Junior high school first grade mental health courseware [3]

Adapt to the new environment? Ask a Question

From primary school to middle school, students not only have to face the learning environment? The change of learning tasks and contents is also faced with the reconstruction of interpersonal relationship and adaptation to the new cultural environment? Facing a brand-new environment, freshmen often feel strange, at a loss, insecure and even anxious? Every freshman will have a process of adjusting his original understanding and behavior, that is, the middle school students' adaptation to school? Taking middle school students' school adaptation as the first lesson of freshmen's mental health education will help freshmen to get familiar with middle school life as soon as possible, shorten the adaptation period, reduce psychological problems caused by maladjustment, and lay a good foundation for the all-round development of middle school students? This paper puts forward a class psychological counseling program for middle school students to adapt to school.

Two? Design of psychological counseling activities for junior middle school students' school adaptation classes

The design of class psychological counseling activities should be based on the adaptive psychological characteristics of middle school students. Therefore, before designing activities, we should first analyze the psychological adaptation of junior high school students?

1. The main psychological maladjustment of junior middle school students

(1) Inadaptability of living environment? Pupils usually go to school nearby, eat and live at home, and many things in life are taken care of by their parents? Some primary school students are even sent to and from school by their families. Who will pack their schoolbags? After entering junior high school, students usually go to schools far away from home, and their parents no longer send them to and from school, so they need to take care of themselves in life? Both schools and families put forward independent requirements for middle school students, but the students who just entered junior high school are faced with psychological conflicts of dependence and independence?

(2) The maladjustment of interpersonal environment? In the new environment of middle school, the relationship between classmates is more complicated? Diverse? Facing new and strange classmates, how to get along with them, how to integrate into new class groups and how to overcome their loneliness is a very difficult problem for students who have just entered junior high school. Unlike primary school students, they no longer rely on teachers and parents, and have a strong psychology of making friends. Are they afraid of being isolated? Don't fit in, afraid of being rejected by groups or classmates? Some students are the best in their classes in primary school and have a sense of superiority psychologically. However, in the new group of junior high school, their personal advantages are reduced, which makes them feel lost? Inferiority?

(3) The inadaptability of learning style? There are many kinds of courses in junior high school, with deep content and large amount of homework. Teachers have strengthened the requirements for students' self-learning ability, and some students' learning methods and habits are out of balance, and their academic performance begins to decline, resulting in learning anxiety?

2. Junior high school students' class psychological counseling activities design

We need to know how junior high school students adapt to school? Emotion? Behavior adjustment helps them adapt to the school environment? Living environment, learning new learning methods, learning skills of interacting with people? Can the form of counseling activities be lectures? Group discussion? Games? Role-playing or something Teachers can divide the whole class into 8- 10 activity groups before tutoring activities. Counseling activities can be carried out indoors or in the outdoor playground? Lawn and other places? Isn't it best to have no fixed tables and chairs in the location of counseling activities, so as to give students enough space to make them feel comfortable in the activity environment? Quiet, relax? The form and place of counseling activities should be consistent with the theme of counseling, and it is important to conform to the psychological characteristics and interests of students, and the activities should be operable to make every student "move"?

Freshmen's adaptation to school is a complex psychological process, which can not be completed in one counseling activity. We should carry out a series of consultation activities, each with a theme? This paper designs a series of counseling activities for colleagues' reference?

Activity 1: Meet new classmates.

Purpose of the activity: to provide opportunities for students to communicate with each other, urge the whole class to get to know each other as soon as possible after entering school, increase students' feelings for their classmates, and promote a sense of belonging to the class?

Activity steps:

(1) Personal business card

Each student makes a personal business card and hangs it on his chest with his name written on it? Age? Hobbies, etc?

The whole class can walk around at will, look at each other's business cards and talk freely with the students who exchange business cards?

(2) Looking for partners

The teacher randomly divided the class into several groups, with 8- 10 people in each group? Cut several heart-shaped pieces of paper according to the number of groups, and then cut each heart-shaped piece of paper into several pieces randomly according to the number of groups, and write a student's name on each piece of paper?

The teacher handed out the pieces of paper prepared before the activity, and asked the students to find their own groups according to the shapes of the pieces of paper until the group members got together?

③ Group members introduce their names to each other? Home address? Where is the primary school? Your hobbies and so on?

The teacher took back the "heart" piece of paper and repeatedly disrupted the order for students to extract it, looking for their group, so as to increase the chances for students to meet new classmates?

(3) Interview with new classmates

The teacher interviews one group member, then this member interviews another member, and so on until all the group members are interviewed? What is the main content of the interview? Personal information such as interests?

② Free interview? Students can break the group restrictions and interview students in the class at will?

(4) Read and write names

Ask the students to write the names of the students in the class.

② Discuss the names of students who are prone to mistakes and mispronouncing in groups?

③ Each group sends representatives to communicate with the whole class?

Activity 2: Enjoy learning.

Objective: To help students master the learning methods in middle schools and cultivate good study habits?

Activity steps:

(1) Feelings of Admission

What is the difference between primary school study and middle school study life?

② Group discussion and communication on the main learning methods of each course?

(2) Learn from doctors

The teacher divided the students into several groups and gave the prepared performance plots to each group. Let the students act according to the corresponding plot? The plot includes: passive? Dependence? Carelessness, doing homework while watching TV and other poor learning attitudes? Bad study habits such as playing games and doing homework late?

(2) After the performance, students discuss what bad learning problems the people in the play have and how to correct them.

(3) The teacher makes a summary after the students' discussion and provides students with some knowledge of learning methods?

(3) My study plan

① Make a personal semester study plan? Monthly plan? Weekly plan?

② Group discussion and study plan?

(3) Make a study plan and implementation contract with team members, and ask students to help supervise the implementation of the study plan?

Activity 3: Class objectives and norms

Purpose of the activity: to establish class objectives and norms, increase class cohesion, and establish a good class spirit?

Activity steps:

Without rules, there would be no Fiona Fang.

The teacher explained the significance of setting class goals and establishing class norms?

(2) our class rules

① Discuss and analyze the class development in groups, and find out the satisfactory and unsatisfactory places?

(2) Each group should set the class development goals and norms?

(3) The group cooperated in art design and made the class rules formulated by the group into a wall newspaper?

(4) the representative of the group speaks, introduces the cooperation of his group and explains the class rules formulated by the group?

(5) evaluation * good class rules? * Good art design? * Easy to explain?

⑥ Teachers and students work together to integrate the development goals and norms of this class this semester?

Activity 4: My trusted classes and classmates.

Purpose of the activity: to increase the affinity and trust between students?

Activity steps:

(1) Blind people walk

(1) Student pairing? One student is blindfolded and blind, and the other student is a guide, helping him walk a road with obstacles.

② Two students switch roles before leaving?

③ Discussion: Whether the activity process is smooth, what you encountered during the activity, what is your psychological feeling as a blind person and a tour guide, do you have confidence in the tour guide, how do you help the blind, and are you a successful tour guide? What beneficial enlightenment did you get from this activity?

(2) Trust Retreat

(1) Student pairing? One student takes three steps back, and the other student helps him not to fall?

(2) Two students switch roles and try again?

③ Discussion: Did you fall down as required? If not, please explain why. Do you trust your collaborators? Are you a trustworthy collaborator? Would you rather be a fallen man or a savior? Talk about the experience of this activity?

The results of class psychological counseling activities need to be further consolidated after counseling, so that students can apply the knowledge and skills they have learned in counseling to real life? Then, after the tutoring, can the teacher give the students psychological homework? For example, write down your own experience after each activity and record your growth and progress in counseling activities? Call classmates, visit classmates' homes, and several classmates cooperate to do a good thing for the class.

Three? Problems needing attention in psychological counseling

It takes a process for junior high school students to adapt to school, which can not be completed in one day's activities. Teachers can carry out counseling activities once or twice a week according to the situation of schools and classes, and the series of activities should be completed within two months after freshmen enter school?

Before each tutoring activity, the teacher should explain the purpose of the activity. If the purpose is not clear, students will mistake the activity for a game, just for fun. They are not serious during the activity, and they can't experience and reflect seriously after the activity, so they can't achieve the purpose of counseling?

What is important in class psychological counseling activities is the sharing of experience after the activities. Therefore, teachers must consider the use of activity time before activities, leaving enough time for students to talk about their experiences?

Teachers should strive to create a harmonious class atmosphere so that students can feel warm in the class group? Do you understand? Safety, mutual respect among class members? Care about each other? Class psychological counseling activities enable students to grow up in an atmosphere of mutual acceptance?

This is my activity concept.

Self-awareness refers to a person's understanding of himself, himself and others, and his relationship with the surrounding environment. For the junior one students who have just entered middle school, whether they have a healthy self-image and mature self-consciousness is very important for their personality formation and psychological development. The purpose of this activity is to help students find themselves, try to know themselves objectively, guide students to know their own advantages, affirm themselves, accept themselves and enhance their self-confidence.

moving target

1, and found that "everyone is unique".

2. Try to know yourself objectively and express yourself.

3. Discover your own advantages and enhance your self-acceptance.

4. Find the support point of self-confidence and enhance self-confidence.

Activities include drawing, discussing, telling stories, playing games and singing.

Prepare A4 paper, marker, music, stopwatch and PPT for the activity.

Target audience: first-year students.

Activity process

Activity 1: My handprint

Please write your name on the top of A4 paper (or in the blank space of your notebook), draw a hand print (put your hand on the paper and draw an outline with strokes), and compare it with everyone in the group. What did you find?

Summary: China has a saying that "one mother gives birth to nine children, and nine children are different"; There is also a saying in the west that "there are no two identical leaves in the world". This can also be found from the activity just now: there are no two identical handprints! Yes, everyone is unique. So, what is this unique "I" like? Do we know ourselves?

Today, let's know ourselves. The theme of this activity-this is me.

Activity 2: Who am I?

Since we came to this world, everyone has played his own role on the stage of life, and at the same time acted as the audience of others. As time goes by, we are also accumulating our own opinions-positive or negative. From now on, we have a self in our hearts. What am I like? Close your eyes and imagine a mirror in front of you. What do you see? Are the people inside beautiful? Are you happy? Independent? What do the people inside need? Who the hell is he? What else did you see? Ok, now let's open our eyes, pick up the pen in our hands and write down what you see.

Students fill in "Who am I". The content of the teacher's patrol guidance can be very specific (for example, I am a boy) or more abstract (for example, I am a happy bird).

After writing, communicate in the group first, talk about your thoughts and feelings, and then recommend two students to communicate in the class.

Summary: It seems that every student's "ego" is rich and complicated. It's not easy to really know yourself. We can fully understand ourselves from three aspects: physical self, psychological self and social self.

Physical self: including height, weight, appearance, gender, physical function, etc.

Psychological self: including temperament, personality, intelligence, interests, needs, values, emotions, will quality, etc.

Social self: including role, status, occupation, etc.

Of course, we need to learn to know ourselves. Only by constantly participating in study and life (for example, comparing yourself with others and reflecting on yourself through activities) can we truly know ourselves.

Next, let's get to know ourselves better through the following activities.

Activity 3: My Advantages and Disadvantages Tree

Please imagine that you are walking on the road and suddenly find a very special tree in front of you. This is completely your personal tree, full of fruits that mark your special abilities and advantages! There are some fruits bitten by insects on the tree, which represent your shortcomings. Now, please look at this tree carefully. What is it like? What about branches and roots? Then draw it on the back of the paper. You can choose your favorite color, and you can write the names of shortcomings or advantages on the fruit (play soothing background music).

Students complete "My Advantages and Disadvantages Tree". Students have the right to choose whether to sign or not. Select some works to show in the whole class through the exhibition stand (or paste them on the blackboard or wall, and students will watch them in turn). Teachers and students communicate, motivate students, develop advantages and correct shortcomings. Remind students to abide by the rules of activities at all times: don't laugh at any works, give more applause to others.

Summary: Through the activity of "My Advantages and Disadvantages Tree", we have a clearer understanding of ourselves and found our own advantages and disadvantages. We should maintain our own advantages, give full play to our own advantages, and persistently change our shortcomings (especially those that hurt others and affect our own development). It doesn't matter. Shortcomings are also a character. No one is perfect, everyone has advantages and disadvantages. We should accept ourselves and hope that students can constantly know themselves and improve themselves in middle school.

Activity 4: Tell a story-the reason why the hydrogen balloon rises.

Dr Keane, an American psychologist, told such a story.

One day, several white children were playing in the park, and an old man selling hydrogen balloons came. The children went to buy balloons in droves and had a good time. In another corner of the park, there was a black child. He didn't dare to get together and just watched. After the white child chased him away, the black child walked over carefully and asked in a low voice, "Can you sell me a hydrogen balloon?" The old man said cheerfully, "Of course, of course. What color do you want? " The child got up the courage and said, "I want a black one." The vicissitudes of life immediately handed him a black hydrogen balloon. The child is playing happily with a bright smile on his face. But he accidentally released his hand, and the hydrogen balloon flew, very beautiful against the blue sky and white clouds. The old man looked at the rising balloon and said to the sad child, "Remember, whether the balloon can rise does not depend on its color, shape and size, but on whether it is full of hydrogen;" Similarly, a person's success does not depend on his race or origin. The key is whether you have confidence in your heart! "

The black boy he was talking about was Dr. Keane himself.

How do the students feel after listening to the story? What did you get from it?

Summary: The key to a person's success is to see if he has confidence.

Do you have confidence? Next, I will take you to play a little game.

Activity 5: clap for one minute. Let's estimate how many times we can clap in one minute, keep it in mind or write it on paper. Ask 3 "4 students first, then start counting. Students clap their hands and count silently. After half a minute, stop, ask those students again, and then tell them that it's only half a minute. Ask the students how they feel.

Summary: The result is unexpected! This shows that each of us has great potential. The key is whether you can find it, whether you are willing to work hard and whether you have confidence. As long as you are willing to be yourself, you will succeed!

Ask the students: Do you want to succeed? Do you want to work hard? Have confidence? Teachers also believe that students will know themselves correctly and grasp the direction of progress in the three years of junior high school.

After *, let's sing a song-"I'm really fine".

Activity 6: Song Appreciation

Play the song "I'm really good" The students stood up, sang to the music and used sign language.

The concept of interpersonal relationship bumper car activity Good interpersonal relationship is the performance and promoter of mental health. Classmate relationship is one of the basic interpersonal relationships among students. Most of the troubles and puzzles of junior high school students' making friends come from the communication between classmates. In the process of daily communication, students will inevitably have contradictions and conflicts of one kind or another. In view of this situation, the tutoring activities of this course aim to help students learn to deal with these problems dialectically, and learn to resolve contradictions and coordinate relations.

moving target

1. Help students learn to tolerate each other, learn to "put themselves in the other's shoes" and learn to think of each other through counseling activities.

2. Help students master some methods to solve conflicts between classmates, improve interpersonal skills and improve interpersonal relationships.

3. Let students realize the sublimity and greatness of friendship, cherish friendship and cherish the days we have passed together.

Activities to be prepared

Make multimedia courseware and the song "Friends".

Activity target junior high school and junior high school

Activity process

First, psychological drama performance, situational experience

In class, let students perform the psychological drama "Basketball Storm" to vividly show the contradictions and conflicts between students.

Psychological Theater-Basketball Storm

Story: After school, Xiaodong and his classmates played basketball on the basketball court. They accidentally hit Xiaoxi.

Situation 1- From one's own point of view: Xiaodong and several classmates are playing basketball fiercely on the basketball court, and they are all absorbed. "Xiaodong, catch the ball." ..... Xiaodong said, "Wang Xiang, then." When passing the ball, I accidentally flew out and hit my classmate Xiaoxi.

Xiaoxi: (covering his stomach, angry) Why don't you have long eyes? It hurts to death.

Xiaodong: (cocky) You don't have eyes. You deserve to be hit if you don't walk on such a wide road. It's none of my business, huh

Xiaoxi: It is obvious that you hit people first, and the wicked complain first. I'll tell the teacher.

Xiaodong: It can be said. I'm not wrong. I was so careless.

Xiaoxi (pointing to Xiaodong): You are not wrong yet. ...

Xiaodong: What's the matter? I can call if you want.

Xiaoxi: Who's afraid of who?

Xiaodong and the stream fought.

Student activities: Two students, Xiaodong and Xiaoxi, talk about their feelings during the performance and their starting point for dealing with problems in this way.

Teacher's question: Xiaodong emphasizes that he is not wrong from his own point of view. What is the relationship between Xiaodong and Xiaoxi?

Students discuss and answer questions.

Scene 2-Other people's perspective: On the basketball court, Xiaodong and several classmates are playing basketball fiercely, and they are all absorbed. "Xiaodong, catch the ball." ..... Xiaodong said, "Wang Xiang, then." When passing the ball, I accidentally flew out and hit my classmate Xiaoxi.

Xiaoxi: (covering her stomach) It hurts me to death.

Xiaodong: (running forward at once) I'm sorry, I'm sorry, where are you hurt? Does it hurt?

Stream: Belly, whoops. ...

Xiaodong: Do you want to go to the infirmary?

Stream: It doesn't matter. I want to have a rest.

Xiaodong helped the stream to sit in the chair next to the playground.

Student activities: two students who are performing Xiaodong and Xiaoxi, talk about their feelings after the performance.

Teacher's question: Xiaodong Station feels the pain of Xiaoxi after being injured from the perspective of others. What about the relationship between Xiaodong and Xiaoxi?

Students discuss and answer questions.

Blackboard writing:

Think about the relationship between angles.

Conflict and quarrel with each other from your own point of view.

Be able to understand and understand each other from the perspective of others.

Teacher's summary: From the above psychological drama, we can realize that only considering problems from our own perspective is easy to cause conflicts and contradictions; If you think from the standpoint of others, many problems will be solved and both sides will feel happy. We often call this way of looking at the problem from the perspective of others and putting ourselves in others' shoes "empathy".

Second, Xinyu Training Ground

Psychological detective: Show the conflict scenes in turn, let the students be psychological detectives, and help the following students solve conflicts and contradictions.

1, Xiaomei has many freckles on her face. Xiao Gang often jokingly called her "Little Sparrow" at school, and Xiaomei was very angry.

Teacher's question: Xiaogang thinks it is interesting and happy to call his classmates "nicknames". Change seats. If you were Xiaomei, what would you think?

2. Wu Hao and Shen Li sit in tandem. They often squeeze tables and chairs for their own turf. Everyone thinks that the other side has occupied their own territory and no one will give in. Today, they even fight for it.

The teacher asked: What can they do to calm the storm?

3. Xie Feng and Zhang Xiao are good friends, but they don't get along again recently. Why? It turned out that Xie Feng often didn't do his homework recently. He came to school to copy Zhang Xiao's homework. Zhang Xiao refused. Xie Feng said that Zhang Xiaotai was not a buddy, so he ignored Zhang Xiao, and the relationship between them became more and more estranged.

The teacher asked: What can they do to make up for it?

Group discussion, please ask the students in the group to be psychological detectives to help the students above solve conflicts.

After that, the group of students summed up a good way to eliminate "sparks".

Third, the teacher summary

1, friendly reminder: make a small velvet instead of a small thorn.

Let's learn—

Eliminate the collision sparks between classmates in a friendly way.

Express your views with an understanding and respectful attitude and tone.

2, a good way to eliminate sparks:

Write notes and letters.

Listen carefully to each other.

Apologize to sb in person

Ask teachers and classmates to help explain.

Peace through a third party

Calm down for a while and let time dilute the contradiction.

Give him (her) a small gift.

Fourth, student activities: approach classmates (while playing the song "Friends")

1. Please go to your classmates who have had friction in the past, make a friendly gesture (shake hands, clap shoulders, hug) or say something you want to say.

2. Students interact and communicate, and their emotions are sublimated.

Let the students communicate with each other, deepen their feelings and cherish the days we spent together.

Class feedback: "What did this class bring you?"

My feelings:

My understanding:

My harvest:

My confusion: