; ; ; ; ; ; ; ; ; ; ; ; ; ; ; Authors: Cheng, Wang Zhongjie, Zhao, Qian Feng Abstract: A semi-structured questionnaire was used to investigate 596 students in Grade One and Grade Two ofNo.1kloc-0/middle school in Zhengzhou City, Henan Province, and eight factors affecting their mental health were analyzed. From the perspective of senior high school students, students' own problems have the greatest impact on their mental health level, and there are differences between different grades and different class types. Factors such as the relationship between teachers and students have different degrees of influence on the mental health of senior high school students, especially some problems of students themselves. Therefore, it is necessary to establish a timely and effective psychological intervention mechanism to promote the healthy growth of senior high school students. Keywords: mental health psychological intervention mechanism Average ranking of high school students 1 Introduction The high school stage is the stage with the biggest psychological fluctuation, the biggest pressure and the strongest rebellious psychology in a person's life, and high school students are the high-risk group of psychological disorders and mental diseases [1]. Therefore, how to better maintain and develop the psychology of high school students has become a common concern in the current society; Although researchers have done a lot of intervention and practical research in this area, so far, they have not received very satisfactory results, especially the effective mental health intervention model has not been constructed. In view of this, this study attempts to understand the factors that students think have an important influence on their mental health, and rank them in order of importance, so as to provide practical support for effective intervention, provide basis for parents, teachers and other relevant personnel to carry out education and psychological counseling, and finally provide an overall support framework for building an effective mental health model. 2 Objects and Methods 2. 1 Subjects In this study, the students in Grade One and Grade Two of Zhengzhou Provincial Demonstration High School1kloc-0/Middle School in Henan Province were taken as the research objects, and 608 students were selected from the representative * * * by stratified random sampling. After eliminating the invalid questionnaires, 596 valid questionnaires were obtained, and the effective rate was 98%. Among them, there are 309 senior one students and 287 senior two students (see table 1). 2.2 Research Methods Based on previous research results and practical experience, a semi-structured questionnaire was compiled from five dimensions: family, school, teachers, class teachers and students, including eight factors: teacher-student relationship, teachers' teaching methods and means, class teachers' management style, students' relationship with parents, students' own problems, relationships with same-sex classmates, emotional relationships with opposite-sex classmates and school management system. The questionnaire consists of two parts: ranking the importance of various factors that affect mental health, and briefly describing specific events that have adverse effects among these factors. The distribution, filling and recycling of questionnaires are completed by teachers and graduate students of psychology department. Taking SPSS 13.0 FOR WINDOWS as the statistical tool, and taking the average score as the ranking index, this paper ranks the importance of various factors affecting the mental health of senior high school students, and describes and analyzes the influencing events. 3 Survey results and analysis 3. 1 Survey results Part I: The influencing factors of mental health of senior high school students rank 3. 1. 1 The specific results of comparative analysis of the influencing factors of mental health of ordinary classes and experimental classes in different grades are shown in Table 2 and Table 3. As can be seen from Table 2, students in ordinary classes think that some of their own problems have the greatest impact on mental health. Among them, the students in the first-grade ordinary class think that the teaching methods and methods of teachers are the second, and the relationship with parents is the third; the situation in the second-grade ordinary class is the opposite. The first-year students in the ordinary class think that the emotional relationship with the opposite sex students has the least influence, while the second-year students in the ordinary class think that the school management system has the least influence. As can be seen from Table 3, the students in the experimental class think that some of their own problems have the greatest impact on their mental health, followed by the teachers' teaching methods and methods, the relationship with their parents, and the emotional relationship with the opposite sex students. 3. 1.2 Comparative analysis of influencing factors of mental health in different grades As can be seen from Table 4, the top six influencing factors of Grade One and Grade Two are completely consistent, only the last two are slightly different. It can be seen that the order of eight factors affecting their mental health is basically the same between freshmen and sophomores. They all think that some of their own problems have the greatest impact on mental health, followed by their relationship with their parents, and teachers' teaching methods and methods are the third. Among them, freshmen tend to think that the emotional relationship with the opposite sex students has the least influence, while sophomores tend to think that the school management system has the least influence. 3.2 The second part of the survey results: analyze the composition of various factors affecting mental health. The survey results show that each factor itself includes the following aspects. 3.2. 1 In terms of school management and teachers, 37.2% of the students think that schools and teachers discriminate against ordinary classes and there are unfair phenomena such as the possession of educational materials; 54.8% students think that school management is too formal and complicated. 42.3% of the students reported that teachers' teaching methods were outdated and stale; 32.6% of the students report that the class teacher prefers good students or beautiful students, and the management is not strict or emotional. 3.2.2 Parents, 68.3% of the students think that their parents care too much about their study and life, don't care about the learning process, and only pay attention to their grades; 28. 1% of the students reported that their parents were busy with work and had no time to take care of them; 72.4% students can't communicate honestly with their parents or can't communicate. 3.2.3 Students' own problems 83.6% students think that their emotional control ability is poor; 67.2% students are troubled by the pressure of study and further education; 49.8% students have test anxiety and fatigue; 17.6% students are dissatisfied with social problems and school system; 33.4% of the students reflected their difficulties in adapting to interpersonal relationships, including disharmony between teachers and students, disharmony between classmates and unnatural communication with the opposite sex. 58.7% students think they have problems in their learning attitude and learning methods. 4 Discussion 4. 1 Through this survey, we found that although students in different grades and classes have different judgments on the influence of the eight factors on their mental health, some of their own problems always rank first. The content involves emotional instability, sensitive interpersonal relationships and great learning pressure, which may be related to the particularity of high school students in the model middle school: most of them have superior family conditions and poor independent living ability, grew up with praise, and the competition is more intense after entering the model middle school [2]. Their fragile psychological endurance has been severely tested by their achievements and the complexity of interpersonal communication, coupled with heavy learning burden and higher expectations of their parents, schools and society [3]. In addition, the relationship between students and parents, as well as teachers' teaching methods and methods, also have a great influence on students' mental health. Parents are children's first teachers, and a good parent-child relationship is undoubtedly of great significance to children's mental health development; Teachers' teaching methods and methods directly affect students' academic performance, thus affecting students' mental health level. 4.2 It can be seen from the events that have a bad influence on senior high school students' mental health that parents, teachers, school management and students' own situation all have different degrees of influence on students' mental health, mainly manifested in the formalization of school management, outdated teaching methods of teachers, parents' excessive concern and students' emotional adjustment. It can be seen that mental health intervention only from the student dimension is incomplete, and it can't achieve the expected effect, because anyone can't live without his living environment and the interpersonal relationship and atmosphere he has always had. Therefore, some researchers have suggested that the problems that students solve in the consulting room will reappear after returning to the classroom. Don't these phenomena deserve our education and psychologists' attention? Therefore, it is urgent to establish an all-round psychological counseling mechanism for teachers, parents, schools and students, effectively improve students' mental health and build a developmental psychological counseling model.