Junior high school psychological counseling test paper 1
Strategies of psychological counseling for junior high school graduates.
Abstract: The head teacher is the manager and guide of the class and the spiritual mentor of the students. Therefore, as a class teacher, it is necessary to fully understand students, especially for their psychological aspects, to relieve their confusion in time and do a good job in psychological counseling. It should be said that due to the characteristics of junior high school graduates, it is necessary to make great efforts to do a good job in their psychological counseling, not only to understand them deeply, but also to perform the duties of a class teacher.
Keywords: psychological counseling for the graduating class of the head teacher
Graduation class is the focus of parents, teachers and students' learning career, and intellectual education has become the highlight. Senior three students, with the approach of the senior high school entrance examination, have more and more psychological load. After entering the third grade, great changes have taken place in students' study life: first, the pace of study has accelerated, and there is always an aggressive sense of tension; Second, the learning burden is heavy. A new knowledge has just been learned, and another new knowledge has caught up. Students find it difficult to cope with it. After a long time, they will feel very tired and have a sense of loss. Thirdly, faced with parents' hopes and teachers' higher requirements, I feel powerless and trance, and the original simple problems have become difficult problems, resulting in knowledge panic and ability panic. All these show that most junior high school students live in the shadow and are in a sub-health state. For this reason, I think the graduating class head teacher can't be satisfied with solving some class problems and student conflicts with simple methods, and more importantly, he should pay attention to the psychological adjustment education of students. When students' psychological state is adjusted, class management will be smooth and students' grades will be easy to improve.
First, the main manifestations of psychological barriers of junior high school students
1. Sensitive, lacking self-confidence and perseverance.
They are very sensitive and care about the evaluation given by people around them. Even a casual evaluation will cause great emotional fluctuations and stress reactions in their hearts, which will even shake their self-evaluation. When they encounter temporary setbacks and failures, they often go to the other extreme, frustrated, timid and inferior, and have no perseverance.
2. Concentrate, live in seclusion, and often daydream.
Near graduation, on the one hand, due to many troubles such as entering a higher school, my attention is not easy to concentrate, and I want to escape from the real world in a secluded way; On the other hand, they are full of illusions and lofty ideals, full of yearning for future middle school life, and often daydream.
3. Want to control others, disobedient, easily excited.
With the change of thinking mode, they begin to look at the world around them critically, like to question and argue, take credit and be arrogant; I feel that when I grow up, I strongly urge myself to make decisions, try to get rid of my parents' control, and show great independence in thinking, words and deeds. Objection? Emotions are easily excited and difficult to control.
Second, the causes of psychological barriers in junior high school students
There are many reasons for students' psychological obstacles, which are related to their own psychological quality, the expectations of teachers and parents and the development of society.
1. Physiological factors.
The fresh graduates who have entered adolescence have undergone great changes in their physical skills and physique due to the role of hormones in their bodies. Their brain development tends to be perfect, their intelligence improves rapidly, their height and weight increase rapidly, their second sexual characteristics begin to appear, and their sexual consciousness begins to awaken. These physiological changes will make students feel mysterious and attach great importance to their image in the eyes of the opposite sex, but they cannot be expressed because of the constraints and restrictions of secular culture, resulting in emotional distress and adolescent anxiety, such as decreased attention, daydreaming, dissatisfaction with their body or skin, obvious emotional ups and downs, etc., which have brought different degrees of influence on learning and body.
2. I pay too much attention to my grades and pursue their perfection.
Grade three students are in the transition period between adolescence and adulthood, and their values and world outlook are not mature. Most of them measure their own value through external evaluation. So they love face, have strong self-esteem, can't know themselves clearly, expect too much of themselves, and will be worried because they attach great importance to exam results.
3. At your parents' place? Expect your son to succeed and your daughter to succeed? Teacher? Looking forward to turning iron into steel? If expectations are high, students' psychological burden will increase.
Faced with the disappointments in life, students' self-confidence will be bruised. Parents regard key high schools as the only way out for their children to become talents. In order to get their children admitted, they have special respect for them, don't have to do housework, give more pocket money than usual, and give more serious guidance. Evaluation system is a chain that binds teachers' teaching. In order to pursue the enrollment rate and improve the quality of teaching, they work overtime and are not afraid of hard work. They should not only be optimistic about top students and average students, but also give consideration to underachievers. Parents and teachers? Subsidies? Students can only study hard in the morning, even if the burden on their backs is heavy, they don't say anything.
Underachievers in the class are often criticized by parents and teachers because they are not as good as others in study and behavior.
They either feel inferior, shut themselves in their own world and don't like to associate with others; Or give up on yourself and give up learning completely; Or hostile, with parents and teachers; Or seek other ways to vent, such as indulging in Internet cafes, playing truant, smoking, drinking and fighting. These bad behaviors have seriously affected the healthy growth of students.
Third, ways to eliminate psychological barriers
1. The head teacher should? Look up? student
The students in the graduating class are about to become adults, and their basic level of understanding and discrimination have been greatly improved. As the head teacher of the graduating class, to? Look up? The attitude towards students is not only due to personality reasons, but also determined by the emotional factors of teachers and students. Only? Look up? Students can treat their own shortcomings equally and evaluate them scientifically; Only? Look up? Students and class teachers will help students adjust their psychology and be as strict and tolerant as friends. ? Look up? Straightening out the relationship between teachers and students is the guarantee for the class teacher to carry out his work.
2. Effective use of good interpersonal soft environment.
Interpersonal relationships will change with the growth of students' age. Except for special circumstances, the interpersonal relationship of middle school students is basically dependent on teachers and parents. From this point of view, it is extremely important for students to establish good interpersonal relationships. As the head teacher of the graduating class, paying attention to the guidance of students' interpersonal relationship is very beneficial to the formation of students' healthy psychology. Of course, we can also use this special advantage to adjust students' psychology and implement education. It can be said that a healthy personality is inseparable from a healthy interpersonal relationship. Interpersonal environment is an important resource for class teachers to adjust students' psychology.
3. Carry out colorful activities to enrich students' study life.
The life of students is monotonous. Three point one line? The scope of students limits their vision and activity space. According to the characteristics of students' curiosity, fun and activity, we can actively organize some cultural and sports activities so that students can learn and grow in a pleasant atmosphere. For example, basketball and volleyball competitions can be organized in sports, and reading and singing competitions can be organized in literature and art, so that students with various hobbies can develop their own specialties while gaining cultural knowledge.
4. Educate students in self-confidence to help them know themselves correctly and build up their self-confidence.
It is necessary to guide students to adjust their expectations for the exam according to their actual abilities, not to aim too high, to recognize their starting point and to walk step by step. As long as they make efforts and pay, they will have no regrets. This can help students reduce their psychological pressure, put down their mental burden and go into battle lightly. Building self-confidence is an effective way to overcome psychological barriers. Establishing self-confidence can guide students to carry out self-confidence training. Examinations mean competing with others, but who will die in the end is still unknown. By challenging the negative self-awareness, students can find the correct self-awareness, enhance their self-confidence and self-control, and face the study and examination with a new attitude and a new look.
5. We should strengthen the contact and communication with parents, and get emotional communication among parents, teachers and students.
The psychological burden of students is aggravated, not only because of the school, but also because of the family. In some families, the relationship between parents is tense, and children become inferior, depressed and impulsive because of lack of care; In some families, parents are busy with work and have no time to take care of their children, which leads to children's lack of progress, self-abandonment and laissez-faire; Some families spoil their children too much, which leads to their selfishness, willfulness and willfulness. In view of these problems, we should actively seek the support of parents, discuss students' psychological problems and solve them in time.
In a word, the class teacher's psychological counseling for students is an artistic and creative work. The head teacher can creatively deal with all kinds of problems according to the actual situation and differences of students, and will feel that his work is full of charm when he sees the progress of students in his work. We should adhere to the student-oriented, consider problems from the students' point of view, think more about students, be anxious about students' worries, and enjoy students' pleasure. Only in this way can we truly answer students' doubts and cultivate innovative talents needed by society.
Junior high school psychological counseling thesis II
Test anxiety of junior middle school students and its psychological counseling strategies
Abstract: Now junior high school students' test anxiety is very common, and even some students have serious behavior problems because of test anxiety. Based on the analysis of the causes and common manifestations of junior middle school students' test anxiety, this paper puts forward some psychological counseling strategies.
Keywords psychological counseling for junior high school students' test anxiety
First, the concept of junior high school students' test anxiety
Test anxiety is a kind of psychological state which is stimulated by certain test situations, restricted by individual evaluation ability, personality characteristics and other physical and mental factors, with worry as the basic feature, defense or evasion as the behavior mode, and produced through different emotional reactions. Junior high school students are in a special period of physical and mental development, and they have some intersections with them in physical and mental development and social maturity. The physical development of junior middle school students is rapidly maturing, but the psychological development lags behind the physical development. They have not yet reached the mature indicators in terms of reason, emotion, morality and social interaction, and are still in the process of individualization. The psychological development in junior middle school has several basic characteristics, such as imbalance, turbulence and autonomy, which also determines that they have a specific state and degree of anxiety in a specific period.
Second, the causes of junior high school students' test anxiety
(A) the study pressure is too high
Excessive study pressure is the primary factor leading to junior high school students' test anxiety. In junior high school, if the study task is too heavy and the number of exams is too many, it is easy for students to have psychological pressure. Students often mistakenly exaggerate the relationship between exams and personal gains and losses and future, and over-exaggerating the scene of exam failure will cause students to have excessive psychological load and make them feel nervous and anxious under excessive pressure.
(B) academic expectations are too high
It is more important to look at academic performance. On the contrary, the higher the fear of failing in the exam, the easier it is to have exam anxiety. Generally speaking, whether students can be admitted to an ideal high school is related to their later life. Based on this, students, parents and teachers attach great importance to students' learning. Excessive demands and expectations of students' learning from all sides increase the academic pressure of junior high school students and easily make students anxious about exams.
(c) the impact of past test failure experience
Most junior high school students have failed the exam in junior high school. Accidental exam failure will arouse their past exam failure experience and cause anxiety. If they fail many times in the exam, it is easy to attribute the failure result to their lack of intelligence and ability, and they will lose confidence in their study, so they will be overly nervous and anxious when facing the exam.
Third, the performance of junior high school students' test anxiety.
The behavior of junior high school students' test anxiety generally occurs about 20 days before major exams. The main symptoms are inattention, distraction and emotional fluctuation, and the more serious symptoms are headache, diarrhea and fever. People with moderate test anxiety will think more about the test scenario some time before the test, often feel nervous, worry and worry about a lot of review materials, lack self-confidence, always feel uncertain, and some will suffer from insomnia and nightmares. Affect normal review. Serious test anxiety, for a long time before the test, leads to fear and anxiety about the test, serious fear of difficulties in homework review, poor self-confidence, headache, insomnia, dreaminess, loss of appetite, palpitation, night sweats, bad temper and other symptoms, which seriously affects the review and test results.
Students' test anxiety behavior will also be shown in the examination room.
(1) Students will have stage fright behavior, that is, due to psychological pressure and emotional anxiety, their brains will be in a state of excitement, and they will be unable to control themselves and concentrate. In severe cases, they will have dizziness and abnormal activities, and they will not be able to take the exam.
(2) lose confidence in the exam. During the examination, students showed low spirits, negative mentality, no confidence in the examination, unable to concentrate, and finally abandoned the examination.
(3) Students' test anxiety, random events in the examination room will lead to their upset and panic, which will affect their normal thinking and lead to a decline in test scores.
Fourthly, psychological counseling strategies for junior middle school students' test anxiety.
For junior high school students, examination is undoubtedly an important thing they face in school life. Facing the exam, many students have different degrees of anxiety. Moderate anxiety helps students to maintain and improve the excitability of the brain and the ability to feel stimulation, which can stimulate students to always be in an active and conscious state and help improve their academic performance. However, excessive test anxiety not only affects the normal performance of intellectual activities and the smooth progress of cognitive tasks, but also may crush people's psychological structure, distort people's consciousness, affect people's behavior, and have obvious adverse effects on students' physical and mental health and academic performance. In order to alleviate junior high school students' test anxiety, we can implement corresponding psychological counseling strategies for students from the following aspects.
(A) the reorganization of cognition
1. About pressure. In the process of counseling, psychological teachers and students discuss the role of stress in depth. The existence of psychological stress is an inevitable universal phenomenon in one's life. Many times, this kind of pressure can be a driving force for personal development. However, when the pressure is too great, it will also become an inducement of psychological disorders or diseases, thus becoming a kind of resistance.
2. About what? Failure? . In the process of reorganizing cognition, teachers further guide students to correctly understand failures and setbacks: smooth sailing is the good wishes of elders to children and children to themselves. But judging from the development of a person's life, it is not a good thing to be smooth sailing blindly. Failure and frustration can temper one's will. Sometimes, it is not a bad thing to experience several failures on the road of growth. Failure is not a matter of the sky falling.
(2) Behavior training
Test anxiety, like obsessive-compulsive disorder, is not only a deviation in concept, but also a maladjustment in behavior. Therefore, in addition to helping students reorganize their cognition, they should also consider behavior correction.
1. The source of fear? Correct the incorrect understanding of the exam, eliminate unnecessary pressure, and treat the exam with a normal heart.
2. Three or four days before the college entrance examination, return to the usual work and rest time, give your body the necessary rest time, and let yourself reach the best psychological state.
As an important place to train students, schools should also attach importance to mental health education. Usually, students should be given mental health education frequently, so as to find and solve problems in time. Through psychological lectures, teach students some simple and easy psychological health care methods. Create a relaxed learning atmosphere. Teachers should abandon the concept that grades are above everything else, avoid taking test scores as the only criterion to measure students, and properly adjust the classroom atmosphere in the teaching process to improve the interest of classroom teaching. The school properly organizes some interesting knowledge contests, hot topic debates, sports competitions and other activities, which can divert students' attention, bring successful experiences in these activities to their studies, and improve students' immunity to anxiety.
References:
[1] Yang Hui. A case study on the adjustment of examination mentality [J] Psychological Counseling, 2004,5.
[2] Jin Rong, Zhang Yingmei. Junior high school students' test anxiety and educational strategies [J] Inner Mongolia Science and Technology and Economy, 2009,7.
[3] Guo Nianfeng. Psychological Counselor (Grade II) [M] Beijing: Nationalities Publishing House, 2005.7: 66.
[4] Wei Xin. On the collective treatment of junior middle school students' test anxiety [J] chinese mental health journal, 2000, 14 (3)
[5] Sun Jianxing. Psychological analysis and correction of junior middle school students' test anxiety [J] Science and education cultural exchange, 2006,5.
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