First, lack of pertinence.
Mental health education in schools has its specific scope and objectives, which are formulated according to students' reality. Without the reality of schools and students, the goal of school mental health education will be general and empty, with complicated and disorderly contents and lack of pertinence. Because the school mental health education in our country started late, it was mainly influenced by the west in theoretical research, and the methods, techniques and means adopted were mostly transplanted or even completely copied from European and American countries. For example, the psychometric scales we introduced far exceed our own, and some of them have been applied without revision, with low credibility, which is not suitable for the national conditions of China and the characteristics of students' psychological development. In school mental health education, some students are measured by adult mental health standards; Some use the standard of mental health of middle school students to measure primary school students; Some goals are set too high and too big, which is divorced from the actual situation of teachers' level and hardware facilities of school mental health education, making school mental health education a mere formality rather than reality; Some students use psychological education instead of mental health education, the content is too broad and too much, lacking pertinence, and students are not interested.
In fact, psychological education is a huge "systematic project", which is accompanied by people's life. School mental health education is an important stage and sub-project of this "systematic project". At this stage, our goal should be to "cultivate students' indomitable will and spirit of hard struggle, and enhance teenagers' ability to adapt to society". What we need to do is "educate and guide students of different ages in various ways to help them improve their psychological quality, perfect their personality and enhance their ability to resist setbacks and adapt to the environment". We should selectively absorb foreign psychological counseling theories, techniques and methods in combination with the actual situation of primary and secondary schools in China. It is necessary to fully study the possible psychological problems of young students in our country in their study, life, communication and employment, and formulate the corresponding objectives, ways, contents and methods of mental health education in schools to promote the healthy development of students' psychology.
Second, the tendency of formalization.
The school promotes the healthy development of students' psychology by strengthening their comprehensive psychological education. But there should be different entry points in different periods. At present, according to the actual situation in our country, school mental health education is implemented for the psychological problems and obstacles that have appeared or may appear among young students, which has a strong timeliness. Without the local actual situation at that time, it is difficult to solve students' psychological problems, and general psychological problems may accumulate into psychological obstacles and mental diseases.
Some schools offer mental health education courses, which are taught according to fixed teaching materials, fixed contents and fixed forms, teach systematic psychological knowledge in large quantities, and even take very strict exams like other disciplines. As a result, students' mental health has not been promoted, but has increased their academic burden. Therefore, this kind of formal mental health education class is gradually ignored by students, and the effect is not good. It should be affirmed that it is necessary to enrich students' mental health knowledge by offering mental health education courses. However, school mental health education should not only be a knowledge system of a certain subject, but should be based on students' self-guidance and self-education by learning and understanding this knowledge, so as to solve psychological problems, overcome psychological obstacles, improve psychological behavior and improve psychological quality.
Similarly, it is necessary for schools to set up psychological counseling rooms to provide psychological counseling for students who need special help and solve individual students' psychological problems. However, in some schools, the psychological counseling skills of psychological counseling teachers are not mastered, which makes it difficult to solve students' psychological problems. If it is not handled well, it will increase the psychological burden of students. Therefore, only a few qualified schools can set up psychological counseling rooms and hire full-time psychological teachers. Because most schools don't have the conditions, there are few psychological counseling rooms in some schools, which exist in name only, and even have been delisted and scattered, which also reflects the current predicament of mental health education in schools.
Third, the tendency of simplification.
To carry out mental health education activities in schools, we must take psychological knowledge as the theoretical basis. Its content and form must be formulated around students' existing or possible psychological problems. The theme of mental health education activities carried out in some schools is not clear, lacking psychological education color, similar to class and team activities; There is no difference between psychological counseling and ideological and political education in some schools; There are also some schools that simply and unilaterally understand mental health education as psychological diagnosis and treatment, and measure and diagnose students with the scale of diagnosing patients. The main reasons for this situation are: the theory of mental health education with China's characteristics is imperfect, lacking specific guidance, lacking effective and operable methods, especially lacking teachers with professional knowledge of psychology. Therefore, the school mental health education is not standardized and the effect is not obvious enough.
Fourth, pay more attention to adaptive psychological counseling than developmental psychological counseling.
Judging from the current actual situation, many people think that only by establishing psychological counseling rooms in schools can mental health education be carried out. Therefore, some schools focus on the counseling and treatment of a few or even individual students' psychological problems, while ignoring the vast majority of students, emphasizing adaptive psychological counseling and ignoring developmental psychological counseling. Students with various psychological problems should be solved in time through adaptive psychological counseling. Conditional schools should set up psychological counseling rooms and arrange psychological teachers with theoretical basis and practical experience to carry out psychological counseling. However, most schools in China do not have the corresponding conditions and despise or do not know how to carry out developmental psychological counseling. As a result, the psychological quality of most students has not been improved, and new or even the same problems are still emerging. In fact, developmental psychological counseling can not only help students understand the psychological problems that should be paid attention to in the process of psychological development, but also prevent and eliminate various psychological abnormalities in their growth, and can also help students fully develop their potential, further improve their ability to adapt to the environment and better develop themselves.
Practice shows that school mental health education should be geared to and serve all students. All educational contents, objectives, plans and activities should focus on the development of all students and the common needs and problems of the vast majority of students. At the same time, we should pay attention to individual differences and finally implement mental health education to every specific student. Only when the mental health level of most or even all students is maintained and improved can individual problems be fundamentally solved.
Five, the lack of mental health education professionals
Someone shouted loudly, "Why don't primary and secondary schools have full-time psychological teachers?" In fact, the reason is very simple. First, few students graduated from the psychology department of the university to primary and secondary schools. Second, because there is no classification when evaluating professional titles, there is no psychological teacher in the school. Don't say that psychology graduates switch to other courses, even if all psychology graduates become psychology teachers, they can't meet the needs of Beijing in a few years. From a national perspective, the problem is more serious. Among the more than 65,438+0,000 colleges and universities in China, there are few schools with psychology departments, and there are few graduates majoring in psychology every year. Facing tens of thousands of primary and secondary schools and all kinds of secondary vocational schools in China, if each school is equipped with a psychological teacher, even if all the graduates majoring in psychology and pedagogy trained in the past 20 years are engaged in psychological education, it is far from meeting the needs. This objective fact tells us that we must fully tap the huge resources contained in the team of class teachers and train a large number of teachers who can carry out mental health education in schools.
Through investigation, we know that mental health education in schools is mixed, with different methods and poor results. At present, although school leaders and teachers attach great importance to mental health education, due to the above-mentioned subjective and objective reasons, there are many problems in mental health education and its development is unbalanced. Some schools are doing vigorously, while others are relatively deserted. Mental health education in schools can be described as "loud thunder, little rain".
In view of this situation, we must combine the actual situation of the school to build an effective school mental health education model, which can not only effectively solve students' psychological problems, promote their mental health development, but also facilitate teachers to master and operate. Moreover, this method is accepted by students, which makes the level of mental health education in schools develop and improve continuously.