It is well known that with the development of society, the pace of life has accelerated, competition awareness has increased and human relations have become more complex, increasing psychological stress and stress, and the incidence of psychological anomalies among adolescents has increased. The well-known psychologist, mr. Wang sae-sheng, had announced to the outside world the results of his multi-year survey of secondary school students throughout the country, stating that 32 per cent of them had psychological problems. This is a wake-up call for us: strengthening mental health education for secondary school students is urgent! At the lower secondary level, students are at a critical stage in their physical and psychological development, during which their full and healthy physical and mental development will be crucial for future growth and success. So what's the reason for the mental problems of junior high school students? How can teachers improve students ' mental health through mental health education? The author intends to take up the issue of the mental health of junior high school students in the light of their current situation of learning and teaching practices, and to share his views thereon。
The reasons for the psychological problems in the lower secondary school are many, and the reasons for the negative psychological problems are generally the following:
Inadequate family education. Parents are the first teachers of their students, and their moral upbringing, level of education, methods of education and family environment have a direct and significant impact on their moral and psychological development. The increasing competition at the lower secondary level has led parents to become more demanding about their children, displaying a high level of anxiety about their children's learning, and the constant repulsion of their children by parents, fear of their parents, lack of emotional communication and tension in the family, resulting in severe psychological stress on students, a mental burden, and putting themselves on the back of the water, thus creating anxiety. After the course, the author carried out a study entitled “parents and i have the most influence on me”, in which 70 per cent of the students thought that their parents were scolding themselves and 5 per cent that their parents were divorcing themselves were the ones that had the greatest impact on them, indicating that the parents' education methods were simple, emotional breakdowns and divorces had a serious impact on their children's minds. Poor family education is therefore one of the major causes of psychological problems for children。
Education is inappropriate. Studies have shown that if teachers lack a democratic style, are unaware of, careless and disrespectful of students, and take a coercive, commandive and aggressive attitude towards students in educational activities, and are quick to reprimand, mock, or even physically punish them in disguise, they can generate negative emotional experiences, severely undermine students'self-esteem and cause great psychological stress and even a high sense of inferiority. These are extremely detrimental to students ' mental health. Teachers who make mistakes in their homework are punished dozens of times or even 100 times; disciplined students are punished for one session or one day; and teachers who place low-performing students'seats on the side and behind, and seats for high-performing students in the middle and front, making it easier for students to develop a sense of inferiority. In the long run, students have been feeling tired and interested. Combined with the heavy learning tasks, students have been engaged in intellectual work for long periods of time, leading to exhaustion and inefficient learning. Under pressure to continue school, many students are tired, bored, psychologically frightened, with insufficient confidence, psychological fatigue and fatigue. Some teachers ignore the psychological characteristics of their students, who are taught in an inappropriate way to undermine their self-esteem, leaving many students alone and humbled, and some later, abandoned by their teachers, losing their sense of merit and abandoning themselves。
Negative social impact. Some of the negative effects of society have hit students in recent years, and with the deepening of the reforms and opening up, some mental contamination is inevitable. The influx of unhealthy pornographic video content in the west has created a negative incentive for adolescents, who, because of their lack of capacity to identify, imitate and imitate, have also contributed to the abnormal psychological state of some students. Infections of social impropriety and inferior ways of life, or the complicity of social misbehaviours, make them feel perplexed and confused about their lives and frustrated with the pessimism about the future of social and personal development, all of which raise mental health problems。
In addition, the period of adolescence, especially in junior high, is one of physical development. As a result of biological speed, growth has greatly upset the balance between physical and psychological factors. The independence and criticality of young people's thinking have developed significantly during this period, but there is more one-sided and subjectiveness. They are energetic and emotional, but they are impulsive, insufficiently restrained, less predictable and more prone to psychological problems. Unfortunately, the young people themselves are not prepared for this silent change, and some of our parents and teachers are often not well prepared to take the initiative and take appropriate educational measures in a timely manner to help them to survive a period of dangerous age, which has made this a period of psychological problems for them。
Modern medicine is increasingly proving that having a healthy mind is of great importance to a person's whole life, and that adolescence, though not a period of frequent mental illness, is the period of conception of unhealthy behaviour. The precarious state of psychological activity of secondary school students, especially those in junior high schools, inadequate cognitive structures, different steps of physical and psychological maturity, dependency on society and the family, etc. Make them more anxious and frustrated than adults and more vulnerable to psychological disorders. Temporary mental disorders, if not eliminated in a timely manner, can generate a negative response, which may affect subsequent psychological well-being and even lead to future mental illness, so that the secondary stage is one of hotbeds prone to mental abnormalities. We should therefore focus on the mental health problems of junior high school students, as part of their education, and mobilize society as a whole to address the mental health problems of junior high school students. How can psychological guidance be applied to the psychological abnormalities of junior high school students? Following are some of the strategies to address the problem in the context of working practices:
First, to strengthen teacher learning and improve the psychological quality of teachers
According to the world health organization, schools are the most appropriate place for the mental health of students and can teach them some problem-solving skills and transform their behaviour through intervention and psychological counselling. Mental health education for students begins with improving the psychological quality of teachers. The quality of teachers themselves directly affects the quality of students. For secondary school educators who have the first line of quality education, attention must be paid to their theoretical level of psychology and to the improvement of their psychological qualities, i. E. They must be educated first. Only by endeavouring to learn and master the basic theories of modern psychology and educational science can psychological education be embedded in the discipline, thus becoming a qualified psychologist and truly an engineer who shapes the soul. Modern life is becoming increasingly tense and busy, bringing about many psychological changes and creating psychological conflicts and depression among some teachers in the face of intense competition for advancement and tangible and intangible pressure from all sectors of society. The unhealthy psychological state of teachers inevitably leads to inappropriate educational behaviour that adversely affects students. Schools need to focus on their mental health, and their professional characteristics require teachers to be highly self-regulating. Teachers need to adapt their mentalities with scientific knowledge so that they can remain positive, stable and healthy, with great energy, great emotions and healthy emotions. In addition, in order to provide teachers with extensive training in psychology, schools should include mental health education as an important part of their continuing education, so that each teacher has the basic knowledge of mental health in order to guide students correctly and reduce errors in the teaching process. The development of a cadre of teachers with mental health skills, psychological expertise, counselling skills and methods of psychological training is a crucial step towards strengthening mental health education。
Secondly, to develop the right teaching philosophy and the right teaching methods
Sukhomlinsky said, "the teacher should be a friend of the child and reach out to his interests, rejoice with him, and forget that he is a teacher, so that the child can open his heart to the teacher. In the course of teaching, teachers should, on the one hand, guide, set goals, develop confidence and develop talented education, so that students with poor mentalities can remove excessive psychological stress, put down their mental burdens, remove stress and develop healthy mentalities. Because in complex social life, when there are difficulties in interpersonal relations, family life and learning, some students can be depressed and humbled, paranoid and jealous, mentally depressed, emotionally depressed and disempowered. In the course of his class, he noticed two students at the same table holding their hands under the table in secret, both faces rising red with anger. After school, the two classmates were interviewed by one of the classmates, who thought that one of the classmates was scolding himself and asked what was scolding him, who said he did not hear clearly. As a result, the author learned about his family by using a conversational method, which had been characterized by her mother's illness for several years and her poor financial situation, which was characterized by a more lonely, depressed, suspicious and inferior character. After analysing the reasons, the author encouraged him to speak in class, and he was often followed and praised, bringing him closer to other students. After some time, the student had a smile on his little face and had a good time with his classmates. For example, in the event class, the author created a space and opportunity for students to speak their minds, to speak freely and to exchange ideas, and to create a pleasant atmosphere in the class. In this way, teachers and students, students and students treat each other sincerely and care for each other, so that students feel the warmth of the community and maintain a healthy mind。
Teachers, on the other hand, should improve the taste of classroom teaching. The famous swiss educator piage said that all intellectual work depended on interest. And the confucius said: the knower is worse than the knower, and the good is less than the happy one. That means that whatever it is, interest is the beginning of knowledge. The findings of the psychologist show that interest, emotion and teaching interact. Negative sentiment inhibits intellectual activity and active interest reinforces it. For secondary school students, interest is the most active component of the non-intellectual factor, the starting point for learning self-consciousness and the driving force for learning. It is therefore important for teachers to be proactive about how to enhance the taste of classroom teaching and to stimulate interest in learning. Before each session, the author tries to explore the law, in a variety of forms of teaching, to stimulate the interest and desire for knowledge. For example, the author has introduced competition mechanisms into teaching and learning, which have an extremely catalytic effect on stimulating student interest. In response, the author tried: the classroom to grab the score system, which was organized in the natural group of students, the classroom to ask questions in the form of a round-trip or a round-trip response, the class to which the scores were given and the results of each score were published in the room. In the classroom, the response generated a sense of self-empowerment, victory, active reflection and hand-held responses. As long as the students are able to respond to the teacher's questions, they are sincerely commended and confirmed, encouraged, encouraged, encouraged the cerebral cortex to create excitement, reduced boredom and fatigue in the classroom, and made learning fun and hopeful, thereby reducing anxiety. Such an interest in learning would not only allow students to focus and think positively, but would even reach the point where they would not feel that learning is a heavy burden. At the same time, the students are assessed fairly, looking for flashpoints for them, while creating more opportunities for success, giving them the qualities and self-confidence of their own talents, and helping failed students to build up confidence that i can do and erase the shadows of occasional failures. As a result, our teachers will be able to respond to students ' psychology, raise their interest in learning and make themselves friends and mentors on their way to growth, so that the educational impact will become even more evident。
Thirdly, parents ' guidance and assistance should be strengthened and scientifically sound family education should be provided。
The family is the first base for the development of healthy emotions, good habits, good qualities and high morals, which have a significant impact on the growth of students, as well as on the creation and elimination of psychological anomalies. According to the survey, a large proportion of the parents of children currently attending primary and secondary school are poorly educated, especially with regard to education and child psychology. According to the chinese youth newspaper: 95 per cent of parents have not read books on psychology and 72 per cent have not read books on education. They do not know how to educate their children more scientifically. Thus, schools are expected to learn about the psychological development of adolescents through parent conferences, parent talks, the importance of mental health, the age characteristics of adolescents and the right methods of educating students. Parents must be psychologically prepared to understand that adolescents are a special age period, that students are emotional and behaviourally changing and that they cannot be disrespected or understood. Student education can be encouraged or criticized, but methods must be used in accordance with the psychological patterns of adolescents. It is normal to expect children to be talented, but it is counterproductive to be overstretched. In addition, students from troubled families must be particularly attentive to help them overcome the psychological problems caused by the negative effects of the family。
Finally, a relaxed, healthy and upward social environment is created in which students develop a wholesome self。
