中小學(xué)生心理健康狀況分析

1、心理健康指沒有心理疾病，個(gè)體對(duì)于社會(huì)生活適應(yīng)良好，具有完善的人格，能夠充分發(fā)揮心理潛能，即處于“心理形式協(xié)調(diào)、內(nèi)容與現(xiàn)實(shí)一致和人格相對(duì)穩(wěn)定的狀態(tài)”1。但從已有調(diào)查來看，學(xué)生心理狀況令人擔(dān)憂。如，天津市內(nèi)高中學(xué)生的心理健康狀況良好的約占37%，心理健康狀況一般水平的占43%，20%學(xué)生存在中度以上的心理問題。2對(duì)河南省高中生進(jìn)行調(diào)查發(fā)現(xiàn)，處于中等焦慮水平的學(xué)生占77.80%，重度焦慮水平的學(xué)生占2.52%。3 對(duì)北京市2萬多名中學(xué)生跟蹤調(diào)查顯示，有輕度心理問題的占28%，中度的占3.9%，重度的占0.1%。4 對(duì)浙江省湖州市46年級(jí)559名小學(xué)生調(diào)查發(fā)現(xiàn)，心理問題的總檢出率達(dá)22.9%。5 可見

2、，近年來中小學(xué)生心理發(fā)展存在著許多問題，心理健康水平偏低，這已經(jīng)成為制約中小學(xué)生素質(zhì)全面發(fā)展的瓶頸。參考上述研究成果，為了全面了解江門市中小學(xué)生心理健康狀況，筆者所在的研究組于2015年6月開展了一次調(diào)查，旨在為下一步規(guī)劃開展心理健康教育工作提供科學(xué)依據(jù)。一、研究方法（一）研究工具本次調(diào)查采用日本鈴木清等人編制、華東師范大學(xué)周步成教授修訂的心理健康診斷測(cè)驗(yàn)（MHT）。測(cè)驗(yàn)共100題，測(cè)定了受試者的8種焦慮傾向：學(xué)習(xí)焦慮、對(duì)人焦慮、孤獨(dú)傾向、自責(zé)傾向、過敏傾向、身體癥狀、恐怖傾向和沖動(dòng)傾向。（二）被試以分層隨機(jī)抽樣的方式進(jìn)行調(diào)查。在江門市的4個(gè)縣級(jí)市（鶴山市、開平市、恩平市、臺(tái)山市）、3個(gè)區(qū)（蓬

3、江區(qū)、新會(huì)區(qū)、江海區(qū)）和市直屬學(xué)校，各地區(qū)鄉(xiāng)鎮(zhèn)小學(xué)、初中各抽查1所，城區(qū)小學(xué)、初中、高中、中專/職中各抽查1所，共抽取了45所學(xué)校。其中鶴山市818人，開平市753人，恩平市779人，臺(tái)山市791人，蓬江區(qū)663人，新會(huì)區(qū)779人，江海區(qū)490人，市直學(xué)校298人。男生2584名，女生2787名；獨(dú)生子女2131名，非獨(dú)生子女3240名；小學(xué)生1856人，初中生1822人，普高學(xué)生990人，職高學(xué)生703人。（三）數(shù)據(jù)來源本次調(diào)查共發(fā)放問卷5600份，其中有效問卷5371份，有效率95.9%。根據(jù)周步成等人編制的全國常模將原始分轉(zhuǎn)換成標(biāo)準(zhǔn)分后，采用統(tǒng)計(jì)軟件SPSS 16.0進(jìn)行了描述統(tǒng)計(jì)、t檢

4、驗(yàn)和方差分析。6二、調(diào)查結(jié)果（一）總體水平和各因子均分（二）心理健康水平和檢出率根據(jù)MHT篩選的原則，總分大于等于65分代表個(gè)體存在“總體焦慮傾向”，某項(xiàng)因子大于等于8分即代表個(gè)體在該因子上存在焦慮傾向。從表2可以看出，在5371個(gè)樣本中，存在“總體焦慮”的學(xué)生有192人，占比3.57%，說明江門市中小學(xué)生整體心理健康狀況良好。但是，在某些方面，學(xué)生存在一定程度的焦慮：14.02%的學(xué)生有自責(zé)傾向，常把不屬于自己的錯(cuò)誤歸咎于自己；17.65%的學(xué)生存在恐怖傾向，比如怕黑、怕高；12.21%的學(xué)生有沖動(dòng)傾向，經(jīng)常會(huì)被情緒左右，不顧后果地做出一些沖動(dòng)的事情；11.68%的學(xué)生存在對(duì)人焦慮，他們害怕

5、生人，擔(dān)心有人在背地里說自己壞話；13.63%的人存在身體癥狀，當(dāng)焦慮急劇襲來時(shí)，感到將要死去，呼吸困難，心跳加快，喘不過氣，出虛汗，頭暈，知覺異常。（三）性別比較從表3的t檢驗(yàn)可以看出，女生在多項(xiàng)因子得分均高于男生，比男生更容易焦慮。（四）獨(dú)生子女與非獨(dú)生子女比較根據(jù)表4的t檢驗(yàn)顯示，除了沖動(dòng)傾向之外，非獨(dú)生子女在其他7個(gè)因子和總分上顯著高于獨(dú)生子女學(xué)生。（五）單雙親比較根據(jù)表5的t檢驗(yàn)顯示，單親家庭學(xué)生在孤獨(dú)傾向、身體癥狀、沖動(dòng)傾向3個(gè)因子和總分上顯著高于雙親家庭學(xué)生。（六）地區(qū)比較根據(jù)表6方差分析顯示，不同地區(qū)的學(xué)生在所有因子上差異顯著。其中，市直學(xué)校的中小學(xué)生在學(xué)習(xí)焦慮、對(duì)人焦慮、自責(zé)

6、傾向和過敏傾向等4個(gè)因子上分?jǐn)?shù)最高，新會(huì)區(qū)的中小學(xué)生在總分、孤獨(dú)傾向、身體癥狀、恐怖傾向和沖動(dòng)傾向等4個(gè)因子得分上比其他地區(qū)高。（七）學(xué)段比較根據(jù)表7方差分析顯示，除孤獨(dú)傾向和沖動(dòng)傾向兩個(gè)因子外，總分和其他6個(gè)因子的分?jǐn)?shù)呈現(xiàn)隨學(xué)段升高而升高的現(xiàn)象，具體表現(xiàn)為職高學(xué)生普高學(xué)生初中學(xué)生小學(xué)生。三、問題分析從調(diào)查結(jié)果可以看出，江門市中小學(xué)生心理狀況總體良好，但通過比較不同因子，可以看出以下問題：（一）非獨(dú)生子女心理健康狀況與社會(huì)預(yù)期相反“獨(dú)生子女的心理健康狀況不如非獨(dú)生子女”，是一直以來社會(huì)普遍認(rèn)為的觀點(diǎn)，而本次調(diào)查推翻了這種刻板看法：除了沖動(dòng)傾向因子外，非獨(dú)生子女在其他7種焦慮傾向上均顯著高于獨(dú)生

7、子女，表明非獨(dú)生子女的心理健康水平不如獨(dú)生子女，與一般的社會(huì)預(yù)期相反。為何事實(shí)與人們的預(yù)期截然相反？通過訪談，筆者發(fā)現(xiàn)有以下兩方面原因：一是媒體過分放大了獨(dú)生子女某些特點(diǎn)如“不會(huì)分享”等問題，卻忽視了獨(dú)生子女的優(yōu)點(diǎn)如自信、綜合素質(zhì)高等；二是獨(dú)生子女的父母多為有穩(wěn)定工作的人群，如公務(wù)員、事業(yè)單位工作人員等，而非獨(dú)生子女的父母多為商人、私營業(yè)主、農(nóng)民等，獨(dú)生子女享受的家庭資源普遍優(yōu)于非獨(dú)生子女。大部分獨(dú)生子女父母文化程度高，懂得如何滿足孩子的心理需求，擅長與孩子溝通，教育孩子的方式也更為民主；相比之下，非獨(dú)生子女的父母文化程度較低，不太關(guān)注孩子的內(nèi)心需求，與子女溝通不到位。另外，家庭負(fù)擔(dān)重的父母很

8、少聆聽孩子的傾訴，當(dāng)孩子遇到心理問題后，很難得到及時(shí)的解決，因此孩子會(huì)更焦慮、自責(zé)、過敏。 （二）高年級(jí)學(xué)生的心理健康狀況比低年級(jí)學(xué)生差除了沖動(dòng)傾向外，職高與普高學(xué)生的心理健康水平總分和其他7個(gè)因子的得分均高于初中生和小學(xué)生。通過調(diào)查及訪談發(fā)現(xiàn)主要有以下三方面原因：第一，隨著年齡增長，學(xué)生不再是無憂無慮的小孩，他們?nèi)遮叧墒?，開始對(duì)自己未來從事什么職業(yè)、要成為什么樣的人有了初步思考，但正是處于由幼稚向成熟的過渡階段，學(xué)生許多問題沒有想明白，也沒有形成穩(wěn)定的人生觀、世界觀、價(jià)值觀，由此引發(fā)的問題相對(duì)來說比較多；第二，心理健康教育課在各個(gè)學(xué)段開課程度不一致，小學(xué)階段開課率較高，高中階段開課率偏低，高

9、中生的心理問題得不到及時(shí)疏導(dǎo)；第三，普高學(xué)生面對(duì)高考?jí)毫Γ毟呱鎸?duì)就業(yè)壓力，這也是他們?cè)谛睦頊y(cè)驗(yàn)中得分較高的原因。（三）職高學(xué)生的心理健康狀況不容樂觀相對(duì)其他學(xué)段的學(xué)生，職高學(xué)生在焦慮總分和對(duì)人焦慮、孤獨(dú)傾向、自責(zé)傾向、身體癥狀、恐怖傾向、沖動(dòng)傾向等因子得分最高。筆者通過訪談了解到，主要原因有三方面：第一，從職高學(xué)生的生源質(zhì)量來看，職高學(xué)生較普高學(xué)生學(xué)習(xí)基礎(chǔ)差，學(xué)習(xí)目的性不是很明確，家庭對(duì)其期望值也不是很高；第二，職高學(xué)生處于一種相對(duì)特殊的教育環(huán)境，教育管理、教師教學(xué)態(tài)度、課程設(shè)置、學(xué)習(xí)難度與普通中小學(xué)有較大差異，部分學(xué)生難以適應(yīng)，往往對(duì)剛接觸的專業(yè)課感到接受不了，對(duì)于解決專業(yè)課和文化課之間

10、的矛盾沒有經(jīng)驗(yàn)；第三，職高畢業(yè)生實(shí)際就業(yè)率與就業(yè)期望值落差大，學(xué)生容易產(chǎn)生自卑心理，認(rèn)為就讀職業(yè)中學(xué)前途不佳，對(duì)自己缺乏信心。（四）單親家庭學(xué)生的孤獨(dú)感、沖動(dòng)傾向遠(yuǎn)高于雙親家庭學(xué)生除了學(xué)習(xí)焦慮外，單親家庭學(xué)生的心理健康水平總分和孤獨(dú)傾向、身體癥狀、沖動(dòng)傾向等3個(gè)因子上得分較高。原因在于，單親家庭孩子上學(xué)經(jīng)常遲到、早退、曠課、打架，不主動(dòng)參與學(xué)習(xí)，上課注意力不集中，學(xué)習(xí)成績不理想。缺失父愛或者母愛對(duì)一個(gè)正處于青春期發(fā)育的孩子來說，容易使之產(chǎn)生孤獨(dú)感，甚至產(chǎn)生心理偏差。很多單親家庭的孩子經(jīng)常產(chǎn)生一些不良情緒，如想摔東西，想離家出走，甚至想自殺等。（五）初中生的沖動(dòng)傾向得分高初中生的叛逆性較強(qiáng)。曾經(jīng)

11、有研究指出：初中階段是人一生中最叛逆的階段。初中生好沖動(dòng)，做事往往被情緒左右，做決定不經(jīng)大腦，老是做出事后后悔的事情。本次調(diào)查再次印證了這一說法。四、對(duì)策及建議（一）構(gòu)建心理健康教育課程體系以筆者所在的地區(qū)為例，參照廣東省教育廳關(guān)于中小學(xué)心理健康教育活動(dòng)課內(nèi)容指南，科學(xué)建設(shè)心理健康教育課程的教學(xué)內(nèi)容體系。明確心理健康教育課程教學(xué)的針對(duì)性、科學(xué)性、專業(yè)性和有效性，做到心理認(rèn)知與活動(dòng)體驗(yàn)相結(jié)合。遵循學(xué)生身心發(fā)展規(guī)律，根據(jù)不同學(xué)段、不同群體、不同性別學(xué)生的特點(diǎn)構(gòu)建“發(fā)展性心理健康教育內(nèi)容體系”，合理安排各年級(jí)的教育教學(xué)內(nèi)容。（二）全方位開展心理健康教育學(xué)校要結(jié)合本校特點(diǎn)，創(chuàng)新活動(dòng)形式，全方位開展形式

12、多樣的心理健康教育活動(dòng)。除了落實(shí)心理健康教育課程外，還要把心理健康檔案、個(gè)體心理咨詢、團(tuán)體心理輔導(dǎo)納入學(xué)校心理健康教育常規(guī)工作中。同時(shí)，根據(jù)學(xué)校的特點(diǎn)，創(chuàng)新活動(dòng)形式，組織開展心理健康教育特色活動(dòng)。以心理健康教育活動(dòng)課為基點(diǎn)，把心理健康教育工作滲透到校園文化建設(shè)中，一是營造心理健康教育的氛圍，根據(jù)校園環(huán)境布局，結(jié)合學(xué)生的年齡特點(diǎn)，以提示語、圖片等形式開展心理健康知識(shí)宣傳；二是結(jié)合校團(tuán)委、學(xué)生會(huì)和各種社團(tuán)，定期開展心理健康教育主題活動(dòng)，讓不同學(xué)段、不同群體、不同性別的學(xué)生得到應(yīng)有的關(guān)愛，引領(lǐng)學(xué)生思考社會(huì)、思考人生，學(xué)會(huì)真誠地對(duì)待生活。充分發(fā)揮班主任在班級(jí)管理中滲透心理健康教育的作用，關(guān)注特殊群體，

13、結(jié)合班級(jí)學(xué)段，開展有效的心理輔導(dǎo)，促進(jìn)學(xué)生均衡發(fā)展；充分發(fā)揮心理教師在專業(yè)引領(lǐng)中的作用，加強(qiáng)對(duì)教師心理健康教育理論與實(shí)踐方面的專業(yè)指導(dǎo)，提高學(xué)校教師隊(duì)伍的心理健康教育水平。組織班級(jí)進(jìn)行測(cè)評(píng)分析，提出專業(yè)化的建議，及時(shí)反饋給班主任及任課教師，使他們?cè)谌蘸蟮慕虒W(xué)中針對(duì)學(xué)生的特點(diǎn)采取措施，做到有的放矢，全方位提高學(xué)生的綜合素質(zhì)。學(xué)科教師充分發(fā)揮在學(xué)科教學(xué)中滲透心理健康教育的作用，抓住容易對(duì)學(xué)生心理產(chǎn)生影響的學(xué)習(xí)內(nèi)容，巧妙利用，使其在教學(xué)過程中潛移默化地影響學(xué)生的心理。（三）提升心理教師的專業(yè)素養(yǎng)目前，我市只有部分學(xué)校設(shè)有專職心理教師，有的學(xué)校雖然配備了兼職心理教師，但兼職心理教師的專業(yè)水平較為低下。

14、要提升心理教師隊(duì)伍的專業(yè)水平，一是要大力引進(jìn)專業(yè)教師配備到基層學(xué)校；二是要建立市、縣（區(qū)）、學(xué)校三級(jí)培訓(xùn)機(jī)制，加大培訓(xùn)力度，打造骨干教師隊(duì)伍，開展師徒結(jié)對(duì)、區(qū)域幫扶等活動(dòng)，全面提升心理教師的專業(yè)水平。（四）發(fā)揮家庭教育和社區(qū)教育的作用中小學(xué)生正處在身心發(fā)展的重要時(shí)期，在學(xué)習(xí)、情緒調(diào)適、人際交往、人格發(fā)展以及升學(xué)就業(yè)等方面會(huì)遇到各種心理困擾，教育難度大，僅僅依靠學(xué)校的力量很難解決，需要家庭、社區(qū)的緊密配合，形成教育合力，逐步健全學(xué)校、社會(huì)、家庭教育網(wǎng)絡(luò)化體系，整合教育資源。一是積極組織開展教師家訪和家長來訪活動(dòng)，通過家長學(xué)校、家訪、家長來訪等各種渠道，使學(xué)校教育與家庭教育相結(jié)合，讓家長們了解學(xué)校

15、教育動(dòng)態(tài)，了解孩子在校情況，掌握教育子女的方法，以科學(xué)的方式去贏得教育孩子的最佳時(shí)機(jī)；二是善用周邊社區(qū)各類教育資源，促進(jìn)學(xué)校與社會(huì)互為依靠，提高教育的實(shí)效性。（五）提高學(xué)生心理品質(zhì)完整的心理健康教育，不僅包括關(guān)注學(xué)生心理問題的減少（即消極情緒的減少），同時(shí)還包括心理品質(zhì)的提升（即積極情緒的增加）。國內(nèi)外有大量的研究發(fā)現(xiàn)，提升學(xué)生的心理品質(zhì)，可以在很大程度上減少心理問題的出現(xiàn)。培養(yǎng)學(xué)生積極的心理品質(zhì)，需要教育工作者敏銳地捕捉孩子身上的閃光點(diǎn)，并引導(dǎo)孩子發(fā)揚(yáng)優(yōu)點(diǎn)，克服消極情緒，愉快地度過人生的起步時(shí)期，為以后的學(xué)習(xí)、生活打下良好的基礎(chǔ)。（六）關(guān)注特殊群體中小學(xué)生心理健康教育是素質(zhì)教育的重要內(nèi)容，特

16、殊群體學(xué)生的心理健康教育尤為重要。綜上所述，這里的特殊群體學(xué)生是指離異家庭學(xué)生、單親家庭學(xué)生、非獨(dú)生子女學(xué)生以及職高學(xué)生，他們面臨的社會(huì)壓力日益增多，在學(xué)習(xí)、生活和社會(huì)適應(yīng)等方面遇到越來越多的困難和挫折，各種心理問題相繼出現(xiàn)。學(xué)校教育工作者應(yīng)根據(jù)不同學(xué)生群體的特征，開展有針對(duì)性的心理健康教育實(shí)踐活動(dòng)，幫助學(xué)生保持健康穩(wěn)定的心理狀態(tài)，提高應(yīng)對(duì)問題的能力。Mental health refers to the mental illness, the individual to adapt to the social life is good, has the perfect personality

17、, to be able to give full play to the psychological potential, namely in the form of psychological coordination, content is consistent with the reality and personality is relatively stable state 1. But from the point of existing research, the psychological condition of students is worrying. Such as

18、tianjin city high school students mental health is in good condition accounts for about 37% of the mental health level of 43%, 20% students have moderate psychological problems. 2 the high school students in henan, the survey found in moderate anxiety level of students (77.80%), severe anxiety level

19、 of students accounted for 2.52%. 3 more than 20000 secondary school students in Beijing, tracking survey had mild psychological problems (28%), moderate (3.9%), severe (0.1%). 4 559 pupils in huzhou city, zhejiang province 4 6 grade survey found that psychological problem of the total detection rat

20、e of 22.9%. 5 can be seen, there are many problems in recent years, primary and middle school students psychological development, psychological health level is low, it has become the bottleneck of restricting the quality of primary and middle school students overall development.Refer to the above re

21、search results, in order to get a comprehensive understanding of the primary and middle school students mental health status of jiangmen city, the authors research group conducted a survey in June 2015, planning for the next step is designed to provide a scientific basis for carrying out mental heal

22、th education work.A, the research methods(a) research toolsThe survey by Japans suzuki qing et al., east China normal university professor zhou step into revision of the mental health diagnostic test (MHT). Test 100, measured the participants eight kinds of anxiety tendency: learning anxiety, people

23、 tended to anxiety, loneliness, remorse, allergic tendency, body symptom, horror tendency and impulsive tendency.(2) the subjectsIn the form of stratified random sampling to investigate. 4 county-level cities in jiangmen (yinhe, kaiping, enping, taishan), three area (pengjiang wealth purifying, xinh

24、ui, jianghai district and city directly under the school, each district town primary school, junior high school 1 selectiving examination, urban elementary school, junior high school, high school, technical school/secondary 1 selectiving examination, a total 45 schools. 818 including 818 yinhe, kaip

25、ing, enping, 779, taishan city, 791 people, 663 pengjiang wealth purifying, xinhui district 779, jianghai district, 490 people, 298 people straight school. 2584 boys, 2584 girls; The one-child 2131, not only children, 3240; Elementary student 1856 people, 1822 people in junior high school students,

26、the corporation is 990 students, 703 high school students.(3) the data sourceThe survey questionnaires out of 5600, of which 5371 valid questionnaires, the effective rate was 95.9%. According to step into the national norm compiled by zhou after converting the original points into norm, the statisti

27、cal software SPSS 16.0 is used for description statistics, t test and variance analysis. 6Second, the survey results(a) the overall level and divide each factor(2) of the mental health level and the detection rateBased on the principle of MHT screening, total score is greater than or equal to 65 poi

28、nts on behalf of individuals overall anxiety tendency, a factor is greater than or equal to eight points which stands for the individual existence anxiety tendency in the factor.Can be seen from table 2, in 5371 samples, the existence of overall anxiety student 192 people, accounted for 3.57%, jiang

29、men good overall mental health status of primary and middle school students. However, in some ways, student there is a certain degree of anxiety: 14.02% of the students has a tendency to blame themselves, often do not belong to the blame on himself; Terrorist tendencies in up to 17.65% of the studen

30、ts, such as afraid of the dark, afraid of high; 12.21% of the students have a tendency to impulse, often emotions, reckless does something impulsive; 11.68% of the students in the existence of anxiety, fear of strangers, they worry about someone in secretly speak ill himself; 13.63% of the people th

31、ere are physical symptoms, when anxiety strikes, sharply felt dying, difficulty breathing, heartbeat is accelerated, breath, sweating, dizziness, abnormal perception.(3) the genderCan be seen from table 3 t test, the girl in a number of factor score were higher than boys, are more likely than boys t

32、o anxiety.(4) the one-child compared with not only childrenAccording to table 4 t test shows that, in addition to impulsiveness, not only children on the other 7 factors and total score is significantly higher than the one-child students.(5) of single and double close comparisonAccording to table 5

33、t test showed that single parent families of students in the lonely tendency, physical symptom and impulse tendency on the three factors and total score is significantly higher than two-parent families.(6) regionAccording to table 6, according to the analysis of variance in different parts of the si

34、gnificant difference on students in all factors. Straight school of primary and middle school students in learning anxiety, anxiety and tended to blame and allergy to people on the four factors such as the highest score, xinhui of primary and middle school students in the total score, loneliness ten

35、dency, body symptom, horror tendency and impulsive tendency on such four factor score is higher than other areas.(7) periodAccording to analysis of variance (table 7), in addition to the lonely tendency and impulsive tendency of two factors, the total score and other six factor scores of the phenome

36、non of rising, with period embodied in high vocational students corporation students elementary junior high school students.Third, problem analysisCan be seen from the results of the survey, jiangmen primary and middle school students psychological condition overall is good, but through comparing th

37、e different factors, it can be seen that the following questions:(a) not only children mental health and social expectationsOnly children mental health status than the one-child, has long been a society is generally believed that the point of view, and the survey to overthrow the stereotyped view th

38、at besides impulsiveness factor, not only children in the other seven kinds of anxiety tendency were significantly higher than that of only children, showed that not only childrens mental health levels than the one-child, contrary to the general social expectations.Why the opposite facts and people

39、expect? Through interviews, the author found that there are two reasons: one is the media has amplified the one-child certain characteristics such as no sharing, but ignored the only children strengths such as self-confidence and high comprehensive quality; Secondly, the parents of only children how

40、 to have a stable job, such as civil servants, institution staff, rather than the parents of only children are businessmen, private owners, farmers, etc., enjoy the one-child family resources is generally superior to not only children. Cultural degree is high, most of the only-child parents know how

41、 to meet the childs psychological needs, good at communication with the child, the way of education children more democracy; The parents of only children, by contrast, cultural level is low, not too concerned about childrens inner requirement, and children communication does not reach the designated

42、 position. In addition, the heavy family burden parents seldom listen to children talk, when children psychological problems, it is difficult to get timely solve, so the child will be more anxious, remorse, irritation. (2) of the mental health status of the seniors than junior studentBesides impulsi

43、veness, high school and corporation is the students mental health level the total score and other seven factor scores were higher than junior middle school students and primary school students. Through surveys and interviews found reason mainly has the following three aspects: first, as we age, the

44、student is no longer a carefree child, they become more mature, to pursue what about their future career, what will be the preliminary thinking, but it is in the transition from naive to mature stage, students are not want to understand many problems, also did not form a stable outlook on life, worl

45、d outlook, values, and the resulting problems are relatively more; Second, the degree of mental health education in each period begin, primary school classes rate is high, high school classes rate is low, high school students psychological problems not promptly channel; Third, the corporation is fac

46、ing the university entrance exam pressure students, among facing the employment pressure, this is also why they scored higher on psychological tests.(3) of high school students mental health status is not optimisticRelative to other student of segment, high school students in anxiety score, and the

47、people tended to anxiety, loneliness, self-blame, body symptom, horror tendency and impulsive tendency factor score the highest. The author understands through interviews, there are three main reasons: first, from the perspective of the students quality of high vocational students, high school stude

48、nts with a weak foundation in a corporation is the student to study, learning is not very clear purpose, to its family expectations also is not very high; Second, high school students in a relatively special education environment, education management, teachers teaching attitude, the curriculum, lea

49、rning difficulty and differ from that of ordinary primary and secondary schools, students are difficult to adapt, often feel cant accept for just the course of contact, to solve the contradiction between the specialized and intensive experience; Third, high vocational graduates employment rate and e

50、mployment expectation gap is big, actual students prone to low self-esteem, poor think vocational schools future and a lack of confidence in myself.(4) single-parent families students loneliness, urges students tend to be much higher than two-parent familiesIn addition to learning anxiety, single-pa

51、rent families of students mental health scores and loneliness tendency, physical symptom and impulse tendency such as higher scores on three factors. The reason is that single parent families children often late for school, leave early, truancy, fight, not actively participate in learning, class ina

52、ttention, study result is not ideal. Absence of a father or a mothers love for a child is in puberty, easy to loneliness, and even psychological deviation. Many single parent families children often have some bad feelings, if you want to break something, wanted to run away from home, and even wanted

53、 to commit suicide.(5) impulse tend to score higher in junior high school studentsWith a strong rebelling of junior middle school students. Once research has pointed out that the junior middle school stage is the most rebellious people life stage. Junior high school students good impulse, work tend

54、to be emotional about, make a decision without the brain, always do regret things. The survey confirms the claim again.Four, countermeasures and Suggestions(a) construction of mental health education curriculum systemIn the area, for example, with reference to the education department of guangdong p

55、rovince about primary and secondary school mental health education curriculum guide, scientific construction of the teaching content of mental health education curriculum system. Clear the mental health education curriculum teaching target, scientific, professional and effective, do experience combi

56、ned with the psychological cognition and activities. Follow the rules of students physical and mental development, according to the students section, the characteristics of different groups and different gender students build developing psychological health education content system, the education te

57、aching content of reasonable arrangement of each grade.(2) carry out mental health educationSchools should combine the characteristics, innovation activity form, omni-directional to carry out various forms of psychological health education activities. In addition to implement mental health education

58、 curriculum, but also the mental health files, individual counseling, group psychological counseling in school mental health education in routine work. At the same time, according to the characteristics of the school, innovation activity form, activity organization to carry out mental health education characteristics. It is base point with between the mental health education curriculum, the psychological health education work to infiltrate in the construction of campus culture, one is to