中小學生心理健康狀況分析中小學生心理健康狀況分析中小學生心理健康狀況分析V:1.0精細整理，僅供參考中小學生心理健康狀況分析日期：20xx年X月心理健康指沒有心理疾病，個體對于社會生活適應良好，具有完善的人格，能夠充分發揮心理潛能，即處于“心理形式協調、內容與現實一致和人格相對穩定的狀態”[1]。但從已有調查來看，學生心理狀況令人擔憂。如，天津市內高中學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%學生存在中度以上的心理問題。[2]對河南省高中生進行調查發現，處于中等焦慮水平的學生占77.80%，重度焦慮水平的學生占2.52%。[3]對北京市2萬多名中學生跟蹤調查顯示，有輕度心理問題的占28%，中度的占3.9%，重度的占0.1%。[4]對浙江省湖州市4～6年級559名小學生調查發現，心理問題的總檢出率達22.9%。[5]可見，近年來中小學生心理發展存在著許多問題，心理健康水平偏低，這已經成為制約中小學生素質全面發展的瓶頸。參考上述研究成果，為了全面了解江門市中小學生心理健康狀況，筆者所在的研究組于2015年6月開展了一次調查，旨在為下一步規劃開展心理健康教育工作提供科學依據。一、研究方法（一）研究工具本次調查采用日本鈴木清等人編制、華東師范大學周步成教授修訂的心理健康診斷測驗（MHT）。測驗共100題，測定了受試者的8種焦慮傾向：學習焦慮、對人焦慮、孤獨傾向、自責傾向、過敏傾向、身體癥狀、恐怖傾向和沖動傾向。（二）被試以分層隨機抽樣的方式進行調查。在江門市的4個縣級市（鶴山市、開平市、恩平市、臺山市）、3個區（蓬江區、新會區、江海區）和市直屬學校，各地區鄉鎮小學、初中各抽查1所，城區小學、初中、高中、中專/職中各抽查1所，共抽取了45所學校。其中鶴山市818人，開平市753人，恩平市779人，臺山市791人，蓬江區663人，新會區779人，江海區490人，市直學校298人。男生2584名，女生2787名；獨生子女2131名，非獨生子女3240名；小學生1856人，初中生1822人，普高學生990人，職高學生703人。（三）數據來源本次調查共發放問卷5600份，其中有效問卷5371份，有效率95.9%。根據周步成等人編制的全國常模將原始分轉換成標準分后，采用統計軟件SPSS16.0進行了描述統計、t檢驗和方差分析。[6]二、調查結果（一）總體水平和各因子均分（二）心理健康水平和檢出率根據MHT篩選的原則，總分大于等于65分代表個體存在“總體焦慮傾向”，某項因子大于等于8分即代表個體在該因子上存在焦慮傾向。從表2可以看出，在5371個樣本中，存在“總體焦慮”的學生有192人，占比3.57%，說明江門市中小學生整體心理健康狀況良好。但是，在某些方面，學生存在一定程度的焦慮：14.02%的學生有自責傾向，常把不屬于自己的錯誤歸咎于自己；17.65%的學生存在恐怖傾向，比如怕黑、怕高；12.21%的學生有沖動傾向，經常會被情緒左右，不顧后果地做出一些沖動的事情；11.68%的學生存在對人焦慮，他們害怕生人，擔心有人在背地里說自己壞話；13.63%的人存在身體癥狀，當焦慮急劇襲來時，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檢驗可以看出，女生在多項因子得分均高于男生，比男生更容易焦慮。（四）獨生子女與非獨生子女比較根據表4的t檢驗顯示，除了沖動傾向之外，非獨生子女在其他7個因子和總分上顯著高于獨生子女學生。（五）單雙親比較根據表5的t檢驗顯示，單親家庭學生在孤獨傾向、身體癥狀、沖動傾向3個因子和總分上顯著高于雙親家庭學生。（六）地區比較根據表6方差分析顯示，不同地區的學生在所有因子上差異顯著。其中，市直學校的中小學生在學習焦慮、對人焦慮、自責傾向和過敏傾向等4個因子上分數最高，新會區的中小學生在總分、孤獨傾向、身體癥狀、恐怖傾向和沖動傾向等4個因子得分上比其他地區高。（七）學段比較根據表7方差分析顯示，除孤獨傾向和沖動傾向兩個因子外，總分和其他6個因子的分數呈現隨學段升高而升高的現象，具體表現為職高學生>普高學生>初中學生>小學生。三、問題分析從調查結果可以看出，江門市中小學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）非獨生子女心理健康狀況與社會預期相反“獨生子女的心理健康狀況不如非獨生子女”，是一直以來社會普遍認為的觀點，而本次調查推翻了這種刻板看法：除了沖動傾向因子外，非獨生子女在其他7種焦慮傾向上均顯著高于獨生子女，表明非獨生子女的心理健康水平不如獨生子女，與一般的社會預期相反。為何事實與人們的預期截然相反？通過訪談，筆者發現有以下兩方面原因：一是媒體過分放大了獨生子女某些特點如“不會分享”等問題，卻忽視了獨生子女的優點如自信、綜合素質高等；二是獨生子女的父母多為有穩定工作的人群，如公務員、事業單位工作人員等，而非獨生子女的父母多為商人、私營業主、農民等，獨生子女享受的家庭資源普遍優于非獨生子女。大部分獨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，非獨生子女的父母文化程度較低，不太關注孩子的內心需求，與子女溝通不到位。另外，家庭負擔重的父母很少聆聽孩子的傾訴，當孩子遇到心理問題后，很難得到及時的解決，因此孩子會更焦慮、自責、過敏。（二）高年級學生的心理健康狀況比低年級學生差除了沖動傾向外，職高與普高學生的心理健康水平總分和其他7個因子的得分均高于初中生和小學生。通過調查及訪談發現主要有以下三方面原因：第一，隨著年齡增長，學生不再是無憂無慮的小孩，他們日趨成熟，開始對自己未來從事什么職業、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，學生許多問題沒有想明白，也沒有形成穩定的人生觀、世界觀、價值觀，由此引發的問題相對來說比較多；第二，心理健康教育課在各個學段開課程度不一致，小學階段開課率較高，高中階段開課率偏低，高中生的心理問題得不到及時疏導；第三，普高學生面對高考壓力，職高生面對就業壓力，這也是他們在心理測驗中得分較高的原因。（三）職高學生的心理健康狀況不容樂觀相對其他學段的學生，職高學生在焦慮總分和對人焦慮、孤獨傾向、自責傾向、身體癥狀、恐怖傾向、沖動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，從職高學生的生源質量來看，職高學生較普高學生學習基礎差，學習目的性不是很明確，家庭對其期望值也不是很高；第二，職高學生處于一種相對特殊的教育環境，教育管理、教師教學態度、課程設置、學習難度與普通中小學有較大差異，部分學生難以適應，往往對剛接觸的專業課感到接受不了，對于解決專業課和文化課之間的矛盾沒有經驗；第三，職高畢業生實際就業率與就業期望值落差大，學生容易產生自卑心理，認為就讀職業中學前途不佳，對自己缺乏信心。（四）單親家庭學生的孤獨感、沖動傾向遠高于雙親家庭學生除了學習焦慮外，單親家庭學生的心理健康水平總分和孤獨傾向、身體癥狀、沖動傾向等3個因子上得分較高。原因在于，單親家庭孩子上學經常遲到、早退、曠課、打架，不主動參與學習，上課注意力不集中，學習成績不理想。缺失父愛或者母愛對一個正處于青春期發育的孩子來說，容易使之產生孤獨感，甚至產生心理偏差。很多單親家庭的孩子經常產生一些不良情緒，如想摔東西，想離家出走，甚至想自殺等。（五）初中生的沖動傾向得分高初中生的叛逆性較強。曾經有研究指出：初中階段是人一生中最叛逆的階段。初中生好沖動，做事往往被情緒左右，做決定不經大腦，老是做出事后后悔的事情。本次調查再次印證了這一說法。四、對策及建議（一）構建心理健康教育課程體系以筆者所在的地區為例，參照《廣東省教育廳關于中小學心理健康教育活動課內容指南》，科學建設心理健康教育課程的教學內容體系。明確心理健康教育課程教學的針對性、科學性、專業性和有效性，做到心理認知與活動體驗相結合。遵循學生身心發展規律，根據不同學段、不同群體、不同性別學生的特點構建“發展性心理健康教育內容體系”，合理安排各年級的教育教學內容。（二）全方位開展心理健康教育學校要結合本校特點，創新活動形式，全方位開展形式多樣的心理健康教育活動。除了落實心理健康教育課程外，還要把心理健康檔案、個體心理咨詢、團體心理輔導納入學校心理健康教育常規工作中。同時，根據學校的特點，創新活動形式，組織開展心理健康教育特色活動。以心理健康教育活動課為基點，把心理健康教育工作滲透到校園文化建設中，一是營造心理健康教育的氛圍，根據校園環境布局，結合學生的年齡特點，以提示語、圖片等形式開展心理健康知識宣傳；二是結合校團委、學生會和各種社團，定期開展心理健康教育主題活動，讓不同學段、不同群體、不同性別的學生得到應有的關愛，引領學生思考社會、思考人生，學會真誠地對待生活。充分發揮班主任在班級管理中滲透心理健康教育的作用，關注特殊群體，結合班級學段，開展有效的心理輔導，促進學生均衡發展；充分發揮心理教師在專業引領中的作用，加強對教師心理健康教育理論與實踐方面的專業指導，提高學校教師隊伍的心理健康教育水平。組織班級進行測評分析，提出專業化的建議，及時反饋給班主任及任課教師，使他們在日后的教學中針對學生的特點采取措施，做到有的放矢，全方位提高學生的綜合素質。學科教師充分發揮在學科教學中滲透心理健康教育的作用，抓住容易對學生心理產生影響的學習內容，巧妙利用，使其在教學過程中潛移默化地影響學生的心理。（三）提升心理教師的專業素養目前，我市只有部分學校設有專職心理教師，有的學校雖然配備了兼職心理教師，但兼職心理教師的專業水平較為低下。要提升心理教師隊伍的專業水平，一是要大力引進專業教師配備到基層學校；二是要建立市、縣（區）、學校三級培訓機制，加大培訓力度，打造骨干教師隊伍，開展師徒結對、區域幫扶等活動，全面提升心理教師的專業水平。（四）發揮家庭教育和社區教育的作用中小學生正處在身心發展的重要時期，在學習、情緒調適、人際交往、人格發展以及升學就業等方面會遇到各種心理困擾，教育難度大，僅僅依靠學校的力量很難解決，需要家庭、社區的緊密配合，形成教育合力，逐步健全學校、社會、家庭教育網絡化體系，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，通過家長學校、家訪、家長來訪等各種渠道，使學校教育與家庭教育相結合，讓家長們了解學校教育動態，了解孩子在校情況，掌握教育子女的方法，以科學的方式去贏得教育孩子的最佳時機；二是善用周邊社區各類教育資源，促進學校與社會互為依靠，提高教育的實效性。（五）提高學生心理品質完整的心理健康教育，不僅包括關注學生心理問題的減少（即消極情緒的減少），同時還包括心理品質的提升（即積極情緒的增加）。國內外有大量的研究發現，提升學生的心理品質，可以在很大程度上減少心理問題的出現。培養學生積極的心理品質，需要教育工作者敏銳地捕捉孩子身上的閃光點，并引導孩子發揚優點，克服消極情緒，愉快地度過人生的起步時期，為以后的學習、生活打下良好的基礎。（六）關注特殊群體中小學生心理健康教育是素質教育的重要內容，特殊群體學生的心理健康教育尤為重要。綜上所述，這里的特殊群體學生是指離異家庭學生、單親家庭學生、非獨生子女學生以及職高學生，他們面臨的社會壓力日益增多，在學習、生活和社會適應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。學校教育工作者應根據不同學生群體的特征，開展有針對性的心理健康教育實踐活動，幫助學生保持健康穩定的心理狀態，提高應對問題的能力。Mentalhealthreferstothementalillness,theindividualtoadapttothesociallifeisgood,hastheperfectpersonality,tobeabletogivefullplaytothepsychologicalpotential,namelyintheformof"psychologicalcoordination,contentisconsistentwiththerealityandpersonalityisrelativelystablestate"[1].Butfromthepointofexistingresearch,thepsychologicalconditionofstudentsisworrying.Suchastianjincityhighschoolstudents'mentalhealthisingoodconditionaccountsforabout37%ofthementalhealthlevelof43%,20%studentshavemoderatepsychologicalproblems.[2]thehighschoolstudentsinhenan,thesurveyfoundinmoderateanxietylevelofstudents(77.80%),severeanxietylevelofstudentsaccountedfor2.52%.[3]morethan20000secondaryschoolstudentsinBeijing,trackingsurveyhadmildpsychologicalproblems(28%),moderate(3.9%),severe(0.1%).[4]559pupilsinhuzhoucity,zhejiangprovince4~6gradesurveyfoundthatpsychologicalproblemofthetotaldetectionrateof22.9%.[5]canbeseen,therearemanyproblemsinrecentyears,primaryandmiddleschoolstudentspsychologicaldevelopment,psychologicalhealthlevelislow,ithasbecomethebottleneckofrestrictingthequalityofprimaryandmiddleschoolstudentsoveralldevelopment.Refertotheaboveresearchresults,inordertogetacomprehensiveunderstandingoftheprimaryandmiddleschoolstudentsmentalhealthstatusofjiangmencity,theauthor'sresearchgroupconductedasurveyinJune2015,planningforthenextstepisdesignedtoprovideascientificbasisforcarryingoutmentalhealtheducationwork.A,theresearchmethods(a)researchtoolsThesurveybyJapan'ssuzukiqingetal.,eastChinanormaluniversityprofessorzhoustepintorevisionofthementalhealthdiagnostictest(MHT).Test100,measuredtheparticipants'eightkindsofanxietytendency:learninganxiety,peopletendedtoanxiety,loneliness,remorse,allergictendency,bodysymptom,horrortendencyandimpulsivetendency.(2)thesubjectsIntheformofstratifiedrandomsamplingtoinvestigate.4county-levelcitiesinjiangmen(yinhe,kaiping,enping,taishan),threearea(pengjiangwealthpurifying,xinhui,jianghaidistrictandcitydirectlyundertheschool,eachdistricttownprimaryschool,juniorhighschool1selectivingexamination,urbanelementaryschool,juniorhighschool,highschool,technicalschool/secondary1selectivingexamination,atotal45schools.818including818yinhe,kaiping,enping,779,taishancity,791people,663pengjiangwealthpurifying,xinhuidistrict779,jianghaidistrict,490people,298peoplestraightschool.2584boys,2584girls;Theone-child2131,notonlychildren,3240;Elementarystudent1856people,1822peopleinjuniorhighschoolstudents,thecorporationis990students,703highschoolstudents.(3)thedatasourceThesurveyquestionnairesoutof5600,ofwhich5371validquestionnaires,theeffectiveratewas95.9%.Accordingtostepintothenationalnormcompiledbyzhouafterconvertingtheoriginalpointsintonorm,thestatisticalsoftwareSPSS16.0isusedfordescriptionstatistics,ttestandvarianceanalysis.[6]Second,thesurveyresults(a)theoveralllevelanddivideeachfactor(2)ofthementalhealthlevelandthedetectionrateBasedontheprincipleofMHTscreening,totalscoreisgreaterthanorequalto65pointsonbehalfofindividuals"overallanxietytendency",afactorisgreaterthanorequaltoeightpointswhichstandsfortheindividualexistenceanxietytendencyinthefactor.Canbeseenfromtable2,in5371samples,theexistenceof"overallanxiety"student192people,accountedfor3.57%,jiangmengoodoverallmentalhealthstatusofprimaryandmiddleschoolstudents.However,insomeways,studentthereisacertaindegreeofanxiety:14.02%ofthestudentshasatendencytoblamethemselves,oftendonotbelongtotheblameonhimself;Terroristtendenciesinupto17.65%ofthestudents,suchasafraidofthedark,afraidofhigh;12.21%ofthestudentshaveatendencytoimpulse,oftenemotions,recklessdoessomethingimpulsive;11.68%ofthestudentsintheexistenceofanxiety,fearofstrangers,theyworryaboutsomeoneinsecretlyspeakillhimself;13.63%ofthepeopletherearephysicalsymptoms,whenanxietystrikes,sharplyfeltdying,difficultybreathing,heartbeatisaccelerated,breath,sweating,dizziness,abnormalperception.(3)thegenderCanbeseenfromtable3ttest,thegirlinanumberoffactorscorewerehigherthanboys,aremorelikelythanboystoanxiety.(4)theone-childcomparedwithnotonlychildrenAccordingtotable4ttestshowsthat,inadditiontoimpulsiveness,notonlychildrenontheother7factorsandtotalscoreissignificantlyhigherthantheone-childstudents.(5)ofsingleanddoubleclosecomparisonAccordingtotable5ttestshowedthatsingleparentfamiliesofstudentsinthelonelytendency,physicalsymptomandimpulsetendencyonthethreefactorsandtotalscoreissignificantlyhigherthantwo-parentfamilies.(6)regionAccordingtotable6,accordingtotheanalysisofvarianceindifferentpartsofthesignificantdifferenceonstudentsinallfactors.Straightschoolofprimaryandmiddleschoolstudentsinlearninganxiety,anxietyandtendedtoblameandallergytopeopleonthefourfactorssuchasthehighestscore,xinhuiofprimaryandmiddleschoolstudentsinthetotalscore,lonelinesstendency,bodysymptom,horrortendencyandimpulsivetendencyonsuchfourfactorscoreishigherthanotherareas.(7)periodAccordingtoanalysisofvariance(table7),inadditiontothelonelytendencyandimpulsivetendencyoftwofactors,thetotalscoreandothersixfactorscoresofthephenomenonofrising,withperiodembodiedinhighvocationalstudents>corporationstudents>>elementaryjuniorhighschoolstudents.Third,problemanalysisCanbeseenfromtheresultsofthesurvey,jiangmenprimaryandmiddleschoolstudents'psychologicalconditionoverallisgood,butthroughcomparingthedifferentfactors,itcanbeseenthatthefollowingquestions:(a)notonlychildrenmentalhealthandsocialexpectations"Onlychildrenmentalhealthstatusthantheone-child,haslongbeenasocietyisgenerallybelievedthatthepointofview,andthesurveytooverthrowthestereotypedviewthatbesidesimpulsivenessfactor,notonlychildrenintheothersevenkindsofanxietytendencyweresignificantlyhigherthanthatofonlychildren,showedthatnotonlychildren'smentalhealthlevelsthantheone-child,contrarytothegeneralsocialexpectations.WhytheoppositefactsandpeopleexpectThroughinterviews,theauthorfoundthattherearetworeasons:oneisthemediahasamplifiedtheone-childcertaincharacteristicssuchas"nosharing",butignoredtheonlychildrenstrengthssuchasself-confidenceandhighcomprehensivequality;Secondly,theparentsofonlychildrenhowtohaveastablejob,suchascivilservants,institutionstaff,ratherthantheparentsofonlychildrenarebusinessmen,privateowners,farmers,etc.,enjoytheone-childfamilyresourcesisgenerallysuperiortonotonlychildren.Culturaldegreeishigh,mostoftheonly-childparentsknowhowtomeetthechild'spsychologicalneeds,goodatcommunicationwiththechild,thewayofeducationchildrenmoredemocracy;Theparentsofonlychildren,bycontrast,culturallevelislow,nottooconcernedaboutchildren'sinnerrequirement,andchildrencommunicationdoesnotreachthedesignatedposition.Inaddition,theheavyfamilyburdenparentsseldomlistentochildrentalk,whenchildrenpsychologicalproblems,itisdifficulttogettimelysolve,sothechildwillbemoreanxious,remorse,irritation.(2)ofthementalhealthstatusoftheseniorsthanjuniorstudentBesidesimpulsiveness,highschoolandcorporationisthestudents'mentalhealthlevelthetotalscoreandothersevenfactorscoreswerehigherthanjuniormiddleschoolstudentsandprimaryschoolstudents.Throughsurveysandinterviewsfoundreasonmainlyhasthefollowingthreeaspects:first,asweage,thestudentisnolongeracarefreechild,theybecomemoremature,topursuewhatabouttheirfuturecareer,whatwillbethepreliminarythinking,butitisinthetransitionfromnaivetomaturestage,studentsarenotwanttounderstandmanyproblems,alsodidnotformastableoutlookonlife,worldoutlook,values,andtheresultingproblemsarerelativelymore;Second,thedegreeofmentalhealtheducationineachperiodbegin,primaryschoolclassesrateishigh,highschoolclassesrateislow,highschoolstudentspsychologicalproblemsnotpromptlychannel;Third,thecorporationisfacingtheuniversityentranceexampressurestudents,amongfacingtheemploymentpressure,thisisalsowhytheyscoredhigheronpsychologicaltests.(3)ofhighschoolstudents'mentalhealthstatusisnotoptimisticRelativetootherstudentofsegment,highschoolstudentsinanxietyscore,andthepeopletendedtoanxiety,loneliness,self-blame,bodysymptom,horrortendencyandimpulsivetendencyfactorscorethehighest.Theauthorunderstandsthroughinterviews,therearethreemainreasons:first,fromtheperspectiveofthestudentsqualityofhighvocationalstudents,highschoolstudentswithaweakfoundationinacorporationisthestudenttostudy,learningisnotveryclearpurpose,toitsfamilyexpectationsalsoisnotveryhigh;Second,highschoolstudentsinarelativelyspecialeducationenvironment,educationmanagement,teacher'steachingattitude,thecurriculum,learningdifficultyanddifferfromthatofordinaryprimaryandsecondaryschools,studentsaredifficulttoadapt,oftenfeelcan'tacceptforjustthecourseofcontact,tosolvethecontradictionbetweenthespecializedandintensiveexperience;Third,highvocationalgraduatesemploymentrateandemploymentexpectationgapisbig,actualstudentspronetolowself-esteem,poorthinkvocationalschool'sfutureandalackofconfidenceinmyself.(4)single-parentfamiliesstudentsloneliness,urgesstudentstendtobemuchhigherthantwo-parentfamiliesInadditiontolearninganxiety,single-parentfamiliesofstudents'mentalhealthscoresandlonelinesstendency,physicalsymptomandimpulsetendencysuchashigherscoresonthreefactors.Thereasonisthatsingleparentfamilieschildrenoftenlateforschool,leaveearly,truancy,fight,notactivelyparticipateinlearning,classinattention,studyresultisnotideal.Absenceofafatheroramother'sloveforachildisinpuberty,easytoloneliness,andevenpsychologicaldeviation.Manysingleparentfamilieschildrenoftenhavesomebadfeelings,ifyouwanttobreaksomething,wantedtorunawayfromhome,andevenwantedtocommitsuicide.(5)impulsetendtoscorehigherinjuniorhighschoolstudentsWithastrongrebellingofjuniormiddleschoolstudents.Onceresearchhaspointedoutthatthejuniormiddleschoolstageisthemostrebelliouspeoplelifestage.Juniorhighschoolstudentsgoodimpulse,worktendtobeemotionalabout,makeadecisionwithoutthebrain,alwaysdoregretthings.Thesurveyconfirmstheclaimagain.Four,countermeasuresandSuggestions(a)constructionofmentalhealtheducationcurriculumsystemInthearea,forexample,withreferencetotheeducationdepartmentofguangdongprovinceaboutprimaryandsecondaryschoolmentalhealtheducationcurriculumguide,scientificconstructionoftheteachingcontentofmentalhealtheducationcurriculumsystem.Clearthementalhealtheducationcurriculumteachingtarget,scientific,professionalandeffective,doexperiencecombinedwiththepsychologicalcognitionandactivities.Followtherulesofstudents'physicalandmentaldevelopment,accordingtothestudentssection,thecharacteristicsofdifferentgroupsanddifferentgenderstudentsbuilddevelopingpsychologicalhealtheducationcontentsystem,theeducationteachingcontentofreasonablearrangementofeachgrade.(2)carryoutmentalhealtheducationSchoolsshouldcombinethecharacteristics,innovationactivityform,omni-directionaltocarryoutvariousformsofpsychologicalhealtheducationactivities.Inadditiontoimplementmentalhealtheducationcurriculum,butalsothementalhealthfiles,individualcounseling,grouppsychologicalcounselinginschoolmentalhealtheducationinroutinework.Atthesametime,accordingtothecharacteristicsoftheschool,innovationactivityform,activityorganizationtocarryoutmentalhealtheducationcharacteristics.Itisbasepointwithbetweenthementalhealtheducationcurriculum,thepsychologicalhealtheducationworktoinfiltrateintheconstructionofcampusculture,oneistobuildtheatmosphereofpsychologicalhealtheducation,accordingtothelayoutofcampusenvironment,combiningwiththecharacteristicsoftheageofthestudents,intheformoftheclues,pictures,etctocarryoutthepsychologicalhealthknowledgepropaganda;Second,combiningwiththeschool,thestudentunionandvariouscommunity,regularlycarryoutmentalhealtheducationthemeactivities,letstudentsperiod,differentgroupsanddifferentgenderstudentsdeservelove,leadstudentstothinkaboutsocial,thinkingaboutlife,learntosincerelytreatlife.Givefullplaytotheteacherinchargeintheinfiltrationofpsychologicalhealtheducationinclassmanagement,focusonspecialgroups,incombinationoftheclassperiod,carryouteffectivepsychologicalguidance,promotethebalanceddevelopmentofthestudents;Givefullplaytotheroleofpsychologicalteachersinprofessionalled,strengthentheteachers'mentalhealtheducationtheoryandpracticeofprofessionalguidance,improvethelevelofschoolmentalhealtheducationofteachers.Organizetheclassandgradeevaluationanalysis,professionaladvice,andtimelyfeedbacktotheteacherinchargeteacher,makethemintheteachinginthefutureaccordingtothecharacteristicsofthestudentstotakemeasurestodotargeted,improvingthecomprehensivequalityofstudents.Subjectteachersinthedisciplineteachingpermeatementalhealtheducationintofullplay,seizetheimpactonstudents'psychologicallearningcontent,cleveruseofintheteachingprocessexertsasubtleinfluencestudents'psychology.(3)improvethepsychologicalteachers'professionalqualityAtpresent,ourcityhasonlypartoftheschoolisequippedwithprofessionalpsychologicalteacher,althoughsomeschoolsequippedwithpart-timepsychologicalteacher,butapart-timepsychologicalteachers'professionallevelisrelativelylow.Toimprovethepsychologicalprofessionallevelofteachers,oneistovigorouslyintroduceequippedwithprofessionalteacherstotheprimaryschool.2itistobuildacity,county(district),theschoollevel3trainingmechanism,increasetheintensityoftraining,tobuildthebackboneteachers,teacherandpupilinpairsandregionalsupportactivities,improvepsychologicalteachers'professionallevel.(4)theroleofthefamilyeducationandcommunityeducationPrimaryandmiddleschoolstudentsareinanimportantperiodofphysicalandmentaldevelopmentinlearning,emotionaladjustment,interpersonalcommunication,personalitydevelopmententersahigherschoolandemployment,etcwillencounterallsortsofpsychologicaldistress,educationisdifficult,onlyrelyonthestrengthoftheschoolisdifficulttosolve,requiresthecloseinvolvementoffamilies,communities,formingeducationresultantforce,graduallyperfectt