Psychologically, frustration refers to the tense state and negative emotional experience when individuals encounter insurmountable or ideological obstacles and interference in the process of engaging in purposeful activities, which leads to their inability to realize their own motives and meet their own needs. It can be seen that frustration should have two meanings: objectively speaking, frustration refers to obstacles and interference that lead to motivation and need to fail, that is, frustration events or frustration situations; Subjectively, frustration refers to the negative emotional experience such as anxiety, frustration, frustration and boredom caused by individual frustration events or situations, namely psychological frustration or frustration [1]. Psychological frustration is completely a subjective feeling, which is closely related to people's frustration tolerance.

Second, the analysis of the problems existing in college students' frustration education

At present, the problems existing in college students' frustration education come from both schools and students themselves.

1. Problems in schools

(1) pays attention to the teaching of cultural knowledge and skills, but ignores the cultivation of students' psychological quality.

At present, many colleges and universities have insufficient understanding of the significance and function of frustration education, and have not put this work in the important position it deserves. The school pays more attention to the improvement of college students' entrance examination rate, passing rate and employment rate, pays attention to the teaching of cultural knowledge and the training of professional skills, and ignores the cultivation of college students' psychological qualities such as emotion, personality and will. Although many colleges and universities have set up frustration education courses and psychological counseling institutions, they are often just to cope with the above inspections and have not achieved the desired results.

(2) Pay attention to solving students' psychological problems, but ignore the cultivation of their positive psychological quality.

At present, many colleges and universities regard frustration education as an aspect of ideological and political work, but their work is mostly limited to helping them cope with current difficulties and psychological problems. Many college students have received frustration education, but when they experience other setbacks in the future, they still can't face them bravely and respond with a positive attitude. This is often due to the neglect of the cultivation of students' willpower and the long-term cultivation of positive psychological quality. Fundamentally speaking, only by paying attention to cultivating college students' positive psychological qualities such as optimism, self-confidence, courage and tenacity can college students face any setbacks bravely and persevere without fear of difficulties. It can be said that only the cultivation of positive psychological quality can fundamentally prevent the occurrence of psychological problems and is the foundation of frustration education.

(3) Pay attention to instilling declarative knowledge while ignoring the teaching of procedural knowledge when dealing with setbacks.

At present, the means of frustration education used in colleges and universities are mostly limited to frustration education courses, frustration education lectures, psychological frustration student counseling and poster publicity. These methods all attach importance to declarative knowledge education about dealing with setbacks, such as "what is setbacks", "how to treat setbacks correctly" and "how to deal with setbacks actively", while ignoring procedural knowledge education about dealing with setbacks, such as "practical skills to deal with setbacks" and "smart skills to face setbacks", making frustration education an empty talk. "

(4) Psychological counseling institutions have not played their due role.

At present, colleges and universities have set up psychological counseling centers, but most psychological counseling centers have not really played a role. The reason is, on the one hand, insufficient publicity. Many students don't even know that the school still has this institution, or they don't know what help the psychological counseling center can provide them, and they don't know when and when they can ask for help. On the other hand, many students have doubts about psychological counseling, fearing that once they are known by other students, they will misunderstand that they have mental illness and will not consult at all unless they have to. In the final analysis, this problem is related to insufficient publicity, which leads to the failure of timely intervention of those problem students, and their psychological problems will continue to escalate.

2. Students' own problems

The main reason is that students' subjectivity has not been fully exerted. College students are the main body of frustration education, but they lack the initiative and enthusiasm of self-education because they don't fully realize this. When encountering difficulties, either retreat or wait passively, unable to actively adjust themselves or seek help from others.

Third, countermeasures to solve the problem

1. Enrich the content of frustration education

(1) cultivate college students' positive personality

Optimistic children are not without pain, but can get rid of pain quickly and see light and hope in the dark. These positive psychological qualities are the solid and stable foundation of frustration resistance. At the end of the 20th century, the trend of positive psychology was concerned about the development of people's positive psychological quality, and advocated that people's psychological problems should be fundamentally solved by positive forces.

(2) Help college students know themselves correctly and set appropriate goals.

Many psychological setbacks of college students stem from their inability to understand themselves correctly or to accept themselves well. For example, some students set too high goals and ambitions for themselves, regardless of the limitations of conditions and their own lack of knowledge, experience and ability. Although they made great efforts, they could not achieve their goals smoothly, thus suffering unnecessary psychological setbacks [2]. Therefore, by guiding students to analyze themselves comprehensively and objectively and accept themselves happily, they can avoid psychological setbacks caused by blindly following, worshiping or jealous of others or by high target values.

(3) Pay attention to frustration education for high-risk groups.

Mainly refers to freshmen, graduates and poor students. Freshmen have just entered the university campus. Because of their strong hands in college, their former aura and advantages no longer exist, and their self-confidence and self-esteem will be hit to a certain extent, which is prone to psychological setbacks. College students who are about to graduate face great employment pressure. When they fail in postgraduate entrance examination, civil service examination or application, they often feel depressed and have psychological problems. Poor students, who are burdened with great economic pressure and mental pressure because of poor family economic conditions, are the high-risk groups most prone to psychological problems on university campuses.

2. Broaden the ways of frustration education

Traditional frustration education, including psychological counseling, various lectures and publicity, has played a great role. However, in the face of the new situation, we should also explore some new methods that college students like, especially those that can really improve the training of college students' coping skills, so that frustration education can really play an effective role.

(1) Carry out psychodrama activities

Through role-playing, college students can present their inner psychological conflicts and negative emotions on the stage, so as to vent their emotions and eliminate pressure, and put their own declarative knowledge of dealing with setbacks into play, experience and use in practice, so that these knowledge can be transformed into skills and their ability to adapt to the environment and overcome crises can be enhanced.

(2) Carry out outward bound training

Many contents of outward bound training are challenges and transcendence to self. When participants overcome difficulties and successfully complete the course requirements, they can feel a heartfelt sense of victory and pride, and get a rare peak experience in life. Therefore, through outward bound training, college students can fully understand their own potential, enhance their self-confidence, overcome their psychological inertia, temper their willpower, stimulate their imagination and creativity, and improve their ability to solve problems and sense of responsibility. "

(3) Establishing psychological self-help organizations for college students.

In order to give full play to the main role of college students, we can guide them to set up psychological associations, mobilize them to participate in them, help each other, solve various simple psychological problems among students as "peer consultants", and form a psychological self-help and mutual assistance mechanism. In the process of helping others, our psychology can also grow rapidly. It is suggested that psychological committee should be set up in the class, and go deep into the class as an observer, propagandist and mental health defender, so as to know the information in time and carry out crisis intervention as soon as possible to reduce the occurrence of psychological events [3].

(4) Give full play to the role of psychological counseling center.

Psychological counseling center should increase publicity, change college students' misunderstanding of psychological counseling, let more college students take the initiative to seek help when encountering problems, and let psychological counseling center really operate and play its due role. In addition, the psychological counseling center should also establish psychological files for freshmen to fully understand their mental health status, so as to provide targeted counseling and intervention. In addition, a psychological hotline can be set up to provide a space for those students who have ulterior secrets.

3. Actively carry out social practice activities

Moderate exercise is very necessary to improve college students' frustration tolerance. People's ability to bear setbacks mainly comes from practice. The more people who suffer from adversity, the more effectively they can adapt to the environment. Therefore, colleges and universities can temper students by carrying out various theme activities to create frustration situations for students, such as military training activities for freshmen, work-study programs for college students, volunteers and volunteer activities. These activities often require college students to overcome certain difficulties and pay a lot of hardships to complete, which can make them experience the hardships of labor and life, understand the complexity of social life, and exercise and enhance their courage and ability to cope with and overcome setbacks and difficulties.

4. Guide students to establish a strong self-social support system.

When a person suffers setbacks, whether he can get sympathy, comfort, understanding, encouragement, support and help from the surrounding environment will directly affect whether the individual can bear the blow or recover quickly after the blow. Therefore, in daily life and study, colleges and universities should guide college students to establish and develop their own powerful social support system, including family members, friends, colleagues, teachers and work teams, give themselves enough psychological support when necessary, and increase their courage and strength to overcome difficulties.

In a word, college students' frustration education is a systematic project, which needs the overall cooperation and cooperation of school education. To improve the effectiveness of frustration education, we can do many things, such as improving the team construction of psychological counseling teachers and mental health education teachers, improving their professional quality, or infiltrating frustration education into teaching and student management, and building a positive campus culture. Doing this work well has a long way to go.