Interpersonal Psychology of Secondary Vocational School Students —— Interpersonal Psychological Counseling of Secondary Vocational School Students
Abstract: Secondary vocational school students (hereinafter referred to as "secondary vocational school students") spend most of their time in school, and their main contacts are classmates, teachers, parents and friends. How to master communication skills requires attention to certain methods. The most fundamental thing is to improve personal accomplishment and cultivate a correct outlook on life. This is a question worth discussing. Therefore, it is necessary and important for teachers to guide secondary vocational school students in interpersonal communication.
Keywords: secondary vocational school students; Interpersonal communication; Psychology; Consultation; train
China Library Classification Number: G444 Document Identification Number: A Document Number:1674-9324 (2015) 28-0053-02.
Sixteen-and seventeen-year-old secondary vocational school students are in the psychological and physical development period. At this time, they need friends and people. Good interpersonal relationships will make them happy and optimistic to study, and only with friends can they feel the warmth of society. Good interpersonal relationship in real life is a sign to measure the mental health of secondary vocational school students, and it is also an important step towards society. Communication is the mutual communication, mutual cognition and interaction between people with the help of verbal and non-verbal media. Interpersonal communication of secondary vocational school students includes two aspects: on the one hand, communication with adults, that is, communication with parents and communication with adults other than parents; On the other hand, it is communication with peers. Students in secondary vocational schools spend most of their time in school (especially in class), so this paper mainly discusses how teachers guide students to have interpersonal communication in school.
First, make use of collective strength to provide interpersonal psychological counseling for ordinary secondary vocational school students.
1. Teachers should establish personal charm and make good use of formal and informal communication. Teachers should communicate with students with a correct attitude and establish a democratic communication model. Teachers with personal charm have authority in students' minds, and this invisible personal authority enables formal communication to proceed smoothly. Compared with formal communication, informal communication is both convenient and casual. Generally, it is not limited by time, place and number of people, and plays a very important role in daily life, work and school education. But informal communication is also formed on the basis of close or consistent needs, emotions, interests and hobbies, and it is carried out in a relaxed and natural situation, so the role of informal communication is more important and obvious than formal communication in many cases. In education and teaching, we should not only pay attention to the formal communication between teachers and students, but also pay enough attention to the informal communication between teachers and students, so as to properly use formal communication and informal communication.
2. Create a democratic environment, shape a positive personality, cultivate communication skills and promote interpersonal communication. Teachers' leadership style actually determines the way of communication between teachers and students. Therefore, in school education, we should not only implement democratic leadership, but also establish a democratic communication model. The positive personality of secondary vocational students is shaped in a democratic atmosphere, which has a positive and far-reaching impact on the interpersonal communication of secondary vocational students. Students in secondary vocational schools can not only stimulate their interest and enthusiasm in this subject, improve their academic performance, but also further promote their personality development and facilitate their communication. The self-awareness, autonomy and creativity of secondary vocational school students are all developed in this communication mode. Teachers should really trust, respect and rely on students in their thoughts when guiding students, which is the key to cultivate and enhance students' autonomy. The core and soul of good personality quality of secondary vocational school students is creativity, which can be continuously improved and developed in the mode of democratic exchange. The democratic communication mode fully embodies the democracy, equality, harmony and vividness of the class atmosphere. Students are respected and trusted by teachers. They speak freely, think quickly, dare to ask questions, and their thinking ability, imagination and creativity are fully developed.
3. Treat all kinds of informal groups correctly and promote the development of interpersonal communication among secondary vocational school students. The interpersonal communication of students in secondary vocational schools also includes the communication between students. The main task of students in school is to complete the task and learn to be a man. They interact while completing the tasks assigned by the teacher, and the students help each other and learn the competition according to the teacher's initiative. These are formal exchanges between students. In addition, students often communicate informally, such as during recess, extracurricular activities, dormitory living quarters and so on. Therefore, informal groups of different nature and forms have been formed in the class. Teachers should treat all kinds of informal groups among students correctly and guide students to communicate correctly. Paying attention to the small pro-social groups in the class is conducive to the formation and development of the class. Inter-group communication is an important place for information exchange and emotional support of group members, so teachers should actively guide students to such groups, so that they can form positive personality qualities such as openness, optimism, unity and mutual assistance.
4. Strengthen class management, and good class atmosphere can promote the development of good interpersonal relationships. Strengthening class management is the key to establishing a good class atmosphere, and interpersonal communication among students is an important link. Class informal groups are established and developed on the basis of classes. Teachers should guide them by strengthening class construction and make full use of these informal groups to promote students' active communication. Because public opinion is very important for a group, especially for a class group, including how to guide students to form correct public opinion in the process of informal class communication, how to choose communication objects and form correct communication methods. Therefore, teachers should establish a correct public opinion environment in the class, strengthen positive guidance, establish various reasonable rules and regulations, and give standards of right and wrong, good and evil, beauty and ugliness for students to abide by. At the same time, publicize and praise the advanced, good people and good deeds that appear in the process of communication. Teachers should keep a healthy atmosphere, resist bad styles, make the classroom atmosphere positive and students' informal communication develop healthily.
Second, counseling individual secondary vocational school students' interpersonal barriers.
In a class, there will always be some secondary vocational students who feel that they can't integrate into the collective. They are eager to communicate with others, but they are afraid, not good at communicating with others and have their own communication difficulties. Analysis, the reason can be summarized as the influence of individual physiological characteristics and individual psychological characteristics.
1. Some physical defects, or physical defects that students think, seriously affect students' interpersonal communication, such as missing teeth, short stature and scars. These distinctive physiological characteristics make them feel inferior. For such a student, we should let him treat his own defects correctly. On the one hand, we should guide him not to exaggerate the defects, and try to cover up his own defects through revision. On the one hand, we should guide him to explore his own advantages, and at the same time, with the help of the class collective, we should carry forward the spirit of unity and friendship, so that he can ignore his physical defects and treat them indifferently in the enthusiastic help and unreserved communication of his classmates.
2. Students with communication barriers caused by individual psychological characteristics should be given corresponding counseling according to different psychological characteristics: (1) Poor personality psychological quality. If you are self-centered, self-abased, jealous, suspicious, extreme, and vengeful, these psychology will naturally affect personal communication with others. Teachers should design appropriate educational counseling programs to correct them according to different psychology. (2) the psychology of personal ability defect. Such as poor language skills, lack of communication skills, poor communication skills, etc. These students are timid by nature, seldom deal with people, and are afraid that others will look down on them, so they often take evasive actions. In view of these situations, the following counseling should be carried out: ① Understand the students' situation deeply, find out the reasons, and obtain the support and cooperation of the students' parents. In school, teachers should pay more attention to these students, create more opportunities for practice, and pay special attention to protecting their self-esteem. (3) Encourage and help them to participate in collective activities and play a collective role. Teachers and students should praise and listen more, so as to encourage them to play their strengths and affirm themselves in collective activities. (3) Have the experience of communication failure and lack interpersonal trust. In communication, some students are too confident and extreme to listen to other people's opinions and disdain to communicate with others, which makes people stay at a respectful distance. For such students, we should first make them realize the reasons for their communication failure, create some activities, let them see their own shortcomings and the strengths of others in the activities, and then teach them the basic principles of interpersonal communication, such as honesty in communication. (4) jealousy. Because students' cognition is narrow, their thoughts are not mature enough, and they are not comprehensive and long-term, they are prone to jealousy. Such psychology often prevents them from living in harmony with others, and often unconsciously compares others with themselves, which affects their communication. For this kind of students, teachers should be frank, open-minded, emotional and convincing. At the same time, we should also teach students to correctly view the advantages and progress of others, guide them to use the advantages of others to improve and make up for their own shortcomings, and rely on their own efforts and progress in exchange for praise from others. (5) Emotional and rebellious psychological counseling. The psychological immaturity of secondary vocational schools is largely reflected in emotions, which is more common among boys. For example, they often get angry easily and often confront their classmates, parents and teachers. It is difficult to control their mood swings and they are unwilling to admit their mistakes. Students are unwilling to associate with such people.
The author suggests taking the following measures to help such students: ① Let students with this mentality realize that being angry often hurts not only others, but also their physical and mental health. (2) Help students learn how to adjust and control their bad emotions, such as counting, internal positive suggestion and cold treatment. ③ Learn some fine arts properly after class, cultivate sentiment with fine arts, and enrich study life. (4) Support and encourage students to actively participate in collective activities, and enhance their sense of belonging and honor to collective life. ⑤ School and family education should be consistent. Parents should not expect too much from their children, but should be moderate, step by step and pay attention to methods. 6. Example is better than words. Teachers and parents are required to set an example in front of students, control their emotions, and handle the relationship between teachers and students, children and parents, so as to achieve results.
Thirdly, some suggestions on the cultivation of interpersonal communication ability of secondary vocational school students.
1. Social knowledge and norms training. This requires the attention of schools and teachers, such as offering courses to teach the knowledge and principles of interpersonal communication, writing standardized behavior requirements, organizing filial piety education, etiquette education and other activities to guide students to read relevant books.
2. Three-minute speech training. Use newspaper reading classes or political and religious activities to give each student a chance to speak on stage. First, please ask students with strong communication skills to demonstrate, and then pay attention to let some students with communication difficulties try their hand.
3. role-playing training. By changing roles and identities, we can train social skills and resilience in different environments. For example, in order to manage the class well, the strength of student cadres should not be underestimated, so students are invited to give a speech. If you were a monitor, a study committee member and a secretary of the Youth League branch, how would you manage the class well? This not only selects talents, but also exercises students' communicative competence.
4. Self-imagination suggestion training. Before the exam, in order to eliminate nervousness, you can relax yourself with dark thoughts, imagine yourself in an empty valley and let your thoughts gallop; Similarly, in interpersonal communication, you can imagine yourself in an embarrassing interpersonal communication situation, and overcome some psychological obstacles in interpersonal communication through positive hints: "I can do it" and "there is nothing to be afraid of".
References:
[1] Fan Weixin. "College Students' Interpersonal Communication Obstacles and Countermeasures" [J]. Qiushi magazine, 2004, (2).
[2] Wu Zeng. Psychological counseling in students' interpersonal communication [J]. Henan Education, 200 1, (3).
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