Typical cases of mental health education for middle school students 1
Case 1: Li, a junior girl. I study hard in primary school and my grades have always been good. After entering junior high school, I still study hard, but my psychological pressure is very heavy, and almost all my time and energy are spent on cultural study. At first, he made good achievements in cultural studies. At the same time, it also brings overload psychological pressure to yourself. He is afraid to see the expectant eyes of teachers and parents, and he is very nervous when he meets the exam. He is often accompanied by dry mouth, nausea, vomiting, poor eating, poor sleep, and sometimes even trembling fingers and diarrhea during the exam. The exam is like a boulder on his mind, and his grades are getting worse and worse.
Case 2: Zhang, after entering junior high school, although he worked hard, his grades were not ideal and he was in the middle and lower reaches of his class. The reason is: poor math. Despite this situation, the student is very demanding of himself, especially in math class. He listens carefully and takes notes attentively, but he is in a hurry during the exam, which is specious and always far from his expectations. Great changes have taken place in this semester 180 degrees, and he got 90 points in the first math exam, which gave him great confidence and motivation. After that, he felt very interested in and understood the math class. He gradually developed confidence in mathematics, was not afraid to take the math exam, and also promoted the study of other subjects.
The above is a set of comparative cases, but they have the same characteristics:
Both students have strong self-esteem, and they are bent on getting good grades.
2. After encountering setbacks, both students fell into strong psychological pressure, but the results were different. Fundamentally speaking, Li needs to adjust his psychological problems to stimulate his inner motivation; However, Zhang passed a small math test, which stimulated his inner self-confidence and skill, gained a sense of accomplishment in learning and entered a virtuous circle of development.
The above two cases represent the psychological pressure of most junior high school students, which often leads students to two extremes. Therefore, grasping and adjusting this psychological pressure and exploring scientific countermeasures are important contents of class management.
First, the basic situation of psychological stress
1, most students think they have psychological pressure. The better the grades, the higher the proportion, which is used by many students? So annoying and tired? To describe psychological pressure, it is obvious that psychological pressure has been overloaded.
2. Psychological stress mainly comes from study, interpersonal relationship or environment.
Second, the adjustment of psychological pressure.
In the face of psychological pressure, we should actively carry out mental health education and actively help students to make psychological adjustments, such as ① sports and games; 2 talk to friends; ③ keep a diary; 4 talk with teachers and students; ⑤ laugh heartily; 6 take a big sleep; ⑦ Listen to music, etc.
It is very important for students' physical and mental development to ease and vent psychological pressure. Teachers should take the initiative to be their intimate friends and guides and teach them how to adjust their mentality, reduce stress and face life.
Third, the countermeasures of psychological stress
In view of the basic situation and main factors of psychological pressure, the theory and method of psychological science are used to carry out psychological education and do a good job in tackling key problems. Heart? The art of.
1, the pressure on learning. It is necessary to make it clear that learning is the main task of students and the purpose and direction of learning; We should also attach importance to social practice and campus cultural life and reduce the burden as much as possible; Want it? Give people fish? Cultivate students' abilities and methods, and establish a correct view of examination and scores.
2. Stress in interpersonal relationships. On the one hand, we should strengthen interpersonal communication education and encourage students to communicate with each other, trust each other and reflect on themselves. On the other hand, what do parents and children want? Peace * *? Communicate in a harmonious and equal atmosphere; According to the actual situation of children, give correct evaluation and appropriate guidance; Of course there are successes, but there are also failures and setbacks. Moreover, teachers should be fair, just, respectful and trusting to students, what's more? Let's work together? The idea.
3. In view of environmental pressure. On the one hand, family is an important place for students to study, so parents should be honest and create a good atmosphere for their children. On the other hand, the rules and regulations of the school should be humanized as far as possible. Strict but not dead, living without chaos? .
4、? Internal factors play a decisive role, and external factors play a role through internal factors? , so when adjusting psychological pressure and countermeasures, we also need to emphasize the following aspects:
① Strengthen psychological frustration education in a scientific and timely manner.
② Cultivate good study habits and methods.
③ Choose appropriate mental health education methods and pay attention to cultivating students' mental health? Confidence? . In fact, there are still many problems faced by junior high school students, but psychological stress is the most important and prominent problem. Only by scientifically dealing with the psychological problems of middle school students can we solve their fundamental and internal problems in learning, stimulate their strong thirst for knowledge and innovative spirit, help young students develop normally, and make them truly become useful talents in society.
Typical cases of mental health education for middle school students II
Case: Oppose teachers, play truant and surf the Internet.
One day, on my way home from work, I met a boy who had taught. He is the child of a friend. When I saw him, I was walking alone in the street, carrying a schoolbag and smoking a cigarette. He didn't notice me at first. When I called his name, he froze for a moment, then threw away his cigarette and stood staring at me. Perhaps it was the teacher's identity that filled his expression with fear. I didn't criticize him, but told him to go back to school early, because that time was the time for students to study by themselves at school. The next day, he came to my office and told me the reason why he skipped class yesterday. Xuan was originally a good student, and many teachers said he was clever, which gave me a good impression. However, in the second half of the semester, the school readjusted the class and Xuan left the original class. The new environment makes him feel strange, and the new classmates and teachers make him feel uncomfortable, and he can't adjust his mentality quickly and integrate into new groups. One day Xuan was late and the new head teacher criticized him, which made him feel very unhappy. The next day, Xuan was late again. This time, he did it on purpose He doesn't want to apologize to the teacher. The teacher was very angry and invited his parents. Facing the education of teachers and parents, Xuan not only didn't correct it, but chose to escape, play truant and stay in the Internet cafe all morning. Then came the situation I started talking about. Xuan told me that she really wanted to go back to her original class and missed her original teachers and classmates. I am very worried about not getting along well with my classmates in the new environment, afraid of being looked down upon by teachers and classmates, very anxious and rebellious.
Case study:
Xuan's behavior is caused by long-term anxiety and long-term inexplicable tension. Through talking with Xuan, I learned that in fact, after he arrived in the new environment, he didn't have any contradiction with others, but excessive worry and nervous mood made him anxious, which led to abnormal behavior.
Attitude and method of consultation:
One is to understand and accept him as an independent person. Respect him, trust him, tolerate him, and tell him that he believes everything he says is true. It's normal to have this kind of emotional reaction. Many people have had this kind of emotion.
The second is to encourage him and give him the courage and confidence to face difficulties. Fully affirm his past, help him analyze the reasons, be able to face up to himself and others, learn to learn and grow in the new environment, and what can be done well in the past will certainly be done well in the new environment. When we encounter more difficult things, we should adopt a positive and optimistic attitude.
Third, actively pay attention to his progress, give affirmation and praise in time, and continue this practice until his mood changes obviously. The fourth is to help him establish normal and reasonable beliefs. When his mentality is improved through consultation, euphemistically and timely guide him to establish correct methods to deal with problems, get rid of unreasonable beliefs and face new problems with a positive attitude. Of course, Xuan's psychology and mood have changed greatly. He realized his mistakes, not only improved his relationship with teachers and classmates, but also greatly improved his study.
Typical cases of mental health education for middle school students 3
Case: new rubber, old rubber
Student Juan is still a cheerful student in my eyes at ordinary times, but for a period of time, she was distracted in class for several days and her listening spirit was poor. With the intuition of my head teacher for many years, I feel that she must have something on her mind. So I found her in a self-study class and Juan told me something that happened to her. At the beginning of the new semester, Juan bought a new rubber with a novel style. Juan likes it very much and often takes it out of his stationery bag to enjoy it alone. I don't want to use it myself, but I still use the old eraser when erasing words. This move was observed by three students at the same table and the front table. All three people noticed that Juan had a new eraser. One day, Lei, a classmate at the front desk, just needed an eraser to write, so he borrowed one from him. Juan casually handed ray the old eraser. Bud knew that Juanjuan had a new rubber and wanted to take this opportunity to have a look, but she didn't expect Juanjuan to hand her an old rubber. She was very unhappy. After class, Ray talked with two other students about borrowing erasers. Say Juan? Hey? Unwilling to lend her a new eraser. The conversation between the three people happened to be heard by Juan who came over. Juan was very unhappy and felt wronged. Although she didn't say anything at that time, she had a heavy psychological burden. For several days, three friends who used to be close to Juan made her feel alienated. She felt afraid to meet these three classmates, especially when they were chatting together, which made her feel a psychological fear. She felt that the three of them were talking about themselves and speaking ill of themselves. The more I think like this, the more uneasy I feel, so that I often seem absent-minded in class.
Case study:
Juan's behavior is also a common phenomenon of children in psychological growth period. This is a social barrier. Desire to communicate with others and fear of being hurt are the main reasons for their social obstacles. This is an uncomfortable emotion, which brings tension, anxiety and even panic, and also brings various adverse reactions to the body. When dealing with people, it is difficult for them to know themselves objectively and they are suspicious. Because they are not enough to resist setbacks, they gradually form a sense of fear.
Attitude and method of consultation:
For Juan and the other three partners, we can guide them to tolerate and understand each other and teach them interpersonal skills through individual counseling. When consulting, we should give them full understanding, listen to their doubts patiently and tell them that mutual suspicion is at work. This is a normal psychological reaction and let them receive psychological counseling. The second is to give them patience and encouragement, and tell them to try to communicate with others sincerely and tell each other what they really think. Juan said that she was not reluctant to lend her new eraser to her classmates, but just wanted to stay a few more days and enjoy the happiness brought by the new eraser. I told her that if I could make it clear to my partners at that time, they would certainly understand, and there would be no mutual suspicion and anxiety. The other three students also made it clear that they just want to appreciate the new eraser, and they don't have to use it to erase words, so the result will be different. It can be seen that in solving children's communication, it is very important to help them sort out the problems. The third is to help them change their fear of interpersonal communication. Tell them that when there is a problem, an important aspect of overcoming fear is to talk about it, and talk about it with people we trust who should and can listen to us, which will help overcome difficulties and eliminate confusion in interpersonal communication.
When a person's attachment needs are not satisfied, the intimate relationship with his family is not satisfied, such as losing his parents, living in a single-parent family, and lacking parental care. Or it is difficult to communicate with classmates and teachers around, and it is difficult to adapt to changes in the surrounding environment. It's easy to feel lonely and helpless. Therefore, some students make friends or play games online, and get comfort, support and understanding through virtual interpersonal communication and emotional exchange to make up for real life.