Campus psychological drama, with its unique originality, interactivity, vividness and inspiration, exerts a subtle influence on college students' psychology and personality, improves their mental health awareness of helping others and helping themselves, promotes psychological harmony, and achieves the goal of building a harmonious campus.
Organization and implementation of campus psychological drama
The organization and implementation of campus psychological drama includes the creation, director and performance of campus psychological drama, which is actually the process of implementing mental health education activities. Through stage performances, directors and actors interpret typical problems in students' daily life and creatively reproduce their real life. This activity provides an opportunity and platform for everyone's growth and development. The implementation of campus psychological drama should generally include the following links:
(A) Campus psychological drama creation
The creation of scripts should mainly rely on students to complete independently, so that students can get dual education and exercise through script creation and performance. The creative process of campus psychological drama includes: collecting materials, determining themes, setting scenes, arranging plots and completing scripts.
1. Collect materials. College students who come to psychological counseling will provide all kinds of psychological problems continuously, which is the main source of creative materials; You can also learn about the problems that college students are generally concerned about by issuing questionnaires to students; Related reports of news media are also one of the ways to obtain creative materials. On this basis, screening, sorting, classification, and finally determine the theme of campus psychological drama.
2. Clear the theme. Campus psychological drama is the artistic processing and creation of a prominent psychological problem, and the principle of one drama and one theme should be grasped.
3. Scene setting. The setting of the scene must meet the actual needs of the plot, and the familiar space-time environment of college students should be chosen to arouse their association and make people feel real and cordial.
4. the plot arrangement. The plot arrangement should be closely related to the theme, developed at different levels, the characters should not be selected too much, the content should be full of ups and downs and dramatic conflicts, the performance should be bold and exaggerated moderately.
5. The completion of the script. The script should be open. In the process of rehearsal, students' opinions should be solicited repeatedly, and they should be constantly revised, enriched and improved with the development of the plot.
The creative process of campus psychological drama embodies the principle of "life is education". Through this creative process, students can analyze and judge from what happened around them, seek ways and means to solve problems, and educate themselves in the process of educating others.
(2) Directors
The work of directing campus psychological drama is also the work of mental health education. The director is a consulting teacher, including the selection of actors, the determination of the leading role, the guidance and rehearsal of the performing arts.
1. Choice of actors. The actor's personality should be consistent with the role, and the director should guide the actor to experience and understand the psychological problems of the role, and find right and wrong, right and wrong, normal and abnormal from the performance.
2. The determination of the protagonist. The cast of campus psychological drama generally consists of 6 to 20 people. The protagonist reflects the main contradiction of the whole play, and the supporting role assists the protagonist to complete the drama performance.
3. Guidance and rehearsal of performing arts. College students lack artistic expression such as language sense, stage space sense and rhythm sense. And because the first performance will be extremely unnatural, stiff and mechanical in action and language. The performance process is the exercise of comprehensive psychological ability. When students perform on the stage through their own efforts and creations, and initially satisfy the audience and directors, a sense of accomplishment and honor arises spontaneously, which is exactly what mental health education expects.
The process of directing campus psychological drama is also a practice of psychological consultation and counseling. Through counseling and rehearsal, students can not only be educated to overcome psychological problems in time, but also learn drama performance knowledge, expand the content of the second classroom, enrich and enliven campus cultural life, and give college students a rare exercise. The benefits are immeasurable.
(3) Performance
The performance of campus psychological drama is to educate college students on mental health. Performers get support and encouragement through performances.
1. Performance time. Generally, it is held in college students' holidays, literary evenings and various art festivals.
2. Performance objectives. There are specific audiences (that is, people with similar psychological problems) and non-specific audiences. The performance of campus psychological drama is the artistic creation and inspiration of students, which not only integrates their understanding and mastery of the role, but also endows the role with distinctive personality characteristics.
The Role of Campus Psychodrama in College Students' Mental Health Education
In recent years, the campus psychological drama in colleges and universities has developed vigorously, which not only benefits from the attention of all aspects, but also because the concept and form of campus psychological drama have adapted to the needs of college students' mental health education and played an important role in college students' mental health education, mainly in the following points:
(A) Campus psychological drama can give full play to students' imagination and creativity.
Whether it is the creation process or the performance process of campus psychological drama, it provides students with opportunities and space to create and try, so that they can experience the psychological process of the characters in the drama, experience success and failure, jump out of the inherent mindset and stimulate students' potential. At the same time, campus psychological drama reflects students' inner conflicts and emotions in various artistic forms, which just adapts to students' characteristics and is easily accepted by students.
(B) Campus psychological drama can weaken students' concealment of their psychological problems.
Campus psychological drama reduces the tendency of students to hide their psychological problems. Students have a variety of problems, such as lack of trust, sensitivity to interpersonal relationships, confusion about life, vanity and psychological trauma. It is difficult to express directly when communicating with parents, teachers and classmates. Campus psychological drama can just solve this drawback. Through the performance of campus psychological drama, let students show the occurrence, development, changes and solutions of these contradictions and conflicts on the stage, let them face up to these psychological contradictions, so as to achieve the purpose of promoting self-growth.
(C) Campus psychological drama can help students change their wrong cognition.
Due to the lack of corresponding training and experience, contemporary college students are weak in coping with setbacks, and there are various cognitive misunderstandings, emotional instability, and the backlog of negative emotions is often not vented in time. Campus psychological drama provides them with such a place, where the parties can vent their emotions with the help of the characters in the drama, reveal the crux of their hearts, and explore themselves through performances, try to change, learn and grow. This kind of understanding is open, active, emotional and creative, and has a constructive effect on students.
(D) Campus psychological drama is conducive to improving the sociality of college students.
Campus psychological drama provides students with real campus life scenes and multi-dimensional interpersonal interaction environment. Actors interpret various interpersonal relationships and show various behavioral reactions through interactive activities. Therefore, they can transfer the words and deeds of the characters in the play to real life, thus avoiding the negative influence of bad behavior in reality. They can show their ideas and behaviors through stage performances, further deepen their self-awareness, re-evaluate their values and re-examine their behavior standards.
Through the performance of campus psychological drama, students' communication and understanding ability are improved and they learn how to understand others. At the same time, through the interpretation of the cause, development and solution of a psychological contradiction, they have gained the recognition and acceptance of the audience, solved some psychological problems and puzzles, and actually experienced the pleasure of being understood by others, which is conducive to improving the sociality of college students.
(This paper is one of the research results of the special scientific research project of Shaanxi Provincial Department of Education, "Innovative Research on the Ideas and Working Methods of Ideological and Political Education in Colleges and Universities from the Perspective of Psychological Harmonious Development". The writer is an associate professor at Xi 'an University of Posts and Telecommunications)
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