Scientific and orderly supervision of psychological education is one of the conditions to ensure and improve the effectiveness of psychological education. It is necessary to combine expert supervision with peer supervision, and combine regional supervision with school-based supervision to lead the healthy development of psychological education in primary and secondary schools.
Psychological education is the work of "heart", which needs to be intimate, heart-to-heart and tempted. Intimate, must be accurate; Heart-to-heart communication should be scientific; Temptation has an effect. On the one hand, the accuracy of cognition, the scientificity of heart-to-heart communication and the effectiveness of being tempted depend on psychological teachers' self-reflection and self-control; On the other hand, professional supervision is needed.
At present, the professional supervision of psychological education is usually implemented by expert supervision: one or more experts inspect, analyze, evaluate and lead the psychological education work of psychological teachers. The practice of psychological education proves that the single expert supervision mode is far from meeting the needs of the development of psychological education. Therefore, we have explored a "peer supervision" model.
The meaning of "peer supervision"
Peer supervision is subjective supervision. In peer supervision, primary and secondary school psychological teachers are both the object and the subject of psychological education supervision, and they participate in the whole process of psychological education supervision as the subject. "For us" and "We supervise-supervise us" highlight the characteristics of peer supervision.
Peer supervision is a kind of shared supervision. Teachers exchange psychological education experience with each other, reflect on their own psychological education practice from experts' experience, experience psychological education, and enhance their own psychological education concepts.
Peer supervision is a kind of mutual supervision. One person helps everyone, and everyone helps one person. On one occasion, peer groups gathered everyone's wisdom to comment on the psychological education work of a psychological teacher; On another occasion, the psychological teacher joined the peer supervision group to supervise the psychological education of other psychological teachers. Evaluate, remind, support and help each other.
Peer supervision is situational supervision. Investigate the scene of psychological education, participate in psychological education activities and consult psychological education cases. The whole supervision work is placed in the true and natural psychological education situation of school psychological education.
Peer supervision is growth supervision. Through supervision, psychological teachers can grow up, which is ultimately beneficial to students' psychological growth and school psychological education.
Content and form of "peer supervision"
From the content, "peer supervision" includes not only the supervision of psychological consultation, but also the supervision of psychological education activities, psychological education courses, psychological education research and psychological education management. Some senior middle schools have set up elective courses of psychological education, and the teachers of "peer supervision" conduct special supervision on the objectives, content arrangement, resource utilization, organization and management, educational strategies and effect evaluation of the elective courses of psychological education. The process of supervision has become the process of perfecting psychological education elective courses, the process of implementing psychological education courses and exchanging experiences, the process of tackling key problems in psychological education course construction and the process of redeveloping psychological education course resources. The psychological information collection and analysis center for primary and secondary school students regularly collects and analyzes students' psychological information and publishes it to schools, parents and the media. In order to ensure the validity and reliability of collection and analysis, on the basis of regular expert supervision, "peer supervision" is carried out regularly, consisting of psychological teachers who participate in and do not participate in information collection and analysis, and many factors involved in collection and analysis, such as questionnaires, sample selection, data statistics and processing, determination of collection methods, collection process regulations, etc., are comprehensively and carefully examined, analyzed and evaluated.
Strategically, "peer supervision" can take many forms. We generally use theme salons, activity evaluation, case discussion and on-site comments.
The theme salon-style "peer supervision" psychological early warning is an innovative practice of psychological education that everyone pays more attention to at present. Therefore, we organized the "Special Supervision of Psychological Early Warning". During the supervision, we asked the following questions: Did your psychological counseling room provide psychological warning? How do you make psychological warning? Is the content and method of psychological early warning correct? Is the time right? What positive effects have psychological early warning achieved? Psychological early warning and those problems that need to be solved urgently Around these problems, the psychological teachers in the "peer supervision" group collect and analyze information from school to school, and then elaborate their own supervision and evaluation opinions in the form of salon.
"Peer supervision" and activity evaluation. Nanjing Xiaolingwei Primary School is famous for its short plays of psychological education. Psychology teachers have visited this school many times to watch the performance of psychological short plays and participate in the creation of psychological short plays. At the same time, the school's psychological short plays are evaluated and analyzed one by one. The conception, educational goal, text, performance mode, students' participation and psychological education effect of each short play are all brought into the vision of "peer supervision".
"Peer supervision" of case consultation. A psychological counseling teacher encountered a thorny case, and the "peer supervision" of psychological education focused on this case, just like many doctors participated in group counseling, and each psychological teacher put forward his own advice and then summarized everyone's opinions. Put forward one or more schemes. According to everyone's opinions, the psychological counseling teacher in this case chose one of the schemes and made a preliminary practice. After that, the practice will be fed back to the "peer supervision" teachers, who will analyze and communicate through interviews, letters and the Internet.
On-site review "peer supervision". Nanjing No.12 Middle School has launched a series of education of "Psychological Counseling for Senior High School Students". Psychological teachers experienced the scene of psychological consultation, and conducted on-site supervision on students' psychological confusion when choosing subjects and psychological teachers' counseling strategies. They not only supervise the pertinence and effectiveness of psychological teachers' counseling strategies from experience and theory, but also monitor the pertinence and effectiveness of students' on-site response evaluation counseling strategies.
Organizational form and professional guarantee of peer supervision
Peer supervision of psychological education can be organized in the form of school alliance. Psychological backbone teachers from more than ten schools in Xuanwu District of Nanjing spontaneously formed a "peer supervision group" to carry out colorful supervision activities in an organized and planned way. Many psychological teachers take turns to preside over peer supervision, which not only improves the psychological education level of each school, but also promotes the growth of a group of expert psychological backbone teachers.
Peer supervision of psychological education can also be implemented in a school, which we call school-based supervision. The experimental primary school affiliated to Nanjing University of Information Science & Technology has a psychological education teaching and research group. One of the responsibilities of this group is "peer supervision": on the one hand, it supervises the psychological teachers in the group; On the other hand, supervise class psychological education. Some classes have carried out some psychological education activities, and they supervise the psychological education activities of these classes. Many class teachers have implemented individual tutoring, and they often conduct "peer supervision" on these individual tutoring. This kind of supervision not only improves the professional consciousness and level of the class teacher's psychological education, but also guides the class psychological education to develop in a healthy direction.
Although peer supervision in psychological education is different from expert supervision and focuses on practice, it still has high professional requirements. Therefore, we usually take two measures to ensure and enhance the professionalism of "peer supervision":
The first is to build brand teachers of psychological education and form a backbone team of peer supervision of psychological education. Brand teachers have in-depth research on a certain subject, a certain skill and a certain field, and have more research results and rich professional experience in psychological education. Our aim is to make them "experts" and leaders in a certain aspect of "peer supervision". Jiang Qun, a teacher in Xuanwu District, has made great achievements in cultivating children's sense of unity. When it comes to the content of "peer supervision" about children's sense of unity, she has become the core figure. She is a teacher, and she also has some professional knowledge of psychology. Such teachers can play a role that university professors, scientific research experts and other psychological professionals can't play.
Another measure is before each supervision. Organize "peer supervision" teachers to carry out special study. Doing so can continuously enrich the professional theory and experience background of psychological teachers, so that teachers who participate in supervision can not only complete the supervision task, but also gain professional growth.
Psychological education supervision is a very standardized work. Through practical exploration, we have formulated some rules and plans for psychological education supervision. For example, we have formulated six points to evaluate the effectiveness of school psychological education: Is the goal of psychological education clear? Is the focus of psychological education prominent? Are psychological education activities appropriate? Has the position of psychological education played its role? Are students enthusiastic about participating? Have students grown up in psychological education? Among them, each point is divided into several operation rules. For example. How to evaluate whether students have achieved psychological growth in a psychological education activity? We put forward nine operating rules:
Students pay attention to their psychological state;
Students know a little about psychology;
Students know a psychological control method;
Students experience a psychological experience;
Students have some psychological feelings;
Students form new cognition;
Students develop a new behavior;
Students change a bad mentality;
Students correct bad behavior.
At present, primary and secondary schools are vigorously carrying out psychological education. At this time, the effectiveness of psychological education was particularly emphasized. It is particularly important and urgent.
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