Although the head teacher has learned some knowledge of psychology and pedagogy in college, it is not enough to undertake the heavy responsibility of mental health education alone. In the usual work, students' ideological style, moral quality and psychological problems will be confused, and then simple admonitions will be taken. The head teacher should take the initiative to strengthen the further research of mental health education, and the school should also strengthen the training for the head teacher in this respect, which is conducive to the head teacher to better master the knowledge of mental health education, improve the ability of mental health education, and be able to carry out work according to the psychological characteristics of students at different stages.
The mental health level of the head teacher directly affects the formation of students' psychological quality. When the class teacher is in contact with the students at ordinary times, his words and deeds will leave a deep imprint or trauma in the students' hearts. Therefore, the head teacher should constantly improve his personality and influence the students with his healthy psychology.
Second, fully understand the students themselves.
The head teacher must have a comprehensive and in-depth understanding of the students in order to carry out mental health education for the students, and it is imperative to establish psychological files for the students. Establishing psychological files of all students can provide scientific basis for teaching students in accordance with their aptitude in mental health education. The contents of psychological files can be determined according to the specific conditions of schools and students, including personality, temperament, intelligence, learning ability, learning motivation, learning adaptability, teacher-student relationship, peer relationship, parent-child relationship, self-awareness, life and social adaptability, etc. After selecting the archive content, the process of collecting and sorting out information should emphasize standardization and specialization.
Third, strengthen students' collective counseling and individual counseling.
In order to ensure the practicability and effectiveness of mental health education, the class teacher can give students mental health education through collective counseling and individual counseling. Group counseling is mainly aimed at all students, taking the form of theme class meetings, publicity columns, lectures on psychological common sense, etc., to guide students to solve and face problems. For example, class teachers can hold adolescent health lectures, watch adolescent education videos, and organize students' discussions by using theme class meetings and bulletin boards. There are obvious differences in students' mental health level. Therefore, on the basis of collective psychological counseling, the class teacher should also respect the differences of students, and take individual counseling to educate students' mental health according to their psychological needs.
Individual counseling can generally be divided into three steps: understanding, analysis and counseling. Understanding is the premise, analysis is the key, and counseling is the purpose. To be fully responsible for the students, the class teacher must have a comprehensive, in-depth, concrete and systematic understanding of the students, then analyze the cases, diagnose the root causes, formulate individual counseling programs, and finally track and summarize the cases. In addition, the head teacher can open up psychological communication channels between teachers and students by setting up whisper mailboxes and love hotlines in the class to help students with psychological problems.
Four, in the daily management of mental health education for students.
Young students are at the age of psychological changes, and their psychological activities are fierce and turbulent. Class teachers should cherish, cultivate and develop students' correct self-concept in their work, cultivate their self-confidence and anti-frustration ability, make them learn to correctly understand and accept themselves, form positive feelings of self-esteem, self-love and self-improvement, and promote their personality development. A lot of work of the head teacher can permeate the content of mental health education, such as holding class meetings, talking with students individually, class team activities, establishing a good class group and so on. Class collective is the basic organizational form of educating students. Class collective, with its unique organizational form, enables students to get spiritual satisfaction in colorful activities, experience the fun of participating in collective activities, realize their position in the collective, and then generate satisfaction of moral needs, thus inspiring themselves to keep making progress.
Fifth, pay attention to students' behavior training.
The self-rationality and self-control of young students are not mature enough, and many psychological obstacles are related to bad behavior habits. Therefore, it is necessary to strengthen behavior training and cultivate healthy psychology. The cultivation of good behavior includes correcting the problem behavior among students, and requires students with normal development to strive to establish a perfect self-image. On the one hand, it helps students to enhance their psychological quality and meet the needs of psychological development, including: guiding students to read healthy and beneficial extracurricular books, watching or experiencing factors and things existing in nature, culture, art and society, and determining and striving to achieve the direction and goal of struggle; On the other hand, let students cultivate good behavior and form healthy psychology in specific activities. Through self-training, students can cultivate the psychological quality of self-reliance and overcome dependence. For example, to carry out the "I am the master today" activity, students set a day for themselves every week. Students buy food and cook by themselves, arrange family activities, and parents only serve as consultants. Afterwards, students write a summary and parents make comments. Through activities, students can experience life, exercise their self-care ability and adaptability, and cultivate their independent spirit. By exchanging roles with parents, the dependence of the only child can be changed, so that students can truly understand the hardships of life and parents, and there can be more communication, understanding and trust between parents and children.