Will produce rebellious psychology
For example, I don't like classes, homework, skipping classes and playing games.
It is also easy to cause puppy love.
I sincerely hope I can help you.
If you are satisfied, please adopt it, thank you!
I think the most important thing is to learn to get what you deserve, because many negative emotions are your own problems.
But excessive anxiety will have a bad influence on students. For example, if some college students suffer from insomnia or "... depression" on the night before the exam, it not only refers to various feelings, but also refers to emotional, cognitive and behavioral characteristics.
What emotional behaviors will affect the emotional response of healthy people, which is directly related to the operation of the brain; Healthy brain and stable mood. If you are in a bad mood, the overall function of life will be affected.
Emotion is mainly controlled by the midbrain, and the brain stem is connected with the midbrain, so it is necessary to strengthen the training of the brain stem first, which is ignored by most people. The brain stem is like a bridge, connecting other structures of the brain, such as the brain, cerebellum and forebrain. If the bridge is unstable, it will be difficult for others to give full play to their strengths.
At the right time, buy yourself a gift to make yourself feel relaxed and happy.
The brain stem is responsible for sleep and diet. Lack of sleep or poor quality, lack of good eating habits, relatively poor mental state, lack of attention, slow response. Many people with emotional problems usually have a chaotic lifestyle.
Insomniacs often suffer from emotional diseases.
Serotonin exists in forebrain, brain, midbrain and brain stem, which will affect people's mood, memory, anxiety, sleep, appetite and views on things. There is a balanced relationship between melatonin and serotonin. The former affects sleep. If melatonin is out of balance, insomnia will occur. Therefore, among insomniacs, many people suffer from emotional diseases.
A balanced diet is the best treatment.
How to solve this problem? A balanced diet is the best treatment. People with emotional problems can obviously improve their emotional problems by reducing "junk" diet and supplementing sleep. It can be seen that nutrition directly affects the operation of the brain. Vegetables and fruits are particularly important in a balanced diet, which can supply fructose needed by the brain; However, lack of omega-3 fatty acids can lead to bad temper, hatred of others, or depression.
Dopamine, a neurogenic substance in midbrain, directly affects people's mood. In theory, adding this substance can be exciting, but it will be addictive. Dopamine appears in the forebrain and basal ganglia, which is responsible for dealing with fear, but because dopamine replaces the feeling of fear, many people's addiction behaviors are caused by dopamine.
Intrinsically comfortable environment
However, whether the emotional environment is well adjusted is the key to your happiness. People need an inner comfortable environment, which comes from a sense of accomplishment, motivation and goals. People with stable emotions can cope with pressure, which is why some people can survive in the face of pressure and setbacks, which is the result of stable internal environment.
On the other hand, it can improve the oxygen content of nerve cells in the brain, enhance concentration, make the reaction more agile, and help coordinate the activities and operations of various organs. Some people are in a bad mood and often can't figure it out. In fact, as long as they go out for a walk or do some simple stretching exercises and breathe fresh oxygen, their mood will naturally get better. When a person is in a bad mood, angry and cursing, the brain will suddenly suffer from a lot of hypoxia.
Too much negative information
People's minds are like ripples in water. For example, watching horror movies, it is often difficult to fall asleep, because the brain is still open, the clips I have seen are vivid, and my emotions cannot be released for a long time. The food of the brain is knowledge. Receiving information from all directions every day will affect and lay our development direction, so the information received is too complicated and the brain will be rendered.
The brain can't accept too much negative information, and the human body has an innate instinct to avoid ugly things. For example, when you see something cruel, it will naturally avoid its eyes. This is the mechanism of escape. When the brain can't bear too much negative information and can't escape, people's reaction to things will become more and more negative.
The brain is a database, and the information in it will be stronger if used more, and weaker if used less. If you often mention unhappy things, your memory will deepen, your mood will become negative and people will be unhappy!
Emotional gas station
Keep smiling: Laughter can strengthen the immune system. Every time I laugh, my brain relaxes. Watch more relaxing programs to cheer yourself up.
Keep a diary: it's a good way to relieve your mood. If you don't want to write, you can use recording.
Say more good words: the brain needs positive energy and should say more positive words.
According to your own needs: think about when you are happiest, which is the truest feeling from the heart.
Dress formally: highlight your best and most beautiful side as much as possible. This is not dressing up, but cherishing your performance. People who know how to cherish themselves usually have a positive outlook on life.
Reward yourself: at the right time, buy yourself a gift to make yourself feel relaxed and happy.
Visual training: learning painting can increase the three-dimensional sense and color sense of vision; Appreciate more exquisite works of art, * * * visual perception.
What are the adverse effects of drug abortion? There is no doubt that medical abortion will have adverse effects. In view of this, female pregnant women must be cautious before abortion and try to adopt abortion methods that can avoid these adverse effects. What are the details? Let's listen to the expert's analysis of this problem. ? Drug abortion is a common method to solve unplanned pregnancy. It is normal that the bleeding time after drug abortion is less than two weeks and the amount of bleeding does not exceed the usual menstrual flow. It is very important for women who are about to have medical abortion to know the adverse reactions in advance. Here, please ask the experts to introduce it in detail. 1. Vagal nerve excitement symptoms: Some women may have symptoms of vagus nerve excitement such as fidgety, pallor, sweating, chest tightness, palpitation and bradycardia within a few minutes after taking the medicine; The hazards of drug abortion mainly include bleeding, gastrointestinal reaction, vagus nerve excitation symptoms, incomplete abortion, fatigue, flushing and other reactions. 2. Incomplete abortion: The success rate of mifepristone combined with misoprostol to terminate early pregnancy can reach 98%-99%, and the failure rate is less than 2%. The main cause of failure is incomplete abortion, that is, some embryonic tissues remain in the uterine cavity, and the clinical manifestations are irregular lower abdominal pain and continuous bleeding after abortion; 3. Gastrointestinal reaction: It is a common adverse reaction of mifepristone. It is characterized by nausea, vomiting, abdominal pain and diarrhea, often accompanied by mild to moderate fever. In view of this reaction, the light one can be observed without special treatment. Severe cases should be actively treated on the basis of bed rest. For example, people with severe nausea and vomiting should be given vitamin B 1 and B6 intramuscular injection or intravenous drip. Belladonna or atropine is given to those with obvious abdominal pain, and physical cooling is given to those with fever; 4.* * * Bleeding: It is normal that the bleeding time after medical abortion is less than two weeks, and the amount of bleeding does not exceed the usual menstrual flow. If the bleeding time after drug abortion exceeds two weeks, and the amount of bleeding is greater than the usual menstrual flow, try to find out the cause of bleeding and consider curettage; 5. Allergic reaction: relatively rare. Some women with specific constitutions may have allergic reactions after taking mifepristone. Most of them are mild reactions, mainly manifested as rashes scattered on limbs and trunk, and occasionally allergic shock reactions mainly due to blood pressure drop; I believe that after reading the above introduction, friends are very harmful to the health of drug abortion, so I suggest you choose an abortion method that does not harm the health.
Which of the following situations may lead to emotional behavior? Emotion is the possibility or even inevitability of physical success in behavior. The evaluation and experience of physiological reaction includes seven kinds: joy, anger, worry, thinking, sadness, fear and shock. The stronger the behavior in body movements, the stronger the emotions, such as dancing with joy, gnashing your teeth with anger, thinking about tea and rice, and being heartbroken. Are the reactions of emotions in body movements. Emotion is a part of the whole self-confidence, which is in harmony with extroversion cognition and external consciousness in self-confidence. It is a temporary and intense physiological evaluation and experience of self-confidence.
Extroverted cognition in confidence elements refers to people's cognitive process of possible or certain success in behavior. Because this cognitive process can only be the expectation of the future development of behavior, this cognitive process is actually an imagination and inference of the behavior process. External consciousness refers to the degree of consciousness and sensitivity of human brain to external things in behavior. People have the lowest level of consciousness when they sleep, and the highest level of consciousness when their attention is highly condensed.
General psychology thinks: "Emotion refers to the attitude towards external things accompanied by the process of cognition and consciousness, and it is a response to the relationship between objective things and subjective needs. It is a psychological activity mediated by personal wishes and needs. Emotion includes emotional experience, emotional behavior, emotional awakening and cognition of * * *. At the same time, general psychology also believes that emotions and emotions are "people's attitudes towards objective things. "It's just that emotions are more inclined to the attitude experience of personal basic needs and desires, while emotions are more inclined to the attitude experience of social needs and desires. But in fact, this conclusion, on the one hand, excludes emotions such as joy, beauty, hate and love, on the other hand, obviously ignores the emotional feelings such as joy, anger, worry, thinking, sadness, fear and shock and social emotions such as love, friendship and love that overlap in the process of behavior. For example, a person will change with the change of behavior in the process of pursuing love. Based on these two points, it is obviously inappropriate to distinguish or confuse emotions with basic needs and social needs.
Physiological reaction is a necessary condition for the existence of emotions. In order to prove this, psychologists injected adrenaline into the mentally ill who had no fear and avoidance behavior. As a result, these psychopaths had the same fear as normal people after injecting adrenaline and learned to avoid tasks. Emotion is the same, for example, there is no love without * * *, and the possibility of people falling in love at first sight with * * * will increase. Therefore, the behavioral process triggered by different drugs also shows that emotion and emotion are obviously two different psychological and physiological processes.
In essence, the difference between emotion and emotion in the process of behavior is that emotion refers to the physiological evaluation response to the behavior goal, while emotion refers to the physiological evaluation response to the behavior process. Let's take love for example. When we have love, we have a goal. Our love is a physiological evaluation and experience of the corresponding goal. At the same time, when we follow the ups and downs of pursuing love, there will be various emotions.
There are more than 20 definitions of emotion. Although they are different, they all admit that emotions are composed of the following four components:
1. Emotions involve changes in the body, and these changes are the manifestations of emotions.
2. Emotion is the preparatory stage of action, which may be related to actual behavior.
3. Emotion includes conscious experience.
4. Emotion contains cognitive components and involves the evaluation of external things.
Pupils reading bad books for a long time will affect precocious puberty, have obvious sexual impulses, promote hormone secretion, and thus grow and develop ahead of schedule. In the long run, it is not conducive to children's thinking development and physical health.
What adverse effects does hemorrhoid have on health? The harm of hemorrhoids
Hemorrhoids, if not healed for a long time, can cause hemorrhoid nucleus prolapse and incarceration, which will aggravate pain and illness. Secondly, it will be infected. Once the symptoms of hemorrhoid bleeding are formed, bacteria, toxins, pus and thrombus can easily invade the blood and cause sepsis. In addition, due to hemorrhoid prolapse, sphincter relaxation, long-term mucus outflow from the peripheral panel, it is easy to cause itching and eczema of the panel. The main hazards of hemorrhoids are as follows:
Anemia:
[1] Hemorrhoids lead to the continuous loss of iron in human body. If you have blood in your stool for a long time, you will lose a lot of iron, so that the total amount of iron in your body is lower than normal, which can cause iron deficiency anemia. Iron deficiency anemia can be asymptomatic or mild in the early stage. When anemia is severe or progresses rapidly, after physical activity, there will be pallor, fatigue, loss of appetite, palpitation, increased heart rate, shortness of breath and edema, and some patients will also have nervous system symptoms such as irritability, excitement and irritability.
Imprisonment:
Another main symptom of hemorrhoids is prolapse of internal hemorrhoids. The internal hemorrhoid protruding out of * * * is caught by the sphincter, the venous return is blocked, and the arterial blood continues to be input, which increases the volume of hemorrhoid nucleus until the arterial blood vessels are compressed, and the thrombus appears hemorrhoid nucleus, so it is difficult to send back the sclerosing pain. Traditionally known as "strangulated internal hemorrhoids", the thrombosis of external hemorrhoids is often accompanied by pain. When hemorrhoids prolapse cannot be sent back, it is also called "incarcerated hemorrhoids", and hemorrhoids will be affected for a long time.
Necrosis:
Hemorrhoids are incarcerated outside * * *, and a series of pathological changes make regional metabolites accumulate, further aggravating * * * regional edema and hemorrhoids incarceration. This is a vicious circle, so internal hemorrhoids will inevitably appear necrosis for a long time. At this time, necrosis is often confined to the mucosal part of hemorrhoids, but it will also invade other parts of the human body.
Infection:
After incarceration of hemorrhoid nucleus, many patients with different degrees of infection have symptoms such as internal urgency, severe heaviness and obvious heaving sensation. At this time, the infection is mostly confined to the * * * area. If it is strongly reset, it is easy to spread the infection and cause submucosal perianal or ischiorectal abscess. There have been reports of fatal portal vein septicemia related to incarceration of hemorrhoid nucleus abroad.
What is the direction of educational intervention for students with emotional and behavioral disorders? First of all, we must understand the inner world of children. Only by knowing what he thinks can we solve the root of the problem.
We grow together
Educational methods for children with emotional and behavioral disorders
Planned goal
How to teach students with emotional or behavioral disorders? An obvious but not entirely correct answer is that they should learn to control their anti-social behavior. For many years, researchers have trained children with behavioral disorders to behave appropriately at the expense of learning. Therefore, children who lack academic skills will fall further behind their peers. In order to help children with emotional or behavioral disorders succeed in school, community and career, they should be guided in both social and academic skills.
Social skills For children with emotional or behavioral disorders, learning social skills is an important course content. Most of them have difficulties in talking, expressing their feelings, participating in group activities and coping with failures or crises in a positive way. They often fight and quarrel because they lack the social skills to deal with inflammatory events. They interpret a slight collision as an attack on themselves by other students.
There are many publicly published social skills training courses and plans; TV programs and books are used to teach social skills to students with emotional or behavioral disorders.
Academic Skills Although we emphasize the cultivation of social skills for students with emotional or behavioral disorders, we should not neglect academic guidance. Many children with emotional or behavioral disorders lag behind their normal peers in reading, writing and arithmetic, which is not conducive to their future success in society.
Fortunately, most children with emotional or behavioral disorders have made remarkable progress in their studies after receiving systematic guidance. Meanwhile, effective guidance is the basis of effective class management. Teachers should not lower their academic requirements for students with emotional or behavioral disorders just because they are afraid of trouble (for example, reducing the difficulty of homework, reducing the chances of answering questions and lowering expectations).
behavior management
Behavior Support and School System Schools generally control the problem behaviors of special students through punishment. However, punishment can not completely solve the problem behavior, especially for children with long-term behavior problems, punishment does not help to establish pro-social behavior. In the past ten years, important progress has been made in student discipline, and a school-wide behavior support system has been established, in which all students provide positive behavior support. The goal of the school system is to define, teach and support positive behaviors so that all students can succeed academically and socially.
Schools that implement the positive behavior support system use team strength to impart positive behavior to all students. All the faculty and staff are participants in this plan. They made clear rules and evaluated and modified the system according to the collected objective data. A successful school behavior support system has the following characteristics:
1. Announce the expected behavior. Define some expected behaviors. The definition should be simple and definite. For example, "be polite, responsible and secure" or "respect yourself, others and property".
2. Define and teach expected behavior. Teach all students the expected behavior. Provide examples of expected behavior (for example, being polite in class means raising your hand before answering questions. Politeness at dinner or in the auditorium means calling people by their first names. Teach expected behavior directly in a systematic way: provide general rules, discuss basic principles, and provide positive and negative examples. Students practice according to positive examples until they get used to it.
3. Appropriate behavior will be rewarded. Reward positive behavior according to regulations. Some schools have a formal reward system (lottery or bonus); Others give praise. The ratio of teaching staff to students should be controlled at 4: 10 as far as possible.
4. Wrong behavior can be corrected. When students break the rules, they should immediately know that this behavior is wrong. Don't reinforce the wrong behavior.
5. The team evaluated and modified the system according to the collected data. An excellent school support system should constantly evaluate itself, and its decision-making process allows appropriate behaviors to be corrected. School evaluation includes: unexpected behavior report, participation rate, lag and suspense rate, etc.
6. Students' personal support system is combined with the school discipline system. School support system cannot replace personal support. Especially for 1%-7% students, it is more necessary to provide personalized intervention.
As teachers of students with emotional or behavioral disorders, class administrators should design and manage the class environment. Class management can not only reduce anti-social behavior, but also increase the positive interaction between teachers and students, thus establishing positive behavior and achieving academic success. It will not be easy. Fortunately, teachers can manage classes effectively through clear definitions and exercises.
Most class behavior problems can be intervened by active behavior management. The so-called active behavior management strategy refers to the pre-planned intervention measures to prevent the occurrence of problem behaviors or to stop them in time before they occur. For stubborn children, it is easier to prevent the occurrence of problem behavior than to correct it after the problem occurs. Once teachers lose control of class management, it is more difficult to re-establish the order of class management.
Active intervention includes: constructing the physical environment of the classroom (such as letting the students with the most serious symptoms sit around the teacher), defining the rules and expectations of appropriate behavior, arranging the activity schedule, shortening the activity interval as much as possible, giving students guidance in an acceptable way, encouraging and actively strengthening to trigger the target behavior.
Managing classes for children with emotional or behavioral disorders requires a lot of knowledge and skills. In addition to the strategies already introduced, teachers should also know when and how to use them. Such as shaping, occasionally relaxing, ignoring (destructive behavior), strengthening other behaviors in various ways (referring to behaviors other than the target behavior),
Reaction cost, time limit (requiring students to behave properly in a short time), and over-correction (the injury caused by anti-social behavior is double indemnity, and the child takes someone else's cookies, double indemnity). We can't use these technologies in isolation. We should combine them with class management and support systems at all levels to strengthen behavior control.
Teachers should not use mandatory orders as the main means to guide students when designing and applying class management strategies. On the one hand, high-pressure policy encourages students to avoid behavior, on the other hand, it also makes students pay more attention to wrong behavior rather than target behavior. In addition, the methods of correctly managing classes are: teaching students to manage themselves; Involve peers in mediation and support.
Self-management Many children with emotional or behavioral disorders think they can't control their own lives. They always passively accept things, and destruction is their response to the disharmonious world. Self-management can help them realize their responsibilities and form a sense of autonomy. The advantage of self-management is that it can be migrated.
There are many methods of self-management, among which self-monitoring and self-evaluation are the most important and studied. Self-supervision is relatively simple, which means that students observe and record the target behavior; Self-assessment is to compare one's behavior with a standard or goal. A large number of studies show that children with problem behaviors can regulate their behaviors through self-monitoring and self-evaluation.
Twenty years ago, Rod, Morgan and Yang (Man & amp； Young, 1983). They found that self-management technology can effectively improve students' classroom performance. Six children with emotional and behavioral disorders used self-monitoring and self-evaluation methods in the resource classroom to effectively control their destructive behavior. At first, the teacher evaluated the children's behavior within 15 minutes, from "excellent (5) to" poor (0) ". After using CET-6, the students began to evaluate themselves in the same way, and then it was the teacher's turn to evaluate them.
Compare the teacher's evaluation with the students' own evaluation. If there is only one point difference between students' evaluation and teachers' evaluation, students can get self-evaluation scores. If the student's evaluation is completely consistent with the teacher's evaluation, the student can get extra points. Teachers can try to reduce the number of teacher evaluations. When students' self-evaluation ability has developed to a certain extent and can be accurately evaluated, they can be allowed to conduct self-evaluation every 30 minutes. Finally, the self-assessment card and grading system are removed, and students conduct internalized self-assessment. At this time, students' positive behavior will even be higher than that of their normal peers. Peer intervention and peer support can help children with behavioral disorders become better. Specific strategies for mutual assistance include:
Peer supervision. Ask students to observe and record their peers' behaviors and provide feedback.
Positive reports from peers. Through teaching, encouragement and reinforcement, students can report the positive behavior of their peers.
Peer counseling. Students with emotional or behavioral disorders help each other in academic and social skills.
Peer confrontation. When misconduct happens or is about to happen, peers explain to each other why this behavior is incorrect, and suggest or show positive behavioral responses.
In the process of implementing peer support or group support, setting an example is a complicated process. This is much more difficult than gathering a group of children and hoping that they can benefit from excellent companions. Children with severe emotional or behavioral disorders often lack positive role models to imitate and cannot be responsible for their actions. The first and biggest challenge for teachers is to strengthen the cohesion of the team.
Although there are many forms of group support, the most common forms are group meetings and subcommittees. There are two kinds of group meetings that must be held every day. The meeting is planned to be held in the morning. Students attending the meeting first review the timetable, then explain the behavioral goals of the day, and their peers provide support and advice. Finally, they discuss the team goals for the day. An evaluation meeting was held in the evening. Let's discuss the achievement of the day's goals together. Each member must make a positive evaluation of his peers' performance. You can hold a meeting to solve the problem at any time. The participating members discuss a certain problem, propose various solutions, and discuss the effectiveness of each solution, thus forming the optimal solution and finally reaching the oral commitment implementation plan. If a team performs well, it will be rewarded by the Subcommittee. The award rules and the award itself are decided by the Committee through collective discussion.
Basic rules for strengthening team cohesion:
Everyone in the team is equal, and every student is responsible for the group.
All students are responsible for the daily work of the group (such as class work and peer supervision).
Planning meetings and evaluation meetings are responsible for discussing, evaluating and strengthening the behavioral goals of individuals and groups.
Team members should be as consistent as possible.
In the problem-solving meeting, everyone discusses, makes decisions and solves problems.
When using class management or class intervention system, class scores depend on collective performance. For example, if the class scores rank in the top ten, you can get the priority of the next day.
All important awards should be awarded to the collective and shared by all members.
Students are only allowed to leave the group under special circumstances (such as individual behavior is no longer responsible for the group).
Once students leave the group, they must make plans to join other groups immediately.
Teachers are ordinary members of the group and have veto power only when necessary.