Editor's note: The period of childhood and adolescence is a critical period for the formation of mental health and personal traits, and it is also a period of high incidence of psychological problems. Adolescents have psychological problems, which not only affect their current learning and life, but also make them dislike and refuse to study, and are more likely to have an impact on their life development.
Students are doing mind games
The Party Central Committee and the State Council attach great importance to the work of students' mental health, regard mental health as an important foundation for the all-round development of students, and carry out a series of solid and effective work. In April 2023, the Ministry of Education and 17 other departments jointly issued the "Special Action Plan for Comprehensively Strengthening and Improving Student Mental Health in the New Era (2023-2025)", marking that the mainland will put the strengthening of student mental health in a more prominent and important position.
Banyuetan reporters visited many places and found that attaching importance to adolescent mental health has become a consensus from all walks of life, many places have taken active action to prevent the occurrence and development of adolescent psychological problems, and many schools have also promoted adolescent mental health education as an important task. What else needs to be improved in the high-quality promotion of students' mental health? The editorial department of Banyuetan organized reporters to go to many places to conduct interviews and conduct investigations in five aspects: psychological screening, referral for medical treatment, suspension and resumption of school, curriculum development, and mental education for all staff, in order to provide suggestions and suggestions for improving the school's mental health work.
Dredging screening blockages and improving the monitoring system
Psychological screening: Avoid going through the motions and labeling
Half Moon Talk Reporter Zheng Minghong, Liao Jun, Zhao Xu, Zhao Yeping, Wang Ying
Student mental health screening is a fundamental part of campus mental health work. At the first plenary meeting of the National Advisory Committee on Student Mental Health held in February this year, Minister of Education Huai Jinpeng stressed the need to improve the monitoring system and establish an integrated system of national student mental health monitoring and early warning. Banyuetan reporters recently interviewed in many places and found that there are still four major blockages in campus mental health screening. Campus mental health screenings beware of going through the motions and labeling.
Four major blockages plague psychological screening work
Screening is inaccurate. The reporter found that at present, primary and secondary schools across the country generally use psychological assessment scales as the main means of monitoring to carry out psychological problem screening, but different schools use different assessment scales, some are developed by third-party psychological institutions, some use online assessment scales, and some use the scales "designed" by the school's psychological teachers. Some scales have obvious tendencies and do not reflect the true psychological state of students. Some screenings are easy for testers to "see through" the test intentions, and some students deliberately conceal the true situation for reasons such as excessive attention from the school after being screened out.
A psychology teacher at a school in northern China said that when primary and secondary schools in her area carried out psychological problem screening, the scales and questionnaires used were all self-selected, and it was impossible to ensure that the relevant tools used were scientific.
Third-party screening agencies are mixed. Banyuetan reporters learned that some third-party psychological institutions engaged in mental health screening have uneven levels, and some psychological screenings are of unconvincing quality for various purposes. Interviewed industry insiders said that some institutions carry out screening of psychological problems for primary and secondary school students to do scientific research, and some institutions want to increase the source of disease. They reported that there are many organizations that claim to be able to provide free assessments, but they have to pay to buy assessment reports.
There is a shortage of screening and follow-up teachers. After the issuance and collection of screening scales and questionnaires, the mental health screening work has not ended, and follow-up work such as filing, summarizing, statistics, and tracking still needs to be followed. Banyuetan reporter's investigation found that part-time teachers are still the "main force" in the ranks of psychology teachers in primary and secondary schools around the country. The lack of full-time psychological teachers makes it difficult for schools to effectively carry out follow-up work even if they have done formal psychological screening.
"After the screening is completed, the statistical workload is not small, and it is necessary to talk to the students who focus on them one by one, and some school psychology teachers are in short supply, so I am afraid it is difficult to ensure the final screening effect. Said a psychology teacher at a school in the north.
Screening results are easy to label. He Li, director and associate professor of the Refusal Research Center of Beijing Union University Teachers College, said that although there is a lot of popular science propaganda on psychological education, some people still talk about mental illness, and it is easy to label students with hidden psychological dangers as "monsters", thinking that they may do the whole thing, and the halo effect caused by it will affect the decision-making of teachers and schools.
Standardize mental health screenings, and establish psychological archives by school section
The interviewed teachers said that in order to ensure the scientificity and effectiveness of student psychological screening, the education department can uniformly organize and carry out student mental health screening. Chen Juejun, a psychology teacher at Taipingqiao School in Fengtai District, Beijing, hopes that universities and scientific research institutions will increase their efforts to develop and promote mental health screening scales suitable for domestic primary and secondary school students, and form a joint force with education departments and primary and secondary schools to jointly promote mental health screening. In addition, the team of professional psychology teachers should be enriched, a complete mental health screening mechanism should be set up, and regular screening and corresponding intervention should be carried out every year.
Qiao Zhihong, Secretary of the Party Committee of the Department of Psychology of Beijing Normal University, suggested that the education department should set up a special research project and entrust professional institutions to develop psychological assessment tools for primary and secondary school students with public welfare nature, scientificity and high reliability and validity, so as to provide public welfare psychological problem screening services for primary and secondary school students across the country.
The causes of psychological problems in primary and secondary school students are complex, and mental health screening scales for adolescents of different regions and ages should be developed. For the establishment of psychological files, one of the follow-up links of psychological screening, it should also be distinguished according to age and school period. Zheng Richang, professor of Beijing Normal University and chief expert of the Ministry of Education's home-school-community collaborative psychological care platform, Wang Mian, president of Luluo Xinshu, and other industry insiders believe that the psychological state of students continues to change with age, and a unified psychological file of primary and secondary schools should not be established, but a psychological file should be established according to the existing school system.
Mu Wenting, associate professor and doctoral supervisor of the Department of Psychology at Tsinghua University's School of Social Sciences, said that schools should keep students' mental health screening information highly confidential, so as not to affect students' adaptability in school.
Promote medical and educational collaboration and smooth intervention channels
Crisis management: Say goodbye to the difficulty of referral and intervention
Half Moon Talks Reporter Zhao Xu, Wang Ying, Zhao Yeping, Zheng Minghong, Liao Jun
Mental health screening is admitted to school, and children with poor mental health are identified and need to be referred for intervention in a timely manner. Banyuetan reporter's investigation found that the current referral mechanism for students with poor mental health has not been truly established, and the school's high-quality psychological counseling and psychotherapy resources are still insufficient.
Parents don't know where to go for their child's treatment
"It's so hard to find a good counselor. Mr. Yin, a parent of a severely depressed teenager in Hainan, lamented that it took a lot of detours to find a psychological counselor for his child. "I once met a counselor who not only did not carry out counseling, but also put the responsibility on the parents. This method of counseling, which exaggerates the problems of the family of origin, is questionable. ”
"When we entered the campus, many principals and teachers said that psychological screening should not be tested for the sake of testing, and follow-up services should also be followed. After the child is screened for psychological problems, parents most often report that they don't know where to find a good psychological counselor or doctor. Wang Mian, president of the number of pothos, said.
A number of interviewed industry insiders said that due to the lack of effective communication and referral channels, schools found that students with serious psychological problems could not be effectively and quickly referred to the hospital, and some parents often did not go to the hospital due to insufficient awareness or discrimination and prejudice, resulting in the delay of students' illness.
Wang Yongbai, director of the Children's Mental Health Center of the Shenyang Mental Health Center, told the reporter that the ideal medical treatment process is that if the child is found to be unsociable and has a temper tantrum at school, the school psychology teacher should first consult to see if it is a physical cause or a psychological problem. If there are serious psychological problems, they should be transferred to a specialized child and adolescent psychological institution for screening and diagnosis as soon as possible.
School psychological counseling and psychological intervention
There is an urgent need to improve professionalism
Gao Chen, a deputy to the 13th National People's Congress, said that in recent years, many schools have done a lot of work in mental health publicity and education, psychological confusion counseling and answering, and mental health environment creation, but there is still a lack of professional technical support and experience in the field of psychological crisis intervention.
The person in charge of the interviewed school told the reporter that most schools currently lack unified standards and procedures for psychological crisis intervention. At the same time, there are large individual differences among students, and different types of psychological problems and crises are different among different students, making it difficult to formulate universal interventions. In addition, there is a shortage of personnel engaged in psychological crisis intervention and research, and most of them are concentrated in mental health hospitals and a few psychological crisis intervention centers, and there is a general lack of professionals with relevant theoretical and practical skills in schools.
Experts believe that on the basis of school mental health screening, we should follow the code of ethics to establish a three-level early warning ledger of low, medium and high risk of psychological abnormalities: for medium and high-risk students, an intervention team composed of class teachers, classroom teachers, mental health teachers and school leaders in charge can keep abreast of students' learning, life, Ideological and psychological conditions; When it is discovered that students have abnormal psychological or behavioral manifestations, full-time and part-time teachers should understand the relevant situation and take necessary care and assistance measures to alleviate and eliminate students' psychological problems; for more serious psychological crisis incidents, they should report them as soon as possible, contact parents, and cooperate with regional educational and medical resources to carry out active intervention.
Vigorously promote the establishment of a medical and educational coordination mechanism
The reporter learned that due to the lack of communication between the school and the hospital, the hospital does not have enough understanding of the student's psychological crisis at school, and may misjudge the student's situation; after the student's condition improves and returns to school, the lack of linkage between the school and the hospital may also lead to the inappropriate way of school care to have a negative effect on the student's condition.
Chen Juejun, a full-time psychology teacher at Taipingqiao School in Fengtai District, Beijing, suggested that the education department can work with the health department to establish a medical and educational cooperation mechanism between schools and professional medical institutions, smooth the green channel for students' psychological crisis intervention, and realize registration and early treatment. At the same time, a communication mechanism between home, school, and doctor should be established to popularize the correct concept of psychotherapy and scientifically guide psychological diagnosis and treatment.
Industry insiders suggest that through the cooperation between medical and education, hospital professionals regularly visit schools to carry out professional skills training, so that mental health teachers and relevant faculty members can understand the common manifestations of mental illness and improve their ability to identify.
In recent years, psychotherapy resources have been relatively tight, and even if parents and students actively seek help from hospitals, they still face "No. 1 hard to find" and "hard to find". According to the interviewees, there are currently few psychologists in the country, and the service capacity of formal medical institutions is limited. Mu Wenting, an associate professor at the Department of Psychology at the School of Social Sciences of Tsinghua University, suggested that the state should increase the training of psychological professionals and mental health professionals, and further improve the salary and treatment of child and adolescent psychiatrists. At the same time, it is also necessary to establish hierarchical diagnosis and treatment of mental health and mental health, and solve the problem of difficulty in seeing a doctor on the demand side with the high-quality improvement of the resource supply side.
Fight off severe heart disease and call for more support
Leave of absence and return to school: It is difficult to solve the problem of returning to school and the channel is narrow
Half Moon Talks Reporter: Zhao Yeping, Zheng Minghong, Liao Jun, Wang Ying, Zhao Xu
In recent years, there has been an increase in the number of students who are plagued by mental illness and who are tired of studying or refuse to attend school. Once you are suspended from school and at home, it will be difficult for the original school to resume school. What is the difficulty for children suffering from mental illness to return to school, and how can we provide more opportunities for children who have been suspended from school?
The resumption of school is not a simple restart, and the home, school and community are all facing challenges
In November 2023, a student in Guizhou was diagnosed with severe depression by the hospital with psychotic symptoms, but the child's parents did not agree with the hospital diagnosis, insisting that the child had no problems and sent the child to school. In desperation, the school can only ask parents to sign a letter of commitment, and if the child has a safety problem during the school period, the responsibility will be borne by the child's parents.
"Many students who are tired of school and refuse to go to school are 'primary school tyrants' whose parents have invested a lot of energy and financial resources to cultivate. Parents will not suspend their children from school unless absolutely necessary. He Li, director and associate professor of the Center for Rejection of Students at the Teachers College of Beijing Union University, said that there is also a situation where the child does not want to repeat a grade, does not want to change classmates and teachers, and instead of taking a leave of absence.
According to the relevant person in charge of Hainan No. 1 Middle School, at least one or two students in the school suspend school every year due to mental illness, and it is difficult to return to school. A middle school psychology teacher in Guizhou said it was not uncommon for students to resume school and then suspend school. Why is it so difficult for students with mental illness to return to school after taking a leave of absence?
Middle school students take a psychological group counseling class Photo by Chen Wei
——The child's own physical and mental development ability cannot bear the requirements of returning to school. He Li said that a child's long-term suspension and then return to school is actually a restart, because of changes in classes, teachers, classmates, age and other factors, the resumption of school has higher requirements for students' psychological quality. "If parents and children do not adjust well and do not receive enough support during the school suspension, the situation can become more serious, let alone return to school. ”
-- The hospital is reluctant to issue a certificate of resumption of study. Xiang Hui, director of the psychology department of Guizhou Provincial People's Hospital, said that mental health conditions will develop dynamically, and it is difficult for hospitals to issue certificates that sick students can return to school. Shu Chang, deputy chief physician of the Department of Psychiatry at the People's Hospital of Wuhan University, said that doctors took a risk by issuing some certificates of resumption of school, because it was not the best policy for some children to stay at home, and in contrast, they had to go to school, and the situation may be getting better or worse, so they prescribe "It is recommended to go to school and observe the situation."
- Schools are generally risk-averse. At present, there is no unified standard for the process of connecting adolescents to return to school. Some parents have reported that some schools have prevented children who have recovered from depression from returning to school, and most schools are very cautious about accepting transfer students with a history of depression. A number of doctors at a tertiary hospital in Wuhan said that when students want to return to school, some schools ask for a variety of lists, and if there are no clear regulations at the national and provincial levels, this proof is a game between parents and schools.
For students with severe heart disease
Open up more channels for further studies
A number of psychiatrists and psychology experts have pointed out that after recovering from mental illness, people should encourage sick students to return to normal life quickly.
He Li said that people with knowledge of psychology and teachers who have no prejudice against mental illness will encourage children returning to school, see their ability to overcome illness, and sincerely believe that illness is not the whole story of children. "This is a great encouragement for the children who are back in school. ”
Societies and families should also recognize that students with mental illness do not have to return to their pre-school closure school in order to be considered successful. The latest research has found that the proportion of such students returning to school is very low if the criterion for returning to school is to return to school, but many of them eventually return to society after taking a leave of absence, either taking vocational school or attending innovative education. This is actually a successful return to school.
"If children who can't go back to their original school can have a way to go to school, and there are different paths to take, there is no need to have a sense of stigma, and if we can solve the problem of children's way out, we can resolve a large part of parents' anxiety." He Li said.
Experts suggest that the state give more support to children who are suspended from school in the selection system for the middle and high school entrance examinations. In the middle and high school entrance examinations, we will open up channels for self-study and correspondence courses, and recognize the education that young people receive in innovative education schools and at home through credit exchanges, and solve the problem of school paths and channels, so that a large number of students who have suspended school due to mental illness will not be excluded from the education system.
Enhance professional standards and respond to the needs of students
Curriculum Off: Don't Stick to Old Routines and "Cramming"
Half Moon Talks Reporter Liao Jun, Zhao Yeping, Wang Ying, Zhao Xu, Zheng Minghong
In addition to timely intervention for students with psychological problems, schools should also provide students with the necessary knowledge and skills for self-adjustment, and mental health classes are an important part of mental health education in primary and secondary schools. Banyuetan reporters found that there are still multiple problems in running mental health classes: some textbooks are old-fashioned and the level of compilation is uneven; some classes are taught according to the textbook or crammed for education; and some do not pay enough attention to mental health classes and arbitrarily occupy mental health classes...... The quality of mental health classes in some schools is not high, which affects the promotion of mental health education on campus.
The format is diverse, and the psychology course is popular
More than 10 students formed a circle, each holding a plastic pole standing upright on the ground with the palm of their right hand, and the command sounded, and the students quickly moved their palms to the poles of their adjacent companions, keeping the pole from the ground in the process...... At Dalian No. 11 Middle School, the weekly mental development class is a favorite class for many students.
Mental health counselor takes students to interact with alpacas Photo by Chen Zeguo
"In this class, we organized students to carry out projects such as 'drumming and juggling the ball' and 'not falling into the forest', which is conducive to students to deal with their classmates, regulate their emotions and give full play to their potential. Zhang Ying, a psychology teacher at Dalian No. 11 Middle School, said that in addition to psychological courses, the school also provides students with individual psychological counseling, sand table games, relaxation training, etc., and regularly holds psychological cultural festivals, psychological drama competitions, psychological lectures and salons.
The reporter learned that combined with the psychological characteristics of students of different ages, psychology courses with distinct themes and rich content are being widely carried out on campuses in many places. Mental health courses, sand play, and psychological group counseling have become compulsory. Students begin to learn to identify and manage emotions, learn how to deal with interpersonal relationships from knowing themselves, others and the environment, know how to ask for help and confide in them when they encounter problems, and receive spiritual healing, relaxation and nourishment in the course.
"Today's lesson is about recognizing your strengths and weaknesses. The teacher asked us to use an animal to represent our strengths and weaknesses, and then the students evaluated each other, which was very fun. A fourth-grade student in Xicheng District, Beijing, said, "Psychology is one of my favorite classes, and I also like our psychology teacher very much, because no matter what her classmates say, she always smiles." ”
The reporter learned that Beijing, Guizhou and other places are actively exploring the construction of a compulsory psychological course system.
In addition to various psychological courses, many places have developed various forms of mental health activities. Wuhan No. 29 Middle School's campus psychological drama "Dear Child" is adapted from the real experience of students getting out of growing pains.
Three major bottlenecks constrain mental health education in schools
Banyuetan reporters found in various places that although the importance of mental health education is increasing day by day, and most of the full-time (part-time) psychological education teachers are in place, due to a variety of factors, the current situation of mental health courses in many schools is not optimistic.
The slow updating of teaching materials and the difficulty of systematization are a major problem that plagues mental health classes. A mental health practitioner in Wuhan said that Hubei still uses the Eke version of mental health textbooks compiled and reviewed in 2013 from primary schools to high schools, and has not updated the textbooks for more than 10 years. In addition, primary, secondary and tertiary schools all focus on emotional management and interpersonal relationships, and there is no teaching material according to the different characteristics of different stages.
Liu Shixiang, a professor at Beijing Union University, said that at present, each province has its own compilation team, and there are more than 100 sets of mental health textbooks for primary and secondary schools across the country. Some school mental health courses intersect with other courses, for example, some middle schools in Beijing have set up special career courses, and one of the six major sections of mental health textbooks is also career education.
Lack of teaching seminars and peer exchanges, it is difficult to ensure the quality and effectiveness of the classroom. A middle school psychology teacher in a western province said that she is currently using the textbook of positive psychology at Tsinghua University, but she is the only psychology teacher in the school, so she has no way to carry out teaching and research activities. At the same time, because there are no special mental health classrooms, psychological counseling rooms and group counseling rooms, it is difficult for her to carry out activities during classes, and the results of her classes are not good.
The teaching content is vague and rigid, and there are many concerns about the opening of classes. Front-line psychology teachers reported that the positioning and purpose of mental health classes in some places are very vague, and everything is stuffed into them, and even "psychology teachers can take all the classes of all subjects in the school". If the student does not listen to the lecture in class, he also asks the psychology teacher to give a lesson. In addition, in order to avoid problems, many teachers do not dare to talk about suicide prevention and helping students with suicidal tendencies.
Upgrading teaching materials and increasing teaching and research
The Ministry of Education previously announced that based on the characteristics of the curriculum, school mental health education is mainly integrated into subject education, and the state does not uniformly organize the compilation of teaching materials. In the next step, the Ministry of Education, together with relevant departments, will continue to promote the implementation of labor education and mental health education requirements in all localities, organize and carry out curriculum standard training step by step, strengthen curriculum implementation management and guidance, and ensure the effective implementation of the curriculum.
Students kick shuttlecocks under the leadership of the teacher Photo by Xu Yu
A number of interviewed teachers and experts said that the school mental health curriculum should optimize the teaching content, pay attention to the actual needs of students, and pay attention to practicality and operability. For example, courses are set up on school bullying.
Continuously improve the existing teaching materials and strengthen the systematization of the curriculum. Liu Shixiang believes that the problem that there is little difference between high and low school textbooks in various provinces may be due to the fact that the overall combing is not in place, and it is recommended to update the textbooks in a timely manner according to the changes in the psychological conditions of primary and secondary school students. At the same time, an integrated teaching system should be established to ensure the coherence and integrity of the curriculum content.
Increase teaching and research, innovate teaching methods and methods, and improve teaching results. Xia Xifan, a deputy to the National People's Congress and governor of Enshi Tujia and Miao Autonomous Prefecture in Hubei Province, suggested that a team of experts in mental health education in primary and secondary schools should be formed, a learning and discussion platform for psychological teachers should be built, and the localization of mental health education should be promoted. Liu Shixiang also suggested that the teaching and research of mental health courses should be strengthened at the county level.
Pay attention to normal prevention and make efforts to "educate all employees"
Ecological construction: get rid of classroom and fragmentation
Half Moon Talks Reporter Wang Ying, Zheng Minghong, Zhao Yeping, Zhao Xu, Liao Jun
The "simultaneous development of morality, intelligence, physical fitness, art and labor" is the direction of mental health education in schools. "Mental education for all employees" is an important guarantee for the high-quality development of mental health education. Banyuetan reporter interviewed and learned that at present, mental health education in many schools is mainly completed by full-time teachers, which is still limited to mental health classrooms and is not really integrated with other types of teaching activities in daily life.
"Mental education for all staff" has not been established, and there is a large shortage of full-time teachers
"Teacher, do you think I'm going to commit suicide?" A primary school student wrote a note to the homeroom teacher, expressing his thoughts of suicide, and the homeroom teacher gave him two rounds of ideological counseling. But soon after, the student left a suicide note and fell from the building, and the parents questioned the school's negligence. The local court ruled in the first instance that the school should bear 40% of the responsibility, and ordered the school to pay more than 320,000 yuan in compensation and apologize to the child's parents.
After the incident, many people sighed: the incident highlights the importance of the class teacher to master mental health knowledge, if the class teacher knows some mental health knowledge and has a certain awareness of crisis intervention, maybe this tragedy will not happen.
Banyuetan reporters interviewed reporters and found that primary and secondary schools, especially rural schools, generally do not have a good understanding of the importance of mental health education, and many class teachers do not master the skills of talking and coping with students with psychological problems; many schools are subject teachers who also serve as mental health teachers, and rarely accept counseling from students and parents, lacking knowledge and professional skills in mental health education.
According to a psychology teacher in a middle school in southwest province, they will give relevant training to class teachers and subject teachers every semester, but there are still many class teachers and subject teachers who do not attach importance to relevant work, and even do not understand or recognize mental health education, and some class teachers are even unwilling to admit that students in the class have psychological problems.
"I was asked for help by a student, and after evaluation, it was found that the student was moderately depressed and had self-harming behavior, but the student's homeroom teacher did not believe it. I think this teacher lacks mental health knowledge on the one hand, and on the other hand, he does not have a strong sense of responsibility, and he is afraid of adding additional burdens. The psychology teacher said.
Qiao Zhihong, Secretary of the Party Committee of the Department of Psychology of Beijing Normal University, told the reporter that the students spend the longest time together every day during the school are the class teachers and teachers, who have the best understanding of the physical and mental conditions of students.
"Mental education for all employees" faces three hurdles
Banyuetan reporters interviewed in many places and learned that in addition to some pilot schools for mental health education, many schools are not equipped with full-time psychological teachers, and it is even more difficult to talk about "mental education for all staff".
Perception issues. School mental health education mainly depends on the principal, but at present, many schools are still at the level of mental health education only when students have psychological problems. The main purpose of mental health education in many schools is to prevent students from having accidents and not going to extremes, but it is difficult to play its educational role of "early prevention" and "improving students' psychological quality".
Some teachers also do not pay enough attention to mental health education, or think that the importance of this work is not as important as other disciplines, and are reluctant to participate in mental health education. A psychology teacher said.
The daily work of the class teacher is heavy and there is a lack of further education channels. Some class teachers say that they are usually responsible for managing students' daily behavior, academic progress, and home-school communication, which have taken up a lot of their time and energy. In this case, if you add the added responsibility of mental health education, they may feel overwhelmed and difficult to cope.
In the interview, some schools said that mental health education requires certain professional knowledge and skills, at least after a few months of training, and then irregular training and learning. At present, the training of class teachers and other teachers in this area is at most collective training at the district level, and due to cost and other constraints, teachers cannot use the winter and summer vacations to go to more professional institutions for intensive training. Due to lack of professional competence, class teachers may avoid participation due to concerns about their lack of experience or skills in dealing with problems.
In the Child Learning Difficulties Clinic, psychotherapists give children sand table psychotherapy
There is a lack of evaluation mechanism, the development path is unclear, and the psychology teachers lack a sense of professional achievement. The Ministry of Education has issued several documents stipulating that mental health teachers should enjoy the same treatment as class teachers. However, in practice, the assessment and evaluation system of class teachers and other main subject teachers is sound, and the growth and training path is clearer. However, full-time psychology teachers lack standardized and reasonable assessment and evaluation standards, and some schools do not include psychological counseling, psychological lectures, psychological theme activities and other work from time to time on the grounds that they are not included in the class hour accounting, resulting in mental health teachers doing both professional and non-professional work, but it is difficult to develop and promote. Compared with subject teachers, full-time psychology teachers do not have an advantage in evaluating professional titles, and they are also prone to burnout.
Build a new campus ecology of "all-staff mental education".
Mental health education in primary and secondary schools is a crucial area that is related to the healthy growth and all-round development of students. Mental health is not just an isolated subject, it is closely related to other subjects, educational activities, and the overall environment of the school. The concept of "mental education for all" emphasizes that not only full-time psychological teachers, but also all teachers, especially class teachers, should actively participate in the work of mental health education.
Strengthen the overall design and enhance the awareness of teachers. Wang Xinhong, vice principal of Shenzhen Middle School, suggested that psychology teachers are very important, and principals are even more important. "Mental Education for All" can set up a mental health work team headed by the principal, including the vice principal in charge, the middle level of relevant functional departments, all class teachers, young teachers, psychological teachers, etc. Through a variety of paths such as teachers' peer supervision and mutual aid groups, peer clubs, and psychological committees, we help teachers, students and staff understand the early warning and intervention process, and achieve "early detection, early reporting, and early assistance".
Strengthen teacher training and establish a comprehensive mental health support system for teachers. Hong Wei, Secretary of the Party Committee and Chief Principal of Shijia Education Group in Dongcheng District, Beijing, suggested the establishment of a comprehensive mental health support system for teachers, and the establishment of a mental health guidance mechanism for all staff, including promoting the integration of teachers' pre-service and post-service mental health training, promoting the integration of mental health education in large, medium and primary schools, and promoting the integration of professional psychological counseling and psychological guidance for subject teachers.
In addition, it is necessary to improve the school education ecology, integrate mental health education into the whole process of daily school teaching, and create an environment for the development of students' mental health, so as to achieve "'five educations' at the same time, and integrate and nurture the heart".
Planning editor: Yuan Bixia
Original title: "Campus Mental Health Passes Five Levels"
*This article is the content of the 7th issue of "Half Moon Talk" in 2024