Question 2: What does school mental health education include? Starting from the goal of mental health education for primary school students, the content of mental health education for primary school students is determined according to the characteristics of primary school students of different ages and the needs of psychological development. The contents of mental health education for primary school students mainly include the following aspects:
(1) Self-cognitive counseling for primary school students (2) Cultivation of primary school students' cognitive ability (3) Training of primary school students' emotion and will (4) Improvement of primary school students' learning psychology (5) Counseling of primary school students' interpersonal relationship.
Question 3: What does school mental health education include? 1. Learning psychological counseling.
Learning psychological counseling refers to the process that educators teach students how to learn in a purposeful, planned and step-by-step manner according to modern learning theory and aiming at the factors that affect students' learning. Its contents include the guidance of learning methods; Learning motivation guidance; Learning interest guidance; Study habit guidance; And psychological guidance for exams.
2. Intelligence training.
Intelligence is also called intelligence. It is generally believed that intelligence refers to the intelligence level of an individual. Developing students' intelligence is an extremely important core task of school intelligence education, which is determined by the characteristics of intelligence itself and its important position in modern social production and life. Intelligence is not only a necessary condition to complete learning activities, but also a fundamental guarantee to complete practical activities in all other fields. We believe that the content of students' intelligence training should include the following five aspects.
First of all, I learned that intellectual development is a dynamic process.
Second, let students correctly understand the relationship between IQ and academic performance.
Third, let students correctly understand the intellectual differences between men and women.
Fourth, let students know their learning potential.
Fifth, let students participate in intellectual training purposefully.
3. Emotional education.
Emotional education is a concept corresponding to cognitive education, which is the power to guide and educate emotion as one of the important areas of human development.
4. Personality education.
Personality is the psychological characteristics of people's stable attitude and behavior towards objective reality. Personality is the core feature of personality psychology, which plays a leading role in other characteristics and tendencies of personality psychology and determines the direction of personal activities.
5. Strong ability to resist setbacks.
The so-called frustration tolerance, also known as frustration tolerance, frustration tolerance, frustration tolerance and so on. , refers to the degree to which individuals can tolerate and accept setbacks.
6, interpersonal relationship guidance
Interpersonal relationship is a psychological relationship between people, reflecting the psychological state of individuals or groups seeking to meet their social needs, which is manifested in the degree of psychological contact such as depth, intimacy, harmony and coordination in the process of mutual communication.
7. Sexual mental health education.
Sexual mental health education aims at maintaining and promoting sexual health.
8. Self-cognitive development guidance.
Self-awareness is an individual's understanding of himself and the relationship with the objective world around him.
Question 4: What is the main content of mental health education in primary and secondary schools? I don't want to talk about subject education and value education separately, because I think they are closely linked and inseparable, so I want to think or write together.
I always thought that education was a very private topic. In fact, the subject and object of education should be among them. There really is a property in it. Although we no longer emphasize a person's talent, many things are mixed with personality. For better or worse, we can only be educated by others while cultivating ourselves. In fact, no matter who is the subject of education, I always think that the most important part of self-growth is ourselves in a person's learning process.
First of all, I think all education itself is brewed in the environment. A person's quality and cultivation are not innate. This is a subtle or regulated thing, just like the difference between the nouveau riche and the nobility. This is a world of difference. Perhaps the cultivation of a family really needs the accumulation of several generations. Many things are not done overnight. It's really an accumulation.
"Subjective education is a way to implement quality education. The most fundamental feature of subjective education is to give full play to students' subjective role in the process of education and teaching, so as to develop students' subjective personality (including subjective spirit and subjective ability) and finally realize the goal of quality education. The key to implementing subject education lies in the transformation of educational ideas and concepts, and the establishment of new educational functions, quality, methods, students and teachers. " I think this passage is very reasonable. It is often the easiest to ignore your role in life. In fact, its fundamental role is precisely ourselves. What we should pursue most is an introspective way, repeating some thinking patterns constantly. In fact, it is not a specific model, but an attitude, an attitude of pursuing self-learning. This cycle is an analysis, then admit or deny, and then deny or admit after analysis ... In short, the final precipitation is what you really get in the education of life.
In our China Education News, I found a report about a new textbook. Its title is "Realizing a complete personality", which is a very common topic, but it is different when you think about it carefully. In our country, which advocates everything first, it is difficult for anyone to pay attention to students as a whole person, and to closely combine knowledge transmission, value education and ability development. Focusing on the teaching objectives such as value cultivation, emotional experience, knowledge transfer and ability development, the teaching content is carefully organized and closely combined with the teaching objectives. I think this is a big step forward.
"Another key to subject education is to determine the target system. Statistics show that subjective spirit includes six aspects: consciousness, persistence, self-confidence, responsibility, initiative and independence, and subjective ability includes learning ability, thinking ability, self-adjustment and environmental adaptability. Subject education also needs a series of reforms in education methods. " What kind of education should schools implement in 2 1 century? 2 1 century schools should educate students on values. This kind of values education is mainly manifested in the following three aspects:
Traditional values and innovative consciousness With the change of living environment, traditional values of life show its importance. Helping young people to establish a correct outlook on life plays an important role in school education. However, while helping students to inherit the traditional values of life, schools should pay attention to cultivating students' innovative consciousness and avoid shaping students into "believers" who stick to the rules. Under the exam-oriented mode with entrance examination as the baton, life value education is blank in the whole educational structure, and respecting life value is the most basic principle as a social person.
Survival Competition and Unity and Mutual Assistance Tomorrow's world will be a society in which resources and opportunities compete, and the survival of the fittest is the inevitable result. By imparting knowledge and skills, schools cultivate students' ability to dare and be good at competition. At the same time, students should also clearly see the weak in this competitive society. They can't win in the fierce competition for physical or psychological reasons, but they also enjoy the right to live in the big family of human society. The school not only requires students to cultivate this kind of love, but also educates them to learn to give up and learn to bear the blow of failure and frustration. Simultaneously cultivate students' competitive ability and self-discipline ability, and educate students not to seek ill-gotten gains.
In the 2 1 century, whoever can constantly adapt to new developments and changes will be able to keep up with the pace of historical development and have the ability to change the environment ... >>
Question 5: What is the content of mental health education? The Significance of Mental Health Education
The Ministry of Education's Opinions on Strengthening Mental Health Education for Primary and Secondary School Students defines mental health education:
Mental health education in primary and secondary schools is an educational activity to cultivate students' good psychological quality, promote their all-round and harmonious development and improve their overall quality by using relevant psychological education methods and means according to the characteristics of their physical and mental development. It is an important part of quality education and an important link to implement the cross-century quality education project and cultivate cross-century high-quality talents. [Edit this paragraph] The first function of mental health education is to promote students' physical and mental health and all-round development.
1, mental health education is conducive to promoting students' physical and mental health.
2. Carrying out mental health education will help students to form a sound personality.
3. Developing mental health education is conducive to improving students' adaptability.
Second, promote the comprehensive implementation of quality education in schools.
1, mental health education is conducive to achieving educational goals.
2. Carrying out mental health education is helpful to reduce the learning burden.
3. Developing mental health education is conducive to the implementation of innovative education.
Third, promote social civilization and progress.
1, mental health education is conducive to the construction of socialist spiritual civilization.
2. Carrying out mental health education is conducive to the stability and harmony of the social situation [Edit this paragraph] The overall goal of mental health education is to improve the psychological quality of all students, fully develop their potential, cultivate their optimistic psychological quality and promote the sound development of their personality.
Specific objectives: to help students understand themselves correctly, enhance their ability of self-adjustment, tolerance of setbacks and adaptation to the environment, cultivate students' sound personality and good individual psychological quality, and provide scientific psychological consultation and counseling for a few students with psychological behavior problems and psychological barriers, so that they can get rid of obstacles and adjust themselves as soon as possible, form healthy psychological quality and improve their mental health level. [Edit this paragraph] The task of mental health education is to provide preventive and developmental mental health education to all students.
Two, for a small number of students with psychological problems and psychological barriers, to carry out remedial and corrective psychological counseling and counseling.
Third, the face of teachers and parents to carry out mental health education, so as to promote the development of students' mental health [edit this paragraph] The basic principles of mental health education are:
First, the principle of education
The principle of education means that educators should put forward positive and pertinent analysis according to the specific situation in the process of mental health education, always pay attention to cultivating students' enterprising spirit and help students establish a correct outlook on life, values and world outlook.
Second, the principle of wholeness.
The principle of wholeness means that mental health education should be oriented to all students, and all students are the objects and participants of mental health education. All school education, especially the facilities, plans and activities of mental health education, should focus on the development of all students and take into account the common needs and problems of the vast majority of students.
Third, the principle of difference.
The principle of difference means that mental health education should pay attention to and attach importance to students' individual differences, and carry out various and targeted mental health education activities according to the different needs of different students in order to improve students' mental health level.
Fourth, the principle of subjectivity.
The principle of subjectivity means that mental health education should take students as the main body, so the work should take students as the starting point, and at the same time, it should truly reflect the main position of students, and organically combine teachers' scientific education guidance with students' active participation.
Fifth, the principle of good faith.
The principle of wholeness means that in the process of mental health education, educators should use the viewpoint of system theory to guide educational work, pay attention to the organic connection and integrity of students' activities, conduct a comprehensive investigation and systematic analysis of students' psychological problems, and prevent and overcome the one-sidedness in educational work.
Sixth, the principle of development
The principle of development means that in the process of mental health education, students must be treated with a developmental perspective, which conforms to the characteristics and laws of students' physical and mental development and takes development as the center to promote the maximum development of all students.
Seven. Activity principle
The activity principle means that mental health education should take students as the main body of activities and attach importance to promoting students' development through activities.
Eight. Principle of confidentiality
The principle of confidentiality means that in the process of mental health education, educators have the responsibility to keep students' personal information and conversation confidential, and students' reputation and privacy rights should be protected. & gt
Question 6: What is the basic content of mental health education in schools? School administrators (especially principals) need to realize their responsibilities in the management of mental health education:
(1) Listen to the instructions of the education authorities, carry out mental health education seriously, and prevent mental illness;
(2) create conditions to set up a psychological counseling center or counseling room for students as soon as possible; Psychological consultation room is the basis of mental health education. Only with the psychological counseling room can we carry out a series of mental health education such as individual counseling.
(3) Providing appropriate venues, equipment and funds to promote the development of mental health education; Related cardiac activity rooms generally include psychological sand table room, group consultation room, emotional venting room and music relaxation room. If the conditions are limited, there should be a psychological counseling room.
(four) to hire a professionally trained teacher as the head of the mental health education research group or the director of the psychological counseling center; Only professional qualification certification is difficult to shoulder the heavy responsibility of mental health education.
⑤ Participate in the work plan of mental health education teaching and research group or counseling center;
⑥ Conduct mental health classes, equip teachers with teaching plans for mental health classes, and purchase teaching materials for students.
⑦ Hold school teachers' seminars to promote teachers to infiltrate the concept of mental health education into subject teaching;
(8) Inviting off-campus experts and scholars to give lectures and hold seminars to improve the knowledge level and ability of mental health education of the whole school staff;
9 communicate with parents and the public, integrate educational resources, and provide support for school mental health education;
Attending is responsible for psychological education, psychological counseling and psychological counseling effect evaluation and appraisal, and ensure the quality.
The construction of psychological consultation room generally needs psychological equipment such as psychological sand table, psychological evaluation system, emotional venting equipment, music relaxing chair and group psychological consultation toolbox. If we carry out mental health classes, we also need a toolbox of teaching plans for mental health classes.
Question 7: What are the forms of mental health education?
Junior high school is an important period for the formation of students' world outlook and outlook on life, and also an extremely important stage for the development of psychological quality. With the development of life and psychology, the expansion of social experience and the change of thinking mode, especially in the face of complex social phenomena, they are prone to some emotional phenomena in study, life, interpersonal communication and self-awareness, such as showing aggressive behavior, intentionally invading, competing or destroying others or things; A small incident leads to fighting, bullying peers, asking for money and things, arguing with teachers, not doing homework, etc. Some students are used to hiding all kinds of psychological puzzles and problems they have encountered in their hearts and are unwilling to let others know. Problems accumulate over time and become troubles. When these troubles have nowhere to vent, they slowly erode students' physical and mental health like chronic poison. They showed helplessness, lack of self-confidence, uncomfortable interpersonal relationships, emotional confusion, lack of sexual knowledge, and finally broke out, with disastrous consequences. The danger of emotional out-of-control will directly affect the development of students' psychological quality and the implementation of quality education. After the school started in September 2004, we chose Class 7 10 as the experimental class and began to study the content and form of adolescent education.
Second, the theoretical basis
Psychological research holds that students' learning activities and their results are not only influenced by intellectual and ideological factors, but also by non-intellectual and ideological factors, such as emotional changes and attitudes.
1, American psychologist william james and Danish psychologist Carl Langer put forward the viewpoint of emotional arousal, that is, people usually and never experience emotions before responding. Therefore, letting students know the changes of emotions can help them to unveil the veil of emotions.
2. American psychologist Cannon and his student Budd believe that physical behavior is activated in emotional state and occurs at the same time. In this case, we should advocate reasonable emotional venting and pay attention to students' emotional health.
3. schacht, an American psychologist, believes that emotions are produced after a special cognitive explanation of a physiological arousal. Emotion is very important in physiological activation's attribution process, and different attribution to specific people, events, things or situations may produce different emotions. It is possible to overcome negative emotions, remove emotional rubbish, cultivate positive emotions and improve endurance.
4. Contemporary emotional theory attaches great importance to the cognitive evaluation of situations. At the same time, we have grasped the view that people agree at present, and the emotional process contains the interrelation and interaction between various factors. Then only by adjusting and controlling emotions can we maintain psychological balance.
Third, theoretical assumptions.
The first step: guide students to enter the colorful emotional world, understand the diversified and changeable characteristics of emotions, and discover the commonness and characteristics of individual emotions and different expressions of emotions.
Step 2: Help students understand the influence of emotions on study and life, especially the significance to physical and mental health, fully understand the relationship between emotions and health, attach importance to maintaining emotional state, learn to vent emotions reasonably and maintain physical and mental health.
Step 3: further learn how to adjust emotions, especially those that have a negative impact on behavior and activities, and resolutely discard them and clean them up in time.
Step 4: Positive emotions are not only beneficial to health, but also help people relax in tension and help students build positive, peaceful, stable and healthy emotions.
The fifth step: learn to adjust and control bad emotions, maintain psychological balance and achieve sunshine psychology.
Fourth, the experimental objectives
According to the spirit of the Outline of Middle School Students' Mental Health Education, drawing lessons from the experience of adolescent mental health education at home and abroad, and combining the characteristics of students' adolescent development, the overall goal of the experiment was determined.
According to the needs of students' growth process, we should provide psychological help and services for students in adolescence in the process of comprehensive education in schools, so as to give full play to their potential, promote the formation of students' physical and mental health and the active development of their personality, and let students know themselves, regulate themselves, accept themselves, realize themselves and surpass themselves in activities.
Open mental health classes for all students, educate students, abandon the practice of ignoring mental health classes, let all students have sunshine psychology, and lay a good psychological foundation for developing their potential in the future.
Know and understand emotions
Efforts should be made to help students get through the so-called "storm period", "rebel period" and "hurricane period" smoothly, so as to avoid being unable to control themselves and doing abnormal things because of emotional push, and to promote students to form stable emotions and positive attitudes and promote healthy growth.
Learn to control your emotions.
Through the skill coaching and training of student Emotional adjustment, students can learn to overcome negative emotions such as nervousness, fear, prejudice, stability, doubt and jealousy.
Improve learning efficiency
Get rid of confusion on the basis of knowing yourself ... >>
Question 8: What is the main content of mental health education in primary and secondary schools? Don't put too much pressure on children.
Communicate with children more.
Spend more time with children.
If the child can't solve the problem, explain patiently.
Don't always blame the children.
Understand children more.
I think that's all. I hope I can help you.
Question 9: What are the contents of mental health education for college students?
1 floor editor: release date: 20 13-07-26 mobile version reply
For example, what are the contents of mental health education for college students?
Release time on the second floor: 20 13-07-26
answer
One: What is mental health? /& gt；
"Mental health", also known as mental health, refers to maintaining and reforming people's mental state with active and excellent education and effective measures to adapt to the current and developing social environment. /& gt；
Mental health is a relative concept. The understanding of mental health can be divided into three levels: the lowest level: overcoming mental illness; Intermediate: beyond sub-health state; Ideal level: self-realization. Therefore, mental health is not a fixed state, but a relatively elastic state. Generally speaking, psychologists advocate that normal cognition, perfect personality, stable mood and adaptability of individual behavior are the criteria for identifying mental health, rather than the basis for the existence of an individual's symptoms. So mental health is a state concept, not a personality concept. /& gt；
The mental health indicators of China scholars mainly include the following eight standards:/>
1. Know yourself and accept yourself/>
2. Accept others and be kind to others/>
3. Face up to the reality and accept it/>
4. Love life and enjoy work.
5. Be able to coordinate and control emotions and be happy/>
6. Complete and harmonious personality/>;
7. Normal intelligence, IQ above 80/>;
8. Psychological behavior conforms to age characteristics/>
But for our college students of this age, we will mainly encounter the following 1 1 problems: sexual psychology, love psychology, jealousy psychology, inferiority complex psychology, loneliness psychology, rebellious psychology, frustration psychology, adolescent anxiety, hysteria, neurasthenia, social phobia, smoking and drinking psychology, suicide psychology and criminal psychology. /& gt；
These problems are caused by many different reasons, but due to time, today we will simply talk about how the above problems of 1 1 are caused from the aspect of frustration. Because when we know how a problem arises, we can control it from the root. /& gt；
Second, the concept of frustration/>
(1) What is a setback/>
People's behavior always starts from a certain motive and reaches a certain day. If there are obstacles on the way to the goal, there will be three situations: changing behavior, bypassing obstacles and achieving the goal; If the obstacle is insurmountable, it may change the goal and thus change the direction of behavior; There is no way to go in front of obstacles and you can't achieve your goals. Only in the latter case will people have setbacks. /& gt；
Thus, frustration refers to people's nervous reaction when they encounter insurmountable and unchangeable obstacles on the way to their goals. This concept should include three meanings: frustration situation, frustration cognition and frustration coping. /& gt；
1, frustration situation/>
Frustration situation refers to the internal and external obstacles or interference that people's needs can't be met, such as failing the exam, failing to get the ideal ranking in the competition, being satirized and hit. /& gt；
2. Frustration cognition/>;
Frustration cognition refers to people's perception, understanding and evaluation of frustration situations. Frustration cognition can be not only the cognition of actual frustration situation, but also the cognition of possible frustration situation in imagination. For example, some people always suspect that others are talking about themselves. Although this is not the case, they are psychologically unhappy with others. In addition, different people have different subjective psychological pressures on the same frustration situation, and personal knowledge structure will also affect their perception and judgment of frustration situation. /& gt；
3. Frustration reaction/>;
Frustration reaction refers to people's emotional and behavioral reactions when they can't meet their own needs with frustration cognition, such as anxiety, tension, anger, avoidance or attack. /& gt；
From the above analysis, we can see that when frustration situation, frustration cognition and frustration reaction coexist, it constitutes a typical psychological frustration. However, if there is no frustration situation, there are only two factors: frustration cognition and frustration response, or ... >>