First, the status quo of contemporary college students' psychological problems

The psychological quality of contemporary college students not only affects their own development, but also relates to the improvement of the quality of the whole nation and the cultivation of cross-century talents. A survey on the main qualities of contemporary people shows that the quality of contemporary people can't meet the needs of social progress and development. What they lack most is psychological quality, which is characterized by weak will, insufficient ability to bear setbacks, insufficient adaptability and self-reliance, lack of competition and crisis awareness, lack of self-confidence and strong dependence. The reason is that education does not attach importance to the cultivation and shaping of people's psychological quality. Among college students, some people almost lose their desire and confidence to engage in all actions because of self-denial and self-exclusion; Some people have suicidal thoughts or self-destructive behaviors due to failed exams or frustrated love; Some people are cynical or desperate because of the unsatisfactory reality; Some people avoid group self-isolation because of disharmony in interpersonal relationships. A large number of surveys show that the main reason for the high incidence of college students in China is psychological disorder, and psychological diseases have become the main diseases of college students. Specific manifestations are terror, anxiety, compulsion, depression and emotional crisis, neurasthenia and so on. Our school surveys the mental health of freshmen every year. The results show that a large number of college students have poor psychological quality every year, and there are different degrees of obstacles. Four students from the College of Civil Engineering and Water Conservancy in 2002 dropped out of school because of psychological problems in the first year. The four of them are emotionally unstable because: 1, the pursuit of girls is rejected; 2. I have long suspected that my classmates talk about themselves behind their backs and despise themselves, so I dare not face others; 3. Losing confidence in life goals, feeling depressed and depressed; 4, manic, abnormal behavior. Finally, I can't continue my studies. The common psychological problems of college students are also manifested in environmental pressure, self-awareness obstacles, interpersonal communication obstacles, emotional instability, emotional maladjustment and so on. The psychological problems of contemporary college students can not be ignored.

Second, the causes of psychological problems of contemporary college students

On the one hand, the problems of college students' psychological quality are related to their own psychological development stage, and at the same time, they are inseparable from their social environment. College students are generally between the ages of seventeen and eighteen and twenty-three, which is in the middle of adolescence and is the most dramatic period of psychological changes in life. Due to immature psychological development and unstable emotions, psychological conflicts sometimes occur when facing a series of physiological, psychological and social adaptation topics, such as the conflict between ideal and reality, the conflict between reason and emotion, the conflict between independence and dependence, the conflict between self-esteem and inferiority, the conflict between lack of knowledge and discrimination, the conflict between competition and stability, and so on. If these conflicts and contradictions are not effectively channeled and reasonably resolved, they will form psychological barriers over time, especially for contemporary college students. In order to win in the fierce competition for the college entrance examination, they almost devoted themselves to their studies. Over-protection of parents, examination-oriented education in schools and lack of life experience make these students psychologically fragile, weak-willed, and lack of tolerance for setbacks. Small setbacks in study, life, making friends, falling in love and choosing a job are enough for some of them to bear. From the perspective of environmental factors, the intensification of competition and the acceleration of the pace of life have created a sense of urgency and pressure; Individuals have more opportunities to choose their goals in life, and the contradictions that are difficult to take into account aggravate inner conflicts and produce anxiety. In all these cases, all kinds of confusion, confusion, anxiety and nervousness caused by inadaptability to the changing environment have obviously increased, and the psychological impact brought by social changes to growing college students is stronger and more complicated than ever before. Various physiological factors, psychological confusion and social factors are intertwined, which easily leads to the unbalanced psychological development of college students. People with poor psychological quality naturally can't adapt to the environment of high speed, high technology and high competition, and heavy psychological load can easily lead to various psychological diseases.

1, objectively

Compared with middle school, great changes have taken place in study, life and interpersonal relationship in university.

1) The tasks, contents and methods of learning have changed. Middle school students learn basic knowledge in order to prepare for further study or employment in the future; The purpose of studying professional knowledge in universities is to mold students into senior professionals for the construction of the motherland. Middle school courses only take a few college entrance examination courses for a few years, and middle schools have teacher guidance every day, day after day; Universities should have strong self-study ability and think and solve problems independently. New college students often don't adapt to this changing study life and don't know how to adapt and control their time.

2) The living environment has changed. Some freshmen have the experience of sending students to middle school, but most of them still go to school and live with their families after school. After entering the university, the class group becomes the main living environment and the dormitory becomes the main living area. It is really a problem for those who are used to relying on their parents and family. This change has brought them some mental pressure.

3) Interpersonal relationships are more complicated than in middle school. Most freshmen live in places where middle schools are concentrated. From primary school to middle school, there are some partners who have been together since childhood. The head teacher served for several years and met every day. Familiar faces, similar languages and customs constitute their familiar living environment. Entering the university, people around you come from different regions, have never met before, have different languages and customs; Students have changed from being lively and intimate to being unfamiliar, making it difficult to talk about ideas. This is extremely unaccustomed to freshmen who are only seventeen or eighteen years old. So they will miss home, classmates and feel lonely every holiday.

4) The attitude towards social work has changed. Most of the work and activities in middle schools are carried out under the guidance of teachers and undertaken by a few students. The university forces students to manage themselves. There are many things in the class and many club activities. Students should not only do their own study well, but also undertake certain social work and care about class collective construction. Freshmen often don't adapt to this heavy workload, lack work initiative, and don't know how to manage their own affairs in their posts, so they feel great pressure.

2. Subjective aspects

There is a contradiction between the dependence of new material life and the independent consciousness of spiritual life; There is a contradiction between the increasing consciousness of self-reliance and self-improvement in subjective desire and the possibility and ability in objective conditions. These two reasons can easily make freshmen who can't adapt to the new environment have the following psychological problems:

(1) is blind complacency and narcissism. Because they passed the college entrance examination, teachers praised them, classmates envied them, relatives and friends praised them, and parents celebrated them. Some students gradually relaxed their fighting spirit in this narcissism and relaxed all day, thinking that they were top students in middle schools and their college grades would not be bad, thus relaxing their demands on themselves and being blindly complacent.

(2) Disappointment and falling out of favor. Some students idealize and mystify college life before entering the university, and feel that the gap between ideal and reality is too big after entering the university, which leads to disappointment. Some students used to be top students in middle schools, and they are the key protection objects of families and schools. When they enter the university, they will feel out of favor.

(3) relax and rest. Some students think that being admitted to the university is an iron rice bowl. The goal of long-term struggle has been achieved, psychologically satisfied, and physically hoped to have a rest. In addition, after entering the university, the goal of struggle is unclear, the adaptability is not strong, and the motivation of competition is weakened, resulting in the psychology of "relaxing and resting", which can no longer inspire the courage to advance.

(4) it is timid. Because of the change of the environment, I hesitate not to look back, not to participate in social activities, not to patronize the sports ground. Besides studying all day, I have nothing to do and live a single life, which hinders the development of my personality.

Example 2

You can write like this: write down the pros and cons of doing so. It is not difficult to write a few examples to prove it.

Some information: (1) People are constantly changing and developing. We need to constantly update and improve our understanding of ourselves in order to make ourselves better and more perfect. To know yourself correctly, we must look at ourselves with a comprehensive and developmental perspective.

(2) A person's beauty should be the harmonious unity of external beauty and internal beauty, and internal beauty can promote external beauty.

(3) Everyone's external image and internal quality have their own advantages and disadvantages. To fully understand yourself, we should not only see our own advantages, but also our own shortcomings.

What are some ways to know yourself?

(1) Get to know yourself through self-observation. The person who knows best is himself. If you want to know yourself, you must be a conscientious person, reflect on your performance in daily life and sum up what kind of person you are.

(2) Know yourself through others. Generally speaking, the authorities are fascinated, the bystanders are clear, and the attitude and evaluation of people around us can help us know and understand ourselves. Every student should have a comprehensive understanding of himself, constantly check himself, strive to maintain and give play to his own advantages and improve his own shortcomings, so as to constantly update and improve himself.

(3) Know yourself collectively. Everyone lives in a certain group. Whether a person can get along well with others in the group and take on his own responsibilities well will help to understand a person. The collective evaluation of a person is often more comprehensive and objective.

Why do you want to know your potential?

(1) The ego is constantly developing, and it has great room for development.

(2) There are many aspects of human potential. People's specialty is often the expression of one aspect of their potential, and there are still many potentials hidden in the corner without being discovered. We should be good at finding them.

(3) Finding one's own potential is an important condition for success.

Two ways to tap our potential

(1) Give yourself positive hints, improve your confidence and courage, and help us explore our potential.

(2) Imagine a better image of "self" in your mind, stimulate your fighting spirit and release your potential.

(3) Start with small things and stimulate potential in practice.

Example 3

This is a special case, with the network as the theme to analyze the mind.

With the advent of the Internet era, the Internet industry has developed rapidly in China. It has brought progress to the society, but it has also produced some negative effects. One of them is that many middle school students are addicted to the internet, and many people also suffer from the psychological barrier of the internet, that is, "Internet addiction". The results of the second CNNIC survey 12 show that there are more than 620,000 registered websites in China, with more than 87 million people surfing the Internet, of which 82% are teenagers under 35, 18 to 24 years old have the highest proportion, middle school students account for 30. 1%, and minors account for 65,438+. According to the standard that the proportion of Internet users with Internet psychological disorders is about 6%, the number of adolescents with Internet psychological disorders in China is at least 4 million. Middle school students suffering from internet addiction have a sharp decline in academic performance, behavioral variation, psychological dislocation, and great harm to their physical and mental health. Therefore, psychological intervention on middle school students' Internet addiction has become a necessary measure for middle school education.

First, Internet addiction.

1. Definition of Internet addiction

The concept of Internet addiction was first put forward by Goldberg. Through research, [1] Young [2] confirmed the existence of this phenomenon, and pointed out that Internet addiction refers to the phenomenon that network behavior is out of control without addictive substances, which is mainly manifested in the obvious damage to individual social and psychological functions due to excessive and improper use of the Internet, [3] accompanied by tolerance, withdrawal and compulsive behavior related to network use. Referring to the definition of addiction by the International Health Organization, Zhou Qian defined Internet addiction as chronic or periodic obsession caused by repeated use of the Internet and irresistible desire to use the Internet again. At the same time, there will be tension and patience, restraint, withdrawal and other phenomena that want to increase the use time, and there will always be psychological and physical dependence on the pleasure brought by surfing the Internet.

Based on the above research, we can call middle school students' Internet addiction an irresistible infatuation state caused by excessive and improper use of the Internet, which affects their normal study and life.

2. The harm of Internet addiction

Internet addicts themselves have some physical symptoms, such as dizziness, upset, chest tightness, nervous excitement, laziness and so on. Telephone calls with parents and friends or meetings with friends are reduced, and after logging out of the network, they become empty and frustrated, unwilling to communicate with others. It can be seen that the tendency of internet addiction affects the physical health, academic progress and interpersonal responsibility of middle school students.

(1) damage to physical and mental health. Internet addiction can cause vision loss, shoulder pain, low back pain, headache and loss of appetite. According to the survey, [5] among people who often use computers, 83% feel tired eyes, 63.9% feel shoulder pain and low back pain, 56. 1% and 54.4% feel headache and loss of appetite. In addition, sitting in front of the computer for a long time will make individuals lack proper exercise, which will easily lead to adverse physical reactions such as wrist joint syndrome and back sprain. This is more harmful to middle school students who are growing up. Internet addiction will also have a certain impact on their psychology. Once middle school students with internet addiction stop surfing the internet, they will have symptoms such as anxiety, insomnia, depression, bad mood and slow thinking. Middle school students who have been in this state for a long time can't study and live normally, and there will be serious personality distortion and even suicide.

(2) Harm to family and society. Internet addicts' online fun is based on paying huge internet fees. Some middle school students have no independent financial resources. In order to achieve the purpose of surfing the Internet, they often dig their brains-cheating, extortion, theft and even robbery. This brings a shadow to the family, but also adds instability to the society. At present, the problem behaviors of students caused by Internet addiction are increasing.

3. Causes of Internet addiction

(1) The temptation of the network itself. The network has many attractive features, such as freshness, operability and virtuality. One of the most attractive features is its virtuality. In the virtual environment of the network, the constraints of people's inner norms and social norms are greatly weakened or no longer exist, and people's online behavior presents a feature of relieving inhibition, and they can express their opinions at will and do many things that they usually want to do but dare not do. Middle school students are supervised by their parents at home and restricted by school rules and regulations and teachers at school. Once online, they feel that they have really entered a free world. This feeling is hard to find in real life. On the other hand, the Internet is full of all kinds of pornographic and violent content, which is a very attractive way for teenagers whose sexual awareness is awakening and maturing, but who cannot obtain sexual knowledge through proper channels.

(2) The network-related laws and regulations are not perfect. Teenagers are the main force of surfing the Internet. Although China has implemented the Regulations on the Administration of Internet Service Sites, it has not been well implemented in various places, and there are still loopholes in the management of Internet cafes. Many managers of Internet cafes lack the necessary professional skills and legal knowledge, have a weak awareness of network security, and neglect management in actual operation. Relevant departments also have overlapping authority and unclear responsibilities in daily supervision, which gives illegal operators an opportunity. Some Internet cafes are still open to minors under the age of 18, ignoring the provisions of the Regulations on the Administration of Internet Service Places, which makes some teenagers addicted to it.

(3) The influence of family environment. Some parents lack education and care for their children, blindly meet their requirements materially and ignore their psychological problems, which makes many teenagers use the Internet as a place to vent their emotions. Internet addiction reflects the failure of education, especially family education. [6] Many parents have problems with their education methods, which leads to their children becoming internet addicts. They only know how to restrict their children from surfing the Internet, but they don't know how to divert their attention from surfing the Internet and cultivate their new hobbies. Not only that, some parents are also captured by the internet, and even suffer from internet addiction. In this case, children are inevitably unaffected.

(4) Internet users' own factors. Surveys at home and abroad show that [7] people with introverted sensitivity and communication difficulties are prone to Internet addiction. Nowadays, middle school students are under great pressure to study, so it is difficult to ensure their own space at school or at home, and it is easy to find their own harbor on the Internet. Many middle school students regard the online world as an escape from reality. When their families are not harmonious or encounter unsatisfactory things in their life and study, they will vent in Internet cafes. 【LunWenNet。 Com, paper net]

Second, psychological intervention.

Psychological intervention refers to an activity that exerts a strategic influence on the mental health problems and behaviors of individuals or groups under the guidance of psychological theory, so as to make them change towards the expected goals. The psychological intervention method of internet addiction is suitable for students who are really addicted to the internet. Several commonly used psychological intervention methods are:

1. Strengthen intervention

Reinforcement is the power that enables organisms to enhance the possibility of repetition of a certain reaction, which can be divided into reward and punishment. In practice, this intervention method is the most common and the best. In the intervention of Internet addiction, the use condition of reward is to give reward, praise or positive evaluation once the addicted students are found to have reduced their Internet use. The use condition of punishment is that once the internet addiction students are found to spend more time online, they will be punished immediately. Punishment can be material, such as depriving him of the right to get what he wants most, or spiritual, such as school discipline.

2. Don't like intervention methods

Aversion intervention refers to the method of using punitive aversion stimulation to reduce or eliminate some maladaptive behaviors. Commonly used methods include rubber band stretching, disapproval of intervention, implicit sensitization and so on.

(1) elastic ring stretching method. An addicted student put a rubber band on his wrist in advance. When he was sitting in front of the computer and ready to surf the Internet, he pulled the rubber band on his wrist hard, which made his wrist feel severe pain, thus reminding himself to go offline. You can also use external forces, such as alarm clocks, to make sharp noises to stop surfing the Internet.

(2) Society disapproves of aversion to intervention. It mainly uses pictures, movies, public opinion and other means to make students feel a kind of social pressure while surfing the Internet, and produce psychological deterrence and fear, so as to achieve an intervention method to quit Internet addiction.

(3) Implicit sensitization method. Also known as imagination aversion intervention, it refers to an intervention method that uses imagination to make yourself feel disgusted with surfing the Internet, thus gradually reducing the time spent surfing the Internet until you quit Internet addiction. This method can be combined with rubber band stretching method, and the effect will be better.

3. Dispersion method

By organizing various meaningful cultural and sports activities, schools or classes let addicted students participate in them, thus diverting his attention and reducing his fascination with the Internet.

4. Substitution and delayed satisfaction method

On the one hand, schools and teachers should help students cultivate alternative activities (extracurricular activities they are interested in) to attract their attention and find out their online habits, and then let them do other things in the opposite direction during the original online time. On the other hand, understand the online time of problem students (it is necessary to control the online time at first, so there is no need to quit absolutely), and incorporate it into the weekly plan, and gradually reduce the online time under the premise of control, so as to finally achieve the goal of quitting Internet addiction.

5. Group counseling methods

Students with internet addiction disorder are grouped into a group, with experienced teachers as instructors and group dynamics theory as the theoretical basis, and the principles and methods of group counseling are comprehensively applied to achieve the goal of making group members quit internet addiction as a whole. The characteristics of group counseling determine that it has a good intervention effect on network dependence. First of all, the sense of identity among group members plays a huge supporting role in the cognitive and behavioral changes of group members. Group members "can realize that others have the same problems as themselves, support themselves and get the support of others, so as to gain morality and enhance self-confidence." Secondly, group counseling can make Internet addiction students feel safe. Internet addiction students pay more attention to their improper use of the network and ignore their other advantages and abilities. Group counseling can make them pay attention to their abilities, help other members of the group grow up and enhance their self-confidence and sense of security. Thirdly, the contract signed by group members has a strong binding effect on group members, and there is both support and supervision between peers. Internet addiction students will try their best to keep their promises after making a promise to change their misconduct in the group, so that the behavior change can be persisted and consolidated for a long time because of the supervisory role of the group.

Students who fall into network dependence or addiction often reflect that some needs in real life are not met. Although it is necessary to prohibit or reduce online behavior, it is fundamental to solve the problem from the source. Therefore, according to the different reasons of Internet addiction, different intervention methods should be adopted. It is worth mentioning that the focus of middle school students' internet addiction should be prevention, not just remedial treatment for students with internet addiction.

That's all, I can't help the landlord. Good luck.