1. Strengthen the psychological counseling function of mental health education class;
2. Carry out a series of lectures to strengthen the popularization of students' mental health knowledge;
3. Carry out a series of group counseling and psychological training to effectively solve students' psychological confusion;
4. Conduct mental health education and training for some teachers, improve teachers' understanding of mental health education, and make them have the ability to help students solve psychological problems.
The specific scheme is as follows:
First, first grade
1. Set up mental health education courses with the following curriculum:
Reasons for setting time course content
The last issue:
1-2 weeks, the nickname Dagong introduced his nickname, the school's psychological counseling institution and the requirements of the course, and then asked the students to introduce their nickname 1. Promote the speed of understanding between teachers and students and narrow the distance with students;
2. Arouse students' attention to mental health education.
From the 3rd to 4th week, under the guidance of image dialogue, let students concretize their psychological state (1), so that students can understand their psychological state from the perspective of image;
2. Stimulate their interest in mental health education and improve their awareness of maintaining mental health.
In the 6th-7th week, my junior high school life was titled "My Junior High School Life", and each student was asked to write down his happiness and troubles in the past month, and then write the campus psychological drama 1 in groups, so that the students could reveal all kinds of happiness and troubles they encountered in their junior high school life.
2. Writing psychological drama can make students' emotions better released.
Week 8-9 Psychodrama Performance Psychodrama rehearsed in the last class can be demonstrated in the form of psychodrama.
In the week 1 1- 12, the students took the mental health test for primary and secondary school students and made a general survey of their mental health.
Week 13- 14, let students express their feelings about the family at will, both good and bad, and then guide students to correctly look at the position of the family in their hearts. Let students express their feelings and stories about their families in class, which can release their emotions to some extent.
2. Students listen to each other's views on home, which can arouse * * * and eliminate extreme negative views.
Parent-child Communication Students read "20 pieces of parent-child communication" in week 15- 16 to find out which ones are better and which ones are not. And correctly guide students to do it in a good direction (it is recommended that some parents and students join this class together) 1. Let students know what are the effective ways of communication;
2. Let students communicate with their parents in an effective way;
Week 17- 18 Psychological Magazine Reading Class-Adapting to Psychological Excerpts Take students to the reading room to read psychological health education magazines. Requirements: 1. Bring pens and psychology books;
2. Extract more than 400 words 1. Let students know and learn to consult psychological counseling materials to solve some of their mental health problems;
2. Cultivate students' habit of reading mental health education magazines.
19-20 weeks everyone is saying 1. In the first 20 minutes, students discuss their excerpts in groups and grade them.
2. In the last 20 minutes, each group will send the best group to the stage to communicate with the whole class;
3. Student comments; Let students exchange and display the materials they consult in the library in class.
2 1-22 this week, I wrote a short article "I and mental health" to understand students' understanding of mental health education;
2. Ask students to clarify their views on mental health.
Next issue:
1-2 weeks, Guangxin can introduce topics through ancient Greek myths and legends, and then use image dialogue to guide students to concretize and visualize their troubles. Through the visualization of optical center, students can better measure their mental health;
2. The relaxation of image dialogue can relieve students' pressure to some extent.
In the 3rd-4th week, I played the puzzle game "My Five Things" 1. Let the students understand the most important thing in his mind so far.
2. Cultivate students to make choices about things that are difficult to make.
Week 5-6: My important people introduce what important people are, let students write about important people in their own lives, and let students learn to be grateful by understanding the influence of others on themselves.
Week 7-8: Play the game of survival and self-help, so that students can express their own values and better understand their own values.
Zhou 1 1- 12 My epitaph introduces the epitaphs of ancient and modern celebrities, so that students can write their own epitaphs and have a general idea and plan for their own lives.
Week 13- 14 Guess who he is? By drawing lots, each student writes down the good conduct and bad habits of a classmate in the class, and then reads them out so that everyone can guess who he is. 1. Cultivate students' ability to express their views on others;
2. Understand your image in the eyes of others;
15- 16 who am I this week? Introduce the topic through Zhuang Zhou's Dream Butterfly, guide students to adopt small animals with image dialogue, and then fill in the forms of Real Self, Ideal Self and Me in Others' Eyes 1. Let students know more about who they are;
2. Learn to accept who you really are.
Week 17- 18: Self-confidence training: Positive self-suggestion through the sentence "I have confidence in ……" can improve their confidence in the final exam and boost their morale.
2. Carry out a series of adaptive education activities in the last period:
(1) In September, the first week, students' adaptation survey, school adaptation leaflets and lectures were conducted;
(2) From June 65438+ 10 to June 165438+ 10, each class organized to write adapted stories and psychological dramas.
(3) In June 165438+ 10, organize students to read psychology magazines in the library, look for articles about adaptability and make them into tabloids;
(4) On June 5438+065438+ 10, group counseling for adaptive education was conducted.
(5) 65438+February, students' adaptability survey.
In March, the next lecture series on adolescent education (physiology) will be held.
Second and second grade
1. The last issue:
(1) 10 June, held a series of lectures on adolescent education (how to deal with the relationship with parents).
(2) On June 5438+February, parent-child communication group counseling was conducted (a group composed of three families, * * * twice, each time for one and a half hours).
2. Next issue:
(1) In March, a series of lectures on adolescent education (how to deal with heterosexual classmates) was held.
(2) In May, group counseling for heterosexual communication was conducted (8- 10 group, *** 1 time).
Third, the third grade
1. The last issue:
(1) made a survey on life goals and career ideals in September;
(2) 10, hold lectures, establish life goals, and see clearly the direction of struggle;
(3) On June 5438+00-February 12, individual guidance on life goals was given.
2. Next issue:
(1) in March, investigate the students' physical and mental conditions before the exam;
(2) In April, conduct pre-test psychological counseling training for class teachers;
(3) In May, a mobilization meeting for students before the exam was held;
(4) June, physical and mental adjustment training.