improvement of college students' psychological quality. It mainly includes material resources, human resources, activity resources and information resources. ① Material resources. Including all kinds of venues, equipment and materials for the practical teaching of mental health education. Such as college students' mental health education center, psychological consultation room, psychological catharsis, psychological quality development training field, etc. Professional psychological hospitals and off-campus psychological service institutions. Material resources are the material guarantee for carrying out practical teaching of mental health education. ② Human resources. It mainly includes course teachers, psychological counselors, psychological counselors, class teachers, counselors, psychological information workers, etc. Human resources are the core of practical teaching resources for college students' mental health education, among which curriculum teachers are the core of human resources. ③ Activity resources. Activity resources are all kinds of organized psychological education activities and social psychological practice activities around the teaching purpose and content of college students' mental health education. Such as group consultation, peer consultation, psychological knowledge contest, mental health month activities, "mental journey" activities, psychological film appreciation, psychological drama performance, community psychological service activities and so on. Activity resources are the key to the practical teaching of college students' mental health education. ④ Information resources. It mainly includes various psychological books, psychological newspapers and magazines, psychological network media, psychological film and television programs, psychological lectures and so on. Information resources are the extension and supplement of practical teaching resources for college students' mental health education.
2 the status quo of the integration of practical teaching resources of local college students' mental health education
In recent years, although some achievements have been made in the practical teaching of college students' mental health education, there are still some problems such as scattered, idle and wasted practical teaching resources, especially the allocation of practical teaching resources for local college students' mental health education.
2. 1 The activity resources are insufficient and the effect is not satisfactory.
First, the implementation of practical teaching plan is not in place. According to the spirit of relevant documents of the Ministry of Education, the course of mental health education for college students should have 36 hours, including 18 practical hours. However, some local colleges and universities only set up 18 theoretical hours, and did not make corresponding practical teaching plans and schemes, or they did, but the corresponding guarantees were not in place, which made the practice teaching activities not standardized, and the plans and schemes of practice teaching could not be effectively implemented. Practice teaching was full-time, full-process and all-round. Second, there are few activities and the effect is not good. Due to the tight class hours, large class size and simple teaching methods, it is often impossible to carry out experience classes and activity classes, while various extracurricular mental health education activities are not only carried out less frequently but also become a mere formality, and the overall effect is not satisfactory.
2.2 Insufficient material resources and low utilization rate.
At present, the material resources of college students' mental health education practice teaching are relatively scarce, and they are divided and closed, and a large number of material resources are used for a single purpose or a single object. For example, off-campus psychological service institutions and psychological quality development training places are mostly owned by the society; In some schools, there are only a few counseling rooms for college students' mental health education institutions, with poor facilities, lack of books, audio-visual materials and insufficient venues for psychological training activities. Most of them are affiliated with the Student Affairs Office or the Youth League Committee. Most of the students' ability training bases belong to various professional teaching units; Various quality development facilities in schools are also dispersed according to the nature of work. In addition, the teachers and management team of college students' mental health education are out of touch, and there is often a lack of overall planning and cooperation in activities. The overlapping of resources makes the originally scarce resources even more stretched, which greatly limits the function of college students' mental health education practice teaching resources.
2.3 scattered human resources, the utilization rate is not high.
First, the existing human resources have not formed a joint force. At present, in the process of carrying out practical teaching of mental health education in colleges and universities, it is generally felt that the number of teachers is insufficient, the quality is not high, there are few full-time staff, and there are many * * personnel, and most of them come from moral educators, administrative personnel and medical personnel. Due to the lack of solid psychological theory, the effectiveness of the work is affected. Other school personnel, such as subject teachers, various managers and student groups, are not enthusiastic enough to participate in mental health education; Professionally trained psychology course teachers belong to the teaching department and rarely participate in practical work except in class; The utilization rate of human resources related to mental health education outside school is not high and the connection is not close. Even those who have participated in mental health education lack cooperation and coordination. At the same time, there is no resultant force between mental health education human resources inside and outside the school. Second, there are misunderstandings in the use of existing human resources. For example, teachers' moralization and medical treatment in mental health education; The phenomenon of curriculum, consultation and testing of mental health education activities is serious, which directly affects the effect of mental health education and leads to the waste and inefficiency of mental health education resources.
2.4 Information resources are complicated and have limited functions.
First, the types of paper resources are limited. There are relatively few kinds of psychological books and periodicals that can be borrowed in school libraries, department libraries and other places, among which there are even fewer books and magazines about college students' mental health; Second, digital resources are complex and have limited functions. The development of information network technology has expanded the space and channels of college students' mental health education, which is an indispensable and important resource for college students' mental health education practice teaching. However, at present, the mental health education function of network resources is relatively weak, and network resources may not be fully covered; Or there are more professional knowledge and less mental health education for college students; Or lack of originality and pertinence, the effect is not ideal, and the impact on students is very limited.
2.5 insufficient development and integration, low degree of optimization
Some local colleges and universities ignore the realistic foundation and conditions, blindly pursue high positioning, attach importance to material resources development rather than human resources development, and attach importance to external resources competition rather than internal resources optimization. There is a problem of resource allocation in the practical teaching of mental health education for local college students. One of the reasons is the lack of practical teaching resources objectively. The formation of mental health education resources in local universities is historic, but the history of mental health education in local universities is not long, and its own resources are limited and insufficient. The resource bottleneck has become an important reason that restricts the practical teaching of mental health education for local college students. Second, the consciousness of resource subject is indifferent, and the importance of college students' mental health education practice teaching and its resource integration is insufficient. Some local colleges and universities have the idea of "waiting, relying and wanting", the mentality of "being big and comprehensive" and the way of thinking of "being selfish", which affects the administrators and resource allocation of colleges and universities and leads to the lack of scientific and unified planning, construction, implementation and utilization of existing practical teaching resources, which is the fundamental reason that restricts the integration of practical teaching resources of mental health education for local college students.
3 the integration path of practical teaching resources of local college students' mental health education
The basic way for local colleges and universities to integrate the practical resources of college students' mental health education is to regard the practical teaching resources of college students' mental health education as a system. Through the processing and reorganization of the various elements of the system, they are interrelated and infiltrated with each other to form a reasonable structure, so as to realize the overall optimization and coordinated development of the practical teaching resources of mental health education in colleges and universities, give full play to the overall maximum function and realize the overall maximum benefit.
3. 1 Establish a correct view of resources
The concept of practical teaching resources of college students' mental health education refers to the basic views and attitudes about practical teaching resources of college students' mental health education formed in the long-term practical teaching process. It directly affects the development and utilization of practical teaching resources for college students' mental health education. The effectiveness of practical teaching of mental health education for local college students is not satisfactory, which is related to the bottleneck of practical teaching resources, but more related to people's concept of resources and how many resources are integrated and utilized under the guidance of this concept of resources. Therefore, changing ideas and establishing a correct view of resources are the premise and guide to scientifically identify and rationally integrate the practical teaching resources of college students' mental health education. First of all, we should adhere to the guidance of psychological science theory and oppose the tendency of entertainment, commercialization and nothingness of practical teaching resources for college students' mental health education. Secondly, we should establish the concept of resource efficiency. Resources are always an indispensable condition and support for the practical teaching of college students' mental health education. We should save resources and be good at discovering, excavating, cultivating and protecting them. Finally, we should establish the concept of "big education". Put the practical teaching of college students' mental health education in the "big education" environment of school and society, * * * build * * enjoyment, * * * build a big pattern of social college students' mental health education, transform school resources and social resources into curriculum resources, establish a resource system of college students' mental health education practice teaching, and realize the growth and development of teachers, students, schools and schools.
3.2 Integrate and optimize the resource structure, and give full play to the best functions of various resources.
1 Strengthen the integration of university organizations and human resources. To ensure the effective development of practical teaching activities of college students' mental health education, we must integrate all kinds of human resources in the school and give full play to the maximum psychological education function of all kinds of personnel at all levels. First, colleges and universities around the country should set up a leading group for the practical teaching of college students' mental health education, led by the leaders in charge, and coordinate the work departments of Party committees such as the Propaganda Department and the Youth League Committee, as well as the teaching administrative departments such as the Academic Affairs Office, the Student Affairs Office and departments, and be responsible for overall planning, system construction, management supervision and control incentives to ensure the establishment and improvement of the practical teaching resource system. Second, in the practical teaching process of college students' mental health education, we should strengthen the coordination and cooperation of all kinds of personnel, make use of the existing conditions, and give full play to the overall maximum effect. For example, using the professional advantages of full-time teachers to carry out group counseling; Hold a series of lectures on mental health education by using the resources of special-grade teachers; Use the strength of college students to support the establishment of college students' mental health education association and actively carry out colorful mental health education practice activities; Make use of the advantages of human resources in mental health education outside school to carry out theoretical research and academic exchanges in practical teaching of mental health education. Through the integration of various human resources, vertical and horizontal contact, form a joint force, and effectively carry out the practical teaching activities of college students' mental health education through multiple channels and forms.
2. Strengthen the integration of campus psychological and cultural resources. Campus psychological and cultural activities are an important part of the practical teaching resources of local college students' mental health education, which has an important influence on improving students' personality and psychological quality. The construction of campus psychological culture should adhere to the concept of running a school, take campus activities as the carrier, and create a positive and healthy psychological and cultural atmosphere; It is necessary to give full play to the role of various human resources inside and outside the school, organize rich psychological lectures regularly, and guide students to perceive psychological culture and understand the law of mental health development; Organize psychological salons, psychological sitcoms and other activities to attract students to actively participate; Establish mental health newspapers and manuals to guide students to cherish and love life. At the same time, we should also give full play to the role of college students' self-psychological education, encourage them to actively participate in various psychological health education practice activities, and at the same time always pay attention to their own psychological status, enrich their positive psychological experience, safeguard their own psychological health, and improve the effectiveness of college students' psychological health education practice teaching.
3. Strengthen the construction of psychological network resources. Schools can set up a website with the characteristics of college students' mental health education on the Internet, open up a homepage of college students' mental health education practice teaching, set up relevant modules such as leaders' introduction, teachers, management institutions, practice bases, activity information, achievement display, etc., uniformly plan the material resources, human resources, activity resources and information resources of college students' mental health education practice teaching, optimize and integrate them, and realize resource sharing.
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