-Overview of diagnosis and counseling of learning behavior disorder
I was fortunate enough to participate in the metacognitive reading activities of Jiaozuo Normal University. I am glad to have such a learning opportunity. I would like to thank Mr. Li and Mr. Wen for their learning opportunities, Mr. Duan for his patient explanation and guidance, and all the book lovers who participated in this reading activity for their companionship and joint study.
Through these two months' study, I personally think that we can have a general understanding of the basic meaning and causes of learning behavior disorder and the content structure and relationship of clinical learning behavior disorder counseling practice theory, thus helping us to use it better in the future learning practice.
First of all, understand the basic meaning of behavior disorder:
Narrow sense: refers to all inappropriate behaviors that hinder students from completing their learning tasks normally during the learning process;
Broadly speaking, it also includes all inappropriate behaviors that hinder students from fully developing their potential.
Secondly, the reasons of learning behavior disorder:
It is a psychological phenomenon formed by college, middle school and primary school students in the process of completing their academic tasks, which hinders their normal or full play of their abilities, and is mostly subconscious behavior.
These psychological phenomena directly affect learning activities and hinder the development of learning potential.
Including:
Single subject weariness or general weariness;
Before the exam, academic performance and learning ability decreased for various unknown reasons;
Learning motivation and behavior are strong, but the effect is not obvious;
Have a strong motivation to learn, but show slackness, laziness or avoidance in the process of learning;
Study hard but show unreasonable low memory ability and limited thinking imagination;
During the exam, I was confused and couldn't improvise efficiently.
The third kind of students' behavioral obstacles can be divided into two types: behavioral obstacles in the field of learning and behavioral obstacles in the field of non-learning. From the perspective of learning, all kinds of problems in learning motivation, learning methods, learning attitude, social life, making friends, values, entertainment, emotional behavior and so on will be diagnosed as direct or indirect learning disabilities. Including:
(1) allergic weariness, concept conflict weariness.
(2) Exclusive learning and suggestive learning (memory decline or problem solving, blocked writing thinking)
③ Allergic test anxiety, forced distraction during the test and limited improvisation during the test.
(4) Low learning efficiency or limited potential, compulsive "distraction" in the learning process.
Psychological counselors in No.4 Middle School should have their own unique theoretical and technical system, which can provide effective clinical technical help for most students, not only remove all kinds of behavioral obstacles for most students at school, but also fully develop their learning potential and improve their psychological quality.
The first level: (learning-adaptation, growth and development)
The highest goal is to solve the problems of students' learning, adaptation, growth and development.
Learning problem occupies a lever position in these three problems, that is, it is a lever solution or the best work breakthrough to break the vicious circle. The successful solution of learning problems often solves the problems of adaptation, growth and development.
The second level: (removing obstacles-developing potential and improving quality)
Three basic clinical techniques (namely, removing obstacles, developing potential and improving quality), in which removing obstacles is the lever solution to solve the three major problems. In most cases, the work of developing potential begins with removing obstacles.
The third layer: (knowledge structure view of learning ability-knowledge emotional structure view of learning behavior)
It is a psychological structure view that is conducive to diagnosis.
It is the theoretical basis of effective clinical diagnosis.
It can help us diagnose more deeper, more subtle and more common psychological mechanisms that we have never seen before, and help us find effective ways to intervene these problems.
The knowledge structure view of learning ability is based on Professor Pi Liansheng's theory of explaining intellectual behavior with knowledge and looking at the internal structure of S-R behavior system with knowledge. We can clearly see the interaction between knowledge and emotion in the process of students' learning behavior, and we can easily see the reasons why students are mentally retarded and why students don't study hard.
The fourth layer: (principles of behavior, cognition, suggestion and emotional learning)
The theoretical basis of clinical diagnosis and treatment technology, all our diagnosis, treatment or psychological counseling technologies are based on these four learning theories.
Attached with related concepts:
Surface solution and lever solution
We usually have two ideas when we do anything: the first idea is called surface solution; The second idea is called a leverage solution.
Surface solution refers to the method of directly solving problems according to surface phenomena without in-depth analysis of the overall structure of things, sometimes called direct solution. The characteristic of direct solution is that the measures taken on the surface only solve this problem, but in fact, the efforts made not only do not help to really solve the problem, but also may have counterproductive negative consequences.
Leverage solution refers to finding a solution to a difficult problem, or finding the crux of the problem, and solving the problem with only one key trick. This is like a big stone. It can't be moved at first, but with a lever, the stone can be moved. Leverage solution theory is a concept mentioned by Peter Senge, an international management master, in his book The Fifth Discipline. It refers to the fact that in the actual work system, small and focused actions, if used in the right place, can produce significant and lasting improvement. According to the examples cited in the book, we can understand the problem-solving method based on the deep overall analysis of the structure of things. In the process of solving problems by using lever solution, it often shows the characteristics of inaction.
Representation and knowledge representation
Appearance: the phenomenon shown; The characteristics shown.
Representation is the way information is presented in the mind. According to the viewpoint of information processing, when external information is processed (input, coding, conversion, storage and extraction, etc. ), this information appears in the form of representation in the mind. Representation is not only the reflection of objective things, but also the object to be processed. The same thing is characterized in different ways and treated in different ways. For example, the perceptual knowledge of writing materials and the perception of fonts are completely different. Because of different sources of information, the human brain processes information in different ways. Information is encoded and stored in the form of visual images, speech and hearing, abstract concepts or propositions. Those appearances with distinctive features are also called appearances, which are just a form of appearances.
Representation, also known as psychological representation or knowledge representation, is one of the core concepts of cognitive psychology, which refers to the way of expressing and recording information or knowledge in psychological activities. Representation is the internal representation of external things in psychological activities. Therefore, on the one hand, it reflects and expresses objective things, on the other hand, it is the object of further processing in psychological activities. There are different ways of expression, which can be concrete images, words or essence.
S-R first expressed that a large number of behaviors of animals, including human beings, were acquired through acquired learning, not inherited.
The difficulty in understanding representation is that each of us has different original knowledge, experience, emotion and personality. Everyone has different representations of the same knowledge in his brain.
Knowledge related to world outlook, outlook on life, academic success or failure, difficulty of subjects, and the relationship between today's study and tomorrow's life destiny. What kind of excitement level is represented in the brain and what kind of emotional experience and level is represented in the brain will immediately show the personality characteristics, mental health level and intellectual characteristics and level that distinguish one person from another.
It is very easy and quick to change people's memory ability, thinking ability and wisdom from knowledge representation.
By changing the representation of people's psychological structure, we can change people's psychological state, especially some effective methods and skills for learning behavior disorders.
Knowledge representation is only a representation form of people's psychological content, and other psychological contents can be constructed or represented in people's inner world.
We call all the representations of knowledge, emotional experience, ideas, beliefs and their relationships acquired through acquired learning psychological experience representations. Psychological experience or the representation of psychological experience is often based on knowledge and knowledge structure.
According to the theory of information processing psychology, people's thinking process is mainly a psychological activity process of processing knowledge and experience. In this process, emotions and feelings are also processed psychological contents.
In addition to knowledge representation, the representation of human thoughts in the inner world should also include the structural combination of knowledge, emotion and emotion.
Mathematical theorems, formulas, problem-solving process, English vocabulary, chemical symbols and other knowledge. It will also be influenced by various emotional reactions because of conditioning with different emotional experiences. This kind of reaction can not only actively promote learning, but also negatively hinder learning.
The representation of emotional psychological structure refers to the accurate expression, performance or presentation of the psychological structure mechanism on which a person's emotional characteristics are based in words, charts or other convenient ways, that is, the presentation and recording of psychological content in the brain of the person who expresses this emotion.
The representation of all people's emotions in the brain is composed of cognitive concepts, the nature and level of emotional reactions and other factors.
A deep understanding and characterization of its structure is the key and prerequisite to change its nature.
The structural representation of psychological experience can be divided into representative representation, explicit excitability and structural representation.
Representative representation refers to the knowledge structure, psychological structure, content and form in people's brains, and what carriers are used to represent, express and express them. The core issue is whether the expression is correct and true, and whether it is easy to express and communicate. For example, some people can express their inner problems, content, structure, state and so on. In general language, some people can only express it by image description, while others use models and charts to express or express it.
Representative representation is a way to express or store a person's knowledge and experience in the brain.
The same knowledge, represented by what kind of representations and symbols, and what kind of organizational structure, restricts human behavior, nature and wisdom effect.
Two people with the same knowledge and emotional experience may not show the same or similar behavior, because the excitement of these psychological contents in the brain is also one of the main factors affecting a person's behavior.
It is one of the effective clinical techniques to change people's behavior quickly by changing the excitement of psychological content such as knowledge experience and emotional experience in one's brain.
Different combinations, arrangements, collocations and conditional connections of psychological contents such as knowledge and experience in the brain will produce different behavioral effects. Therefore, we put forward a representation in the sense of how the psychological contents such as knowledge and experience are structured, which is called structural representation.
The main task of structural representation is to explore how to change the overall mental outlook and behavior by changing the structure of knowledge concepts and other psychological contents in the brain, so as to explore the clinical purpose of rapidly changing people's attitude and behavior properties and methods by adjusting people's psychological structure under the same conditions of knowledge experience, emotional experience and subconscious automatic program knowledge operation.
Among the types of psychological structure representation, the behavioral effect of psychological goal structure is the most obvious and typical.
The explicit excitability of knowledge in the brain means that knowledge and experience are easily activated and utilized in the brain.
Main basis:
First of all, the excitability of knowledge and other psychological experiences in the brain is the simplest and most controllable variable to uncover many psychological obstacles and behavior formation mechanisms.
Secondly, from the perspective of clinical practice, it is classified as a form of psychological representation, which is not contradictory to any technology and theory when analyzing the psychology of people with learning psychological obstacles.
Different knowledge of solving the same problem is stored in the same person's brain. In the process of solving problems, some knowledge is always applied first and transformed into behavior, while some knowledge is not applied for a long time and cannot be transformed into behavior.
Children's behavior can be divided into three situations from the perspective of knowledge structure:
First, hormones or drugs excite the phenomenon of temporary nerve connection advantage.
Second, emotional nerve hyperactivity and cognitive overexposure.