Case analysis of mental health education in middle schools 1
Case introduction: Mo Mou, male, 16 years old, with good grades, medium IQ, introverted personality and medium build. I dare not answer the teacher's questions in class. I blushed and stammered when I answered the question. I am always worried that I will be laughed at if I answer incorrectly. Since childhood, I have been timid and withdrawn, and even rarely communicate with my deskmate. I have poor interpersonal relationship and seldom take part in group activities. Case study: The parents of this student mainly live with grandparents in the stages of animal husbandry, primary school and junior high school, and have little communication with grandparents. After school, he often stays in his room alone. Lack of adult care, little participation in group activities, and lack of exercise have caused a withdrawn and timid psychology. So I don't want to communicate with others actively, I don't care about my classmates, I don't pay much attention to them, and my partners don't dare to contact him, so my interpersonal relationship is not good.
Counseling method: 1. Encourage more conversations with people: say what you have to say and say what you have to say. Do what you are interested in, communicate with the teacher more, and speak your own psychological words. The teacher will make a psychological plan with him to change his timidity.
2. Guide to Making Friends: The teacher introduces the extroverted, positive and excellent students in the class to make friends with him, so that they can talk to each other and discuss ways to solve their timidity.
3. Keep an observation diary: let him keep a diary every day, write down what he sees and hears every day, and read it to his classmates or teachers to enhance his courage.
4. Participate in extracurricular activities: take him to participate in extracurricular activities and let him play a role. For example, from an ordinary participant to an auxiliary host, or from an auxiliary host to a host, participate in organizing activities. Let him never dare to speak, which not only enhances his friendship with his classmates, but also increases his wisdom.
5. Guide: Let him read extra-curricular books, write down the thoughts of each article, and read aloud to the wall twice a day after writing, which not only enriches his knowledge, but also changes his mental state.
6. Create opportunities to speak in class: In class, the teacher guides him to answer questions and gives him more opportunities to speak. As long as he makes a little progress, give him affirmation and performance in time to increase his confidence.
7. Contact with parents: In view of his parents' absence all the year round, he will timely report his situation to his parents by telephone and make demands; Call the children as much as possible, let grandparents talk to Liu more, and take them out to play intermittently.
Counseling effect: Through counseling, his timid psychological phenomenon gradually disappeared and his personality changed greatly. He often appears in group activities and actively participates in organizational activities; Raise your hand actively in class and speak more smoothly. I successfully overcame the stuttering phenomenon, made rapid progress in my study and became good friends with many classmates.
Case analysis of mental health education in middle schools II
Case introduction:
Ruan XX, female, 15 years old, a junior two student. The student is a single parent. Her father died in a car accident when she was in the fourth grade of primary school. Her mother is an employee of an electric door company, and she is introverted. Since the misfortune, the burden of raising her daughter has fallen on her alone, and she is even weaker. It also seems that the daughter's education is beyond her power.
Although the student is smart and strong, his academic performance is average, his temperament is eccentric, his behavior is abnormal, and he has a tendency of gender dislocation, so it is difficult to get along with teachers and classmates. Poor hygiene habits, hands and face are always dirty; As a little girl, I always like to wear men's clothes, such as camouflage. Usually I like to paint on the table in class, and there are often scraps of paper on the ground. The interpersonal relationship is tense, and there are always contradictions with the classmates around me. I just started fighting with a male classmate and turned a deaf ear to the management of class cadres. Teachers' criticism and education are often opposed. If they are slightly frustrated, they will be furious in class regardless of classroom discipline. In the first grade, there was a fierce conflict with the former class teacher.
Case study:
1. At that time, as a 12-year-old Ruan XX, she was always fond of her father's death, which gave her a serious blow, and her father-loving complex could not be eliminated.
2. The mother's temperament is weak, and her daughter's education is also overwhelmed. I once took him to a psychologist for consultation, and the conclusion was that he suffered from ADHD, mild autism and depression.
Since the misfortune happened, the teacher didn't give enough guidance to his behavior, and his classmates were once cynical, so that they developed a strange temperament.
Consultation method:
1, give children more care and love. Make full use of my gender advantage, approach her actively and make friends with her. Kiss his teacher and believe in his way? . I often chat with her during recess, talking about study, life and interest, so that she can experience another kind of fatherly love from her usual contact and communication. Because it is easy to have a heart-to-heart talk with Liu Xiaoling, the off-duty teacher of this class, a teacher-student pairing plan (that is, the moral tutorial system) has been initially formulated.
2. Actively contact the Political and Educational Affairs Office of the school, make full use of the scientific guidance of the school counselor, and let yourself have a clear direction in the psychological correction and education of the student.
3. Actively contact parents, implement the home-school contact system, and strive for common education.
Encourage other students to have more contact with this student, be more tolerant, and stand in the class? Friendship little league? Pair up students and let them really experience the warmth of the group. Encourage students to actively participate in group activities and let them receive education in group activities.
5. Encourage students to develop their specialties, improve their self-confidence and cultivate healthy psychological quality. Whether at ordinary times or in class, whether in casual encounters or conversations, I will intentionally or unintentionally hint or directly remind each other? You're making progress? Let them have confidence in themselves and be interested in their study and life; Let it come true in this constant expectation.
Consultation effect:
Through the above efforts and multi-channel cooperation, the student has made remarkable progress in the past semester, improved the relationship with his classmates, corrected his behavior habits, actively raised his hand in class and actively participated in class discussions. Self-confidence has been greatly improved. Can take the initiative to apply to the class teacher as a class cadre, and can slowly accept the suggestions and criticisms of teachers and classmates at first? In the second half of the semester, I won an award in a debate in my class. Best debater? , has been rated as a class for many times. A star a week? . As a class teacher, it is not only my duty but also a test for me to make every student grow up healthily. I sincerely hope that she will make greater progress in her future study and life.
Middle school mental health education case analysis 3 pages
Case introduction: Liu, male, 16 years old, with good grades, medium IQ, introverted personality and medium build. I dare not answer the teacher's questions in class. I blushed and stammered when I answered the question. I am always worried that I will be laughed at if I answer incorrectly. Since childhood, I have been timid and withdrawn, and even rarely communicate with my deskmate. I have poor interpersonal relationship and seldom take part in group activities. Case study: The student's parents have been working outside for many years and seldom go home. Primary school and junior high school mainly live with grandparents and have little communication with them. After school, Liu often stays in his room alone. Liu lacks the care of adults, seldom participates in group activities, and lacks exercise, resulting in a withdrawn and timid psychology. So I don't want to communicate with others actively, I don't care about my classmates, I don't pay much attention to them, and my partners don't dare to contact him, so my interpersonal relationship is not good.
Counseling method: 1. Encourage more conversations with people: say what you have to say and say what you have to say. Do what you are interested in, communicate with the teacher more, and speak your own psychological words. The teacher will make a psychological plan with him to change his timidity.
2. Guide to Making Friends: The teacher introduces the extroverted, positive and excellent students in the class to make friends with him, so that they can talk to each other and discuss ways to solve their timidity.
3. Keep an observation diary: Let Liu keep a diary every day, write down what he sees and hears every day, and read it to classmates or teachers to enhance his courage.
4. Participate in extracurricular activities: take him to participate in extracurricular activities and let him play a role. For example, from an ordinary participant to an auxiliary host, or from an auxiliary host to a host, participate in organizing activities. Let him never dare to speak, which not only enhances his friendship with his classmates, but also increases his wisdom.
5. Guide: Let Liu read extra-curricular books and write down his feelings after reading each article. After writing, he reads aloud to the wall twice a day, which not only enriches his knowledge, but also changes his mental state.
6. Create opportunities to speak in class: In class, the teacher guides him to answer questions and gives him more opportunities to speak. As long as he makes a little progress, give him affirmation and performance in time to increase his confidence.
7. Contact with parents: In view of the fact that his parents are not at home all the year round, he will promptly report Liu's situation to his parents by telephone and make a request; Call the children as much as possible, let grandparents talk to Liu more, and take them out to play intermittently.
Counseling effect: Through counseling, Liu's timid psychological phenomenon gradually disappeared and his personality changed greatly. He often appears in the crowd of group activities and actively participates in organizing activities; Raise your hand actively in class and speak more smoothly. I successfully overcame the stuttering phenomenon, made rapid progress in my study and became good friends with many classmates.