Caring for rural primary and secondary school students needs to extend from material assistance to psychological and spiritual levels, and gradually form a social consensus. During the two sessions in Guizhou Province, Zhang, a member of Guizhou Provincial Political Consultative Conference and vice president of Guizhou University Law School, called for supporting education of "psychological poverty alleviation".
According to the statistical data of "Checking the Basic Information of Left-behind Children in Rural Areas of Guizhou Province", there are 875,000 left-behind children in Guizhou Province, most of whom are school-age children, mainly "intergenerational guardianship", of which 1093 1, accounting for 1.2%.
In recent years, the psychological problems of rural primary and secondary school teenagers, especially those left behind and in trouble, have attracted the attention of all walks of life. To this end, many members of Guizhou CPPCC called for the provision of psychological teachers for rural primary and secondary schools in Guizhou.
Zhang said that due to the gap between psychology and the times, there is a serious lack of communication between left-behind children and their actual guardians, and it is difficult to find the psychological problems of left-behind children in time. The lack of parental supervision leads to the accumulation of psychological problems such as loneliness, anxiety, rebellion and resentment of left-behind children, which makes them form wrong world outlook, outlook on life and values and easily leads to illegal and criminal acts.
Zhang suggested that we should pay more attention to the mental health of left-behind children, set up psychological consultation institutions, offer psychological courses and set up special psychological teachers to "help left-behind children psychologically".
Lee Hung, member of Guizhou CPPCC and principal of Dafang Siyuan Primary School in Guizhou, agreed. Lee Hung believes that many students who have been separated from their parents for a long time in boarding schools will have some psychological problems and need psychological counseling from psychological teachers.
"We can't confuse the school doctor with the psychology teacher," Lee Hung said. The school doctor graduated from the medical college and is mainly responsible for the health work of students. They are not qualified for psychological counseling, so they often can't help students' mental health problems.
In 20 16, 40 provincial demonstration secondary vocational schools, 300 rural kindergartens, 300 standardized rural boarding schools and 1000 rural residents settled in Children's Home. However, there are still some phenomena, such as lack of full-time psychological teachers, low professional level of psychological teachers and more part-time staff.
Du Xiaoshu, a member of the Provincial Political Consultative Conference who works in the Institute of Culture of Guizhou Academy of Social Sciences, believes that it is possible to establish a training base for psychological counselors in primary and secondary schools in the province by relying on normal colleges, increase the training of existing teachers' psychological counseling knowledge, and improve the psychological education and counseling ability of rural schools.
"The training of full-time psychological teachers is a process, not a year." Chen Lei, member of Guizhou Provincial Political Consultative Conference and president of Pu 'an No.2 Middle School, called for strengthening the attention to students' mental health education, strengthening the teacher training and systematic training of mental health teachers in primary and secondary schools, and systematically training part-time psychological teachers during the transition period.
Sun Zhigang, governor of Guizhou Province, pointed out in the government work report that in 20 17 years, Guizhou should strengthen the care and protection of minors, children in distress and left-behind children in rural areas.