First, there is a lack of understanding of mental health education
At present, our teachers, class teachers and parents are not very familiar with the meaning and standards of mental health. Just because I don't know, my understanding of mental health is one-sided: judging whether students are psychologically healthy through learning, judging whether students are psychologically healthy through influencing others, and judging whether students are psychologically healthy through their attitude towards teachers, so there is no active and effective mental health education for students.
Second, school teachers and leaders do not attach importance to mental health education.
Backward concept, ignoring students' mental health education. Principals, teachers and parents pay insufficient attention to mental health education and have one-sided understanding. Education is still centered on teaching, and it is fundamental to adhere to exam-oriented education. One-sided pursuit of scores, emphasis on intellectual education, contempt for moral education and physical education; Attach importance to in-class education and despise extracurricular education; Attach importance to top students and despise underachievers; The content of school life is single, and extracurricular activities are not organized for safety. Many students are bored, psychologically panicked and lack self-confidence. They regard the classroom as a prison and study as a chore. I think mental health education is the need of the moment, so wait passively and simply deal with it.
Third, related resources do not match.
Teachers are weak and professionals are scarce. At present, this problem is manifested in three aspects: First, the quantity is insufficient. At present, quite a few schools have no teachers who have graduated from formal psychology. Even the mental health education in schools depends on the experience of teachers, which is not scientific and standardized. Second, the quality is not high. Due to the serious shortage of professionals, most teachers engaged in mental health education are half-way monks, including team cadres, class teachers and political teachers. They lack the necessary understanding and mastery of psychological knowledge, especially the theory and practice of mental health education, which is also the key factor restricting the rapid improvement of the quality of mental health education in schools. Generally, there are class teachers who have to attend mental health education classes, have psychological consultation and consultation, and have all kinds of psychological training, which is far from meeting the needs of students' psychological services. Third, there is a lack of professional training and deviation in work. Due to the low professional level of employees, there are some deviations in the current school mental health education activities.
Fourth, the relevant conditions are not standardized.
Psychological counseling work conditions are generally poor, psychological counseling is nominal, there is no full-time staff, no fixed funds, no fixed duty time. At present, the establishment of various schools is limited, and professional psychological teachers are very scarce, so psychological counseling for students falls on the shoulders of class teachers. Is the head teacher mentally healthy? Who asked? Even the most basic teaching children to transfer in time, temporarily avoid unpleasant things; Take a deep breath, close your eyes and relax; Music appreciation method; Ways to vent their pain and anger ... So as long as they are teachers, they should learn psychological knowledge and learn how to channel and adjust their psychology. The current difficulty is that the head teacher has no time and energy to study. Some people think that simple "love" and "care" can change children, but it is not. We should believe and firmly believe that education needs science.
Fifth, there is no cooperation between disciplines.
Psychological education cannot penetrate between disciplines. If specialized courses are the "main channel" of school psychological education, then consciously infiltrating the content of mental health education in the teaching of various disciplines is the "secondary channel", which plays the role of "Confucianism". But now the idea of integration between disciplines is popular, but the idea of integration with psychological education is weak. The lack of understanding of the importance of mental health education and psychological counseling directly leads to the unbalanced development of various schools.
Sixth, there is a lack of relevant courses.
Most students' mental health education courses are not ideal. The mental health of schools focuses on preventive education and improving psychological quality, and the classroom is still the main channel for group consultation and consultation. However, at present, the curriculum of mental health education in schools is still not satisfactory. On the one hand, the academic departments of some schools have not taken the initiative to formally incorporate psychological education courses into the teaching management system on the grounds of curriculum tension. On the other hand, similar courses in a few schools are chaotic, and courses or lectures are offered by many people alone, which lacks coordination, or the course content only teaches some personal preference psychological adjustment methods, so mental health education lacks systematicness and scientificity.
Based on the above points, we find that there are many shortcomings and practical difficulties in carrying out mental health education in schools and classes. I hope that these shortcomings can be corrected and practical difficulties can be truly solved in the future.