School psychological counseling program

Model essay on school psychological counseling activity plan (5 selected articles)

In order to ensure the solid development of activities, it is often necessary to prepare a specific, detailed and targeted activity plan in advance, which is a written plan of activities. Do you know what kind of activity plan can really help us? The following is a sample essay (5 selected essays) of the school psychological counseling activity plan I collected for you, which is for reference only and I hope it will help you.

School psychological counseling activity plan 1 activity name:

Open your heart and make friends.

Activity objectives:

1. Improve the understanding among the group members.

2. Assist members to establish a positive interpersonal attitude.

3. Investigate the cohesion of the group, the degree of participation and interaction of members in the group.

4. Let members learn to open their hearts and take the initiative to accept, like and affirm others.

Friends should learn to trust and respect others, so as to get real wealth.

Activity preparation:

There are several new models of cards in various colors, and a mood thermometer marked with ten grades, which is drawn with hard paper and a mark.

Activity plan:

(1) "Sit on the ground and get up" warm-up match (10 minutes)

1. Randomly divide the members into two groups to ensure that the number of students in the two groups and the ratio of male to female are similar.

2. Send two members from each group to sit on the ground back to back, with their hips on the ground and their arms crossed. When the leader gave the "start" order, the two joined forces to make the two sides stand together. It is required that you can't loosen your hands and touch the ground during standing. If you stand up successfully, continue to add one person to the group, and the three of them sit up arm in arm. If you fail, try again until you succeed. By analogy, the winner is all the group members who successfully sit on the ground and get up together.

3. During the competition, the team leader is responsible for giving the "start" instruction and supervising each team not to foul.

(2) Love in Your Fingers (30 minutes)

1. Activity process

Divide the team members into two equal groups. One group member forms the inner circle, and other group members stand behind the classmates in the inner circle to form the outer circle. The members of the inner circle face away from the center of the circle, and the students of the outer circle face the center of the circle. That is, members of the inner and outer circles stand together in pairs. Members are under the command of the leader's password. Make corresponding actions.

When the leader gives the password of "gesture", each member reaches out 1 ~ 4 fingers to the other party: (1) Reaching out 1 finger means "I don't want to know you yet"; (2) Stretching out two fingers means "I want to get to know you initially and have a nodding acquaintance with you"; (3) Hold out three fingers, which means "Nice to meet you, and I want to get to know you better and make friends with you"; (4) Stretching out four fingers means "I like you very much and want to be good friends with you and share happiness and pain with you".

When the leader gives the password of "action", the members will take corresponding actions according to the following rules: (1) If two people have different fingers, they will stay where they are and do nothing; (2) If two people are sticking out 1 finger, then turn your face to the right and stamp your feet hard; (3) If two people both hold out two fingers. Then smile and nod to each other; (4) If two people are holding out three fingers, then actively and enthusiastically hold each other's hands; (5) If two people hold out four fingers and hug each other warmly.

Every time a group of "actions and gestures" is completed, the outer circle members take a step to the right, stand opposite to the next member, and make corresponding gestures and actions according to the leader's password. And so on, until everyone in the outer circle and the inner circle has completed a set of "actions and gestures".

2. Leaders guide members to share experiences.

(1) How many actions did you just do? How many intimate actions are done in shaking hands and hugging? Why can you accomplish so many (or so few) intimate actions?

(2) How do you feel when you see that others have more fingers than you? What's it like to have more fingers than others?

(3) What did you learn from this game?

3. Leaders' comments

In interpersonal communication, we have a * * *-hope that others can recognize their own values and support themselves. Accept yourself and like yourself. But no one will like us and accept us for no reason. There is also a premise that others like us, that is, we should also like them and recognize their value. In other words, in interpersonal communication, likes and dislikes, closeness and alienation are mutual. Generally speaking, we will like people who like us, and we will approach people who are willing to approach us. And for those who alienate and dislike us, we will alienate or dislike him. Therefore, in interpersonal communication, we should follow the principle of interaction. We should first open our hearts to the people we communicate with, accept, affirm, support and like them, and keep an active position in interpersonal relationships, so that others will accept, affirm, support and like us.

4. Members discuss in groups: "In interpersonal communication, what ways can you actively express your acceptance, love and affirmation of others?"

5. Leaders summed up the ways to communicate with people actively, such as greeting people, helping others, caring for others, asking others out to play, and so on.

(3) Travel for the blind (20 minutes)

1. Activity process

(1) Arrange the desks and chairs in the classroom into several obstacles. Divide the students into two groups at random, one is blind and the other is a guide. Blind people cover their eyes with cloth, and guides use words to guide blind people forward and bypass obstacles, but there should be no physical contact between them.

(2) The time limit is three minutes. After three minutes, the blind will be replaced by a guide, and the guide will be blind. This process will last for three minutes. Go back to your seat, speak freely and discuss your feelings just now.

2. Leaders guide members to share experiences.

(1) How did you feel when you were blind? Afraid? Worried? Still excited? What is your first feeling when you know that you are working with someone you don't know or understand? Do you believe your partner will lead the way correctly? Have you ever thought about changing your partner to someone you know well? How do you feel when the guide leads you through the obstacles safely and smoothly?

(2) What do you think when you lead the blind to complete the task smoothly? A sense of accomplishment?

(3) How do you feel when you watch two people you don't know cooperate with each other to complete the task? Do you think, if it is yourself, will it be completed smoothly?

(4) What did you learn from this game?

3. Summary of activities.

The communication between people should be unity, cooperation and mutual trust. Only if you trust me unconditionally can I help you without scruple. For example, in the game just now, the blind completely trusted the guide, and the guide felt the trust and respect of the blind. In order not to disappoint the blind, he will go all out to help them. If you don't trust each other, you will be too slow to move forward and ask questions, and the tour guide will certainly be impatient. In that case, your task will be difficult to complete. Therefore, trust and respect are also indispensable in interpersonal communication, and we should

(4) "Group Checkpoint" (15min)

Please choose a heart-shaped paper card in red, pink, orange, yellow, blue, green, purple, white, black and gray to represent your feeling of joining the league. And draw the corresponding temperature on the mood thermometer to represent your participation in group activities (the higher the temperature, the higher the group participation), and then explain.

(5) Summary (5 minutes)

The leaders summarized the contents of today's group counseling and re-emphasized the mutual principle in interpersonal communication. Emphasize the importance of openness, positive communication, respect and trust.

School Psychological Counseling Project 2 Counseling Purpose:

Through this activity, students can enhance their sense of social responsibility, believe in themselves, believe in teachers and classmates, and are willing to accept the help of teachers and classmates for their own progress.

Consultation target:

Students with poor learning consciousness and no sense of responsibility, especially those who have not finished their homework.

Instructor:

1, psychological counselor (teachers with flexibility, adaptability and strong organizational skills are required to undertake).

2, must have an assistant to cooperate.

Consultation place:

1, the activity room should be relatively large.

2. Seating map of teachers and students: "☆" stands for teachers and "○" stands for students.

Equipment preparation:

1, wireless remote control sound reinforcement equipment, such as collar microphone with language bracket.

2, prizes (exercise books, pens) a number of lottery notes.

3, blindfolded towels and other items.

Consultation process:

First, do it with me (about 2 minutes)

Teacher: Students, I want to do an action. Please don't comment. Learn to do it after me without thinking, and imitate it three times in a row. (The teacher can choose to do 3 ~ 4 actions. The purpose is to eliminate students' nervousness and concentrate.

Second, make new friends.

(About 5 ~ 6 minutes) The content of self-introduction can highlight personal personality characteristics, specialties, hobbies, study and living habits, etc. Let students know themselves better.

Teacher: Students, although we have been in the same class for a long time, we don't all know each other very well. Let's play a game to improve our understanding, shall we?

Teacher: The name of this game is "Making New Friends". The method of the game is: everyone walks freely in this circle, shaking hands with classmates while walking; Then shake hands with other students to say hello. When the teacher says "stop", everyone must hold hands and face to face. The two people holding hands at the moment are your new friends. Then sit opposite each other and introduce yourself. I like a class at school (singing, playing basketball, drawing or laughing). Would you like to play with me?

Teacher: The game starts now (after about 10 seconds, the teacher stops, the students introduce themselves 1 ~ 2 minutes, and then play once or twice).

Teacher: Students, I saw that you all made new friends just now. I am very happy. Are you happy? Who will introduce the new friends you know to everyone?

Please range from 3 to 4 people. Say that finish and let them draw a lottery. Take the lottery paper first and distribute the prizes before the end of the activity. Note: the lottery paper is written in the language that the teacher encourages the students; The prizes are exercise books and pencils. )

Third, the journey of trust (8 pairs ~ 10 pairs) (about 20 minutes)

Objective: Through games, let students experience the feeling of helping others and receiving assistance, and increase their trust and acceptance of others. At the same time, cultivate a sense of being helpful and accepting help.

Teacher: In order to deepen the friendship between friends, shall we play a game together?

Teacher: The requirements of the game: in pairs, you are not allowed to talk, you can only help others and accept their help with actions, and follow the prescribed route. Everyone has to experience all kinds of feelings at that time. Other students watched and talked about their experiences to see which group used the best and the best method.

Steps:

1, invite 8 ~ 10 students to participate in the game and play "blind". (Choose the students who are the most undisciplined and often don't do their homework, the number of men and women is uneven), and line up in the corridor (these people should not be seen by other students, or gather in the corridor on a higher floor to cover their eyes (ask the assistant to finish the above, and then let them turn around in the same place three times (purpose: lose their sense of direction).

2. Teacher: (mysterious and nervous tone) Student: I guess these students outside are having difficulties at present, and they must have great difficulties. Who wants to be a kind person and help them? (Choose 8 ~ 10) Requirements: When helping them, you can't talk, you can only use actions.

After his one-on-one pairing was completed, he had a difficult and real "journey of trust".

Attachment: difficulty map, which can be set in the classroom (it is best if you can take the stairs). When they paired up, the classroom quickly completed the following arrangements:

Teacher: Announce the beginning of the "journey of trust" and ask good people to help the "blind" through the difficult course of objective existence. (The route can be tortuous. These obstacles should not be arranged before the "journey of trust" begins. Students who participate in the game should reschedule after they go out. Try to use local materials and ask students for help. At the same time, the competition ended with the last pair of students who reached the finish line. )

School Psychological Counseling Project 3 I. Design Intention

Anger, psychologically speaking, is a normal physiological reaction and a negative emotional experience when desires and intentions are hindered. Modern students are mostly full of personality, spoiled, selfish, prone to conflict with people because of trivial matters and easy to get angry. If this situation is not corrected, it will not only endanger students' physical health, but also affect students' mental health development. Therefore, it is necessary to correctly guide children to learn to reasonably adjust their anger.

Second, the activity objectives

1. Guide students to know the harmfulness of anger.

2. Guide students to realize the importance of reasonably regulating anger.

3. Guide students to learn how to reasonably adjust their anger in life.

Third, the activities are heavy and difficult.

Guide students to learn how to adjust anger reasonably in life.

Fourth, the teaching level and class hours.

The fourth grade, the class time is 1.

Verb (abbreviation of verb) activity preparation

Collect examples of the harm of anger, and collect and sort out reasonable ways to adjust anger.

Activity process of intransitive verbs

First, import

Game activities-me in the mirror

Teacher: Looking at yourself in the mirror, which expression do you think makes you look most comfortable? What expression makes you feel the most uncomfortable?

Teacher: Have you ever been angry? Teacher Weng has a story about anger here. Let's listen to it.

Second, teach new lessons.

1, story sharing-traces of nails

2. On-site questionnaire survey-have you ever been angry? When you were angry, did you do anything drastic?

(2) What are the hazards of anger?

Students talk about harm.

2. The teacher summed up the hazards:

(1) Anger is harmful to health.

(2) Anger affects interpersonal relationships.

(3) Anger can easily hurt others and even lead to serious consequences.

(3) Can I avoid anger? How can we avoid Tony?

(d) How to regulate anger?

1, group activity-I decorate the cake.

Teacher: Here is a cake. This is just a basic framework. There are no other decorations. Can you make anger more beautiful and delicious by regulating it? If there are six people, write your thoughts in the blank space of the cake, that is, repair the ornaments. The method must be practical. The production time is limited to 3 minutes. (Students discuss the recording method in groups)

(2) Whether it is reasonable to show students' scores in groups and evaluate each other.

(3) Recommend reasonable methods and conduct on-site demonstration.

2. Consolidate activities-make "delicious porridge to regulate mood"

Through this activity, we can consolidate the premise and methods of reasonably regulating anger and apply what we have learned.

(5) Summary

Teacher: Life can't always be smooth sailing. When you encounter something unsatisfactory, when you have a conflict with others, when you misunderstand and feel wronged, use our golden idea. Your life will be better. This is the beauty and wisdom of life.

(6) homework

Reading picture books-soup of anger

School Psychological Counseling Project 4 I. Objectives:

Through the design of seven activity units, children from divorced families are guided to understand their own growth background, and their positive attitude of correctly expressing themselves and sharing their inner thoughts is cultivated.

Second, the way:

The tutor will share and interact with the group to achieve the predetermined goals in the designed activity plan. After each activity, the tutor will write an observation record and report for the reference of the school consultation room. According to the actual needs, the class teacher and classroom teacher will cooperate with the school counseling room to track the growth of concerned players and establish complete case counseling materials.

Third, the object:

Boys from divorced families in the fourth, fifth and sixth grades of primary school

Fourth, time:

Extracurricular activities (about 40 minutes)

Verb (abbreviation for verb) position:

School multimedia room or a place suitable for children.

Intransitive verbs staff:

Psychological counseling teacher

Seven. Activity content:

It is the same as setting goals, requirements and principles for psychological counselors of divorced families to collect the main information of cases and set up a "heart-to-heart group".

One of the activities is "I have my little secret" exchange.

Activity 2 "I feel the most pain at home"

Activity 3 "The most enjoyable event" or "I am a … person to share" or "If I am a … person" role exchange.

Activity 4 "Critical Incident" Discussion

Activity 5 "I want a home like this"

Activity 6 "Personal Dreams"

Activity 7 "Healthy Living Consultation"

The overall goal of school psychological counseling project 5:

1. Deepen mutual understanding among students and enhance the sense of closeness;

2. Feel the powerful force when the collective moves forward hand in hand, and Qi Xin works together to complete the task;

3. Enhance team cohesion, improve team spirit and learn to cooperate.

Location:

Playground or big classroom

Active object:

There are 37 students in Class 3 (4) of Pingzhi Primary School.

Preparation materials:

newspaper

Activity steps:

First, introduce the team leader, activities, forms and rules (2 minutes)

1. Hello everyone. I am the instructor of this group counseling activity. My name is Huang. You can call me Miss Huang. I am very happy to get together with you to participate in this group counseling activity. The goal of our training in this activity is to help everyone improve their team awareness and teamwork ability. Each unit of our group training will have corresponding rules, but the general rule is that I hope everyone will actively cooperate with my work and participate in activities, and can't leave the team at will. Next, let's do the first activity today.

Second, warm-up: find a home (8 minutes)

(1) Description: Now we are going to play the first game, which is called "Finding Home". The purpose of the activity is to let members experience and feel the relationship between individuals and groups, so as to actively participate in activities and enhance the cohesion of groups. The rule of the activity is to form a big circle hand in hand, and then listen to the instructions to move clockwise. When I say a number, everyone will gather together according to the number of people. Students who have not found a home are regarded as homeless, so they will temporarily quit the game, and students who have found a home will continue the game (the instructor will demonstrate). Does everyone understand? You can ask questions Now the activity officially begins:

(II) Specific operation

1. 1. Guide everyone to form a big circle hand in hand.

2. Listen to the instruction: "Start walking"; The ending notes: "Only three people have a home."

3. find a home and continue to turn around; Homeless members temporarily quit the game.

4. Change the number and continue the game for 2~3 times.

Three, multivariate grouping (10 minutes)

Objective: To enhance the familiarity and understanding of group members, increase their interest and enliven the atmosphere of activities.

Steps:

(1) Description: Now let's play the second game, which is called "Multiple Queues". Now the students are divided into two columns according to my request, standing on both sides of my right hand and left hand respectively. In the process of grouping, you can't exchange information and talk with your classmates. For example, boys stand on the right and girls stand on the left. Does everyone understand? You can ask questions Now the activity officially begins:

(2) Specific operation:

1. Instructor members are divided into two columns according to gender.

2. Listen to the instructions: those with pets at home stand on my right hand side to form a line, and those without pets stand on my left hand side to form a line; Students who have done the train stand in a line on my right hand side, and those who have not done it stand in a line on my left hand side; Odd numbers stand on my right hand side to form a line, even numbers stand on my left hand side to form a line; Now, according to the month of birth, the students born in the first half of the year stand on my right hand side, and the students born in the second half of the year stand on my left hand side. The students of the two teams are arranged according to the month from small to large (for example, those born in 1 year are in front), and then adjusted according to the date size after shooting. Now the students in each column are arranged according to the size of the date of birth. Everyone forms a circle and counts from 123456. Remember the number you reported. Students with the same number are divided into one group.

Four, help each other in the same boat (15 minutes)

Goal: brainstorming, teamwork, innovative thinking, trying hard, relying on team strength to overcome difficulties and achieve goals.

Note: Now our class has been divided into six groups, and each group has a newspaper in its hand. Next, we use this newspaper to carry out our second activity "Together". Let's spread the whole newspaper on the floor first. This newspaper represents a boat in the sea of Wang Yang. Now we need five people in each group to stand on the boat, and no one can be left behind (the instructor will give a demonstration). Now try to fold the newspaper in half. ...

Verb (short for verb) Share (5 minutes)

A representative of each group shared their feelings about the activity.

VI. Ending (3 minutes)

Objective: To end this group activity in a relaxed and pleasant atmosphere.

Step: Everyone stands up and says goodbye to each other. The form of farewell is hug, and everyone hugs at least 4 people.