In advocating quality education, we put forward comprehensive quality, that is, comprehensively improve students' ideological and moral quality, cultural and scientific quality, labor skills quality and physical and mental quality. In a certain sense, psychological quality determines the quality level of various qualities, and even determines whether students can eventually become talents.
Nowadays, the concept of "health" no longer simply refers to physical (or physical) health. The World Health Organization has already determined that health has three meanings: physical health, mental (or spiritual) health and strong social adaptability. Mental health is an important part of a person's health. Mental health often affects physical health, and good mood is an important condition for physical recovery; At the same time, social adaptability is also a manifestation of psychological quality to a certain extent. Therefore, the implementation of quality education can not ignore mental health education.
First of all, the key to mental health education lies in improving students' psychological quality.
The purpose of mental health education is to promote the healthy development of students' psychological quality. At the same time, it helps students to overcome the psychological unhealthy phenomenon in the process of growing up, more accurately, it is psychological obstacle or psychological deviation. So what are the indicators to judge whether students are mentally healthy or not?
Generally speaking, there are two indicators to judge mental health, one is adaptability and the other is development. The former is relatively simple, and all social maladjustment is unhealthy. For example, psychological or behavioral problems such as jealousy, self-blame, willfulness, loneliness, anxiety, rebellious psychology, neurasthenia, social difficulties, and even suicide and crime among primary and secondary school students are all adaptive problems. The latter is more complicated, because primary and secondary school students are in the developmental stage, and most of the problems are undeveloped or undeveloped, such as various manifestations of adolescence. As long as they are properly educated and developed, they will make progress and will not become a problem.
Developmental indicators are the basic indicators to analyze the mental health education of primary and secondary school students. Therefore, the focus of mental health education in primary and secondary schools should be on the development of students' psychological quality. The psychological quality here includes both intellectual factors and non-intellectual factors, that is, personality factors. Intelligence factors include perception ability (especially observation ability), memory ability, thinking ability, speech ability and operation skills, among which thinking ability is the core of intelligence and ability. Good thinking ability includes not only generalization ability, reasoning ability and problem-solving ability, but also thinking qualities such as agility, flexibility, originality (creation), criticism (analysis) and profundity. Non-intelligence factors or personality factors refer to all psychological factors that can benefit intellectual activities except intellectual activities. Good non-intelligence factors or personality factors mainly include healthy emotions, indomitable will, positive interest, stable motivation, lofty ideals, resolute personality and good habits. Therefore, when we advocate mental health education, we should elaborate from the level of improving and developing students' psychological quality, and don't overemphasize how students' psychology is unhealthy. The State Council Central Committee's Decision on Deepening Education Reform and Promoting Quality Education in an All-round Way points out that the purpose of mental health education is to strengthen students' mental health education, cultivate students' perseverance and hard struggle spirit, and enhance teenagers' ability to adapt to social life. Obviously, mental health education should be carried out mainly from the front, and the key lies in improving students' psychological quality. Mental health education should be one of the meanings of school education itself and a part of quality education.
Second, a correct understanding of the causes of psychological problems
In a society where food and clothing are not solved, it is impossible to care about any psychological problems. In developed countries and regions, with the acceleration of the pace of life and work, the persistence of pressure, the increase of competitive pressure, the expansion of social experience and the change of thinking mode, psychological imbalance may be encountered in work, study, life, interpersonal relationship and self-awareness. This is the main reason why mental health education did not exist in the past but now appears.
Students' mental health problems or psychological behavior problems are not new, but today's problems are more serious and prominent. What is the reason? "Several Opinions of the Central Committee of the Communist Party of China on Further Strengthening and Improving School Moral Education" (hereinafter referred to as "Opinions") points out that this is mainly because "in the face of new forms and requirements, school moral education is still very unsuitable", which is divided into two reasons:
First, external social reasons. There are various contradictions in the process of the transformation of the old and new systems, which are mainly manifested in the following aspects: (1) The negative phenomenon of "everything is money-oriented" not only prevents students from establishing a correct outlook on life and values, but also encourages them to have money worship, hedonism and extreme individualism. (2) Under the condition that the current education system can't fully implement the Party's policies, it is easy to produce negative phenomena of valuing intelligence over morality and putting scores first, which often causes students to have anxiety, frustration and personality disorder, and even sprout the idea of "suicide". (3) Improper family education will also cause students to have various negative phenomena. Some one-child families pamper and spoil their children, which leads to serious problems such as willfulness, laziness, poor independence, strong dependence and unsociable. (4) Unhealthy content in mass media is also an important reason for students' psychological and behavioral problems. These are the roots of students' psychological problems.
Second, the students themselves. In addition to social reasons, there are also students' own reasons. The period when students have more psychological and behavioral problems is adolescence, which psychologists call "dangerous period". Based on the fact that the characteristics of lifestyle, interpersonal relationship and family structure in western society lead teenagers to resist society, adults, laws and risks, some psychologists believe that anti-social behavior must occur in the adolescence of individual development, and it will conflict with reality and adults. This view is reflected in the thoughts of psychologists of various schools. For example, Sprenger compared this period to the stage of "great winds and waves"; L. S. Holling-Worth called this period "psychological weaning period"; Eriksson pointed out that the development task in this period is to avoid the "crisis" of self-identity and so on. We don't have to copy these views of western psychologists, but adolescence is at the crossroads of life development. On the one hand, this stage is a period of rapid changes in ideals and beliefs, a period in which values, outlook on life and world outlook tend to sprout and form, and a period in which moral consciousness and moral concepts begin to guide their behavior; On the other hand, this stage is the adolescence when physiology matures rapidly, but psychological development can't keep up with physiological development: although logical thinking develops rapidly, critical thinking has yet to mature, which is easy to cause subjectivity and one-sidedness; Emotions and feelings develop day by day, but their polarity is serious, their self-control is poor, and they are easy to rebel and confront. This is a complicated period of childishness and maturity, impulsiveness and control, independence and dependence. Therefore, the psychological development of adolescence is bound to be a stage of serious polarization. One of the main tasks at this stage is to deal with all kinds of contradictions in the transition period from infancy to maturity and from childhood to youth, so as to make them mature day by day. If it is not handled well, it will inevitably cause psychological problems for teenagers.
Third, scientifically look for the standard of mental health.
Mental health includes two meanings, one is that there is no mental illness; The second is to have a positive mental state. The core of mental health standard is that anyone who makes a positive response to all events or activities beneficial to mental health is mentally healthy. It is difficult for us to list the specific standards of every aspect of mental health in primary and secondary schools, but it can be summarized from the following three aspects: first, dedication, second, music groups, and third, self-cultivation.
(A) mental health in learning
Learning is the main activity of primary and secondary school students. Students with mental health can study normally, gain intelligence and ability in their studies, and use the acquired intelligence and ability in their further studies. Because you can give full play to the role of intelligence and ability in learning, you will have a sense of accomplishment; Because the sense of accomplishment is constantly satisfied, it will produce a sense of pleasure in learning, thus forming a virtuous circle. Specifically, learning mental health is manifested in the following aspects:
1. is the subject of learning. Students with mental health always behave as masters of learning activities and active explorers.
2. Get satisfaction from learning. Students with mental health get satisfaction from their studies and enhance their confidence in themselves, thus fully believing that they have the ability to learn.
3. Improve the development of body and brain from learning. Students with mental health can use their body and brain reasonably, conform to the laws of brain activity of excitement and inhibition, pay attention to certain exercise regulation, and get better intelligence and ability development with the help of body and brain.
4. Keep in touch with the real environment in learning. Everyone has fantasies. The fundamental difference between students with mental health and students with mental disorders is that the fantasy of the former has a certain realistic basis, and the time is relatively short, which will not hinder their study and interpersonal communication.
5. Eliminate unnecessary fears in study. Students with mental health can get rid of the troubles of negative emotions and make reasonable adjustments.
6. Develop good study habits from study. Students with mental health will make study plans, think independently, finish their homework on time, review their lessons frequently, study hard for a long time, and gradually form good study habits.
(B) Mental health in interpersonal relationships
People always associate with others and establish certain interpersonal relationships. The interpersonal relationship of primary and secondary school students mainly involves parent-child relationship, teacher-student relationship and peer relationship. Students' ability to deal with complex interpersonal relationships directly reflects their mental health level. In terms of interpersonal relationships, mental health is manifested in the following aspects:
1. Understand each other's rights and obligations. Mental health students know each other's rights and obligations, not only attach importance to each other's requirements, but also meet their own needs appropriately, thus ensuring the healthy development of interpersonal relationships.
2. Be able to understand others objectively. Students with mental health will not judge others by superficial impressions, and will not impose their likes and dislikes on others, but will understand and evaluate others objectively and fairly.
3. Care about the needs of others. Students with mental health know that only by respecting and caring for others can they be rewarded. A good relationship can only be developed through mutual trust, respect and care. This is the truth that "a gentleman is noble and contemptuous, putting his ancestors before himself".
4. Sincere praise and well-meaning criticism. Students with mental health will not flatter others hypocritically, but praise others' advantages sincerely. Don't accommodate each other's shortcomings, but criticize each other in a reasonable way and help them correct.
5. Active communication. Mental health students take a proactive attitude towards communication, express their ideas clearly in communication, and listen to others' opinions carefully. The way they communicate is direct, not vague, which enhances the feelings and friendship between people in positive communication. Sincere friendship means health.
6. Maintain the integrity of your personality. Students with mental health can live in harmony with others and cooperate closely, but they don't give up their principles and individuality, that is, they cooperate closely while maintaining their individuality and differences.
(3) Self-mental health
Mentally healthy people know themselves and accept themselves. People are self-aware. People with mental health can know themselves correctly and objectively, and know their abilities, personalities and needs. They are neither inferior nor blindly confident; They often reflect on themselves, see their own advantages, better tolerate their own shortcomings, and seek ways to improve. People with mental health can often know themselves correctly, experience themselves and control themselves. Mainly in the following six aspects:
1. Be good at evaluating yourself correctly. Students with mental health must learn to evaluate themselves correctly, not be influenced by others' evaluation, and be able to look at problems from two aspects in order to gradually become mentally healthy people with self-confidence, self-esteem, self-love and self-respect.
2. Know yourself through others. Students with mental health can often ask themselves: "How do I compare with others in some way?" Besides comparing with the people around them, they often compare with their ideal selves. Students with mental health regard others as their own mirrors, and can accept others' comments modestly and critically, from which they can know themselves.
3. Timely and correct attribution can achieve the goal of self-knowledge. Because academic performance or work results usually reflect a person's ability or effort, but how to attribute it? Is it due to objective reasons such as luck, how well the teacher teaches, whether conditions are provided, or subjective ability and hard work? Students with mental health are mainly attributed to subjectivity.
4. Expand your life experience. Students with mental health constantly expand their life scope, enrich themselves, surpass themselves and accept their new selves.
5. Establish an ambition level according to your actual situation. Students with mental health are good at setting their ambition level at a level where they have a certain degree of realization and may bear the risk of failure according to their ability level and the difficulty of their goals, so as to motivate themselves to keep making progress.
6. Have self-control. Students with mental health are good at overcoming difficulties for established goals and forcing themselves to complete the tasks they should complete; Be good at restraining other bad behaviors and impulses, be not depressed or angry when encountering setbacks, be calm, analyze the root causes and remain optimistic.
Fourth, follow the principle of mental health education.
There is no fixed method or unified procedure for how to carry out mental health education, but there must be certain principles to follow.
(A) adhere to the scientific nature of mental health education.
Mental health education has been paid attention to in developed countries. Nowadays, it has been included in the quality education of universities, primary and secondary schools by the education leading department of our country, and written into the central document. One of the reasons why people attach so much importance to mental health education is that mental health education is a science, and scientificity is its soul. Adhering to the scientific attitude is the professional requirement of educators.
The scientific nature of mental health education mainly has two meanings: one is that the theory and method are based on school psychology, and the other is to respect students' objective psychological facts. School psychology is an applied branch of psychology, and the research object is mainly students aged 5~ 18. Although the psychological characteristics of normal children and adolescents are also discussed, the focus is on the so-called "problem" children and adolescents with physical and mental defects and learning difficulties. The emergence and rise of school psychology provides psychological scientific basis for students' mental health education. When school psychologists enter the school, they not only actively do the work of preventing mental illness and maintaining mental health for students, but also are an indispensable force for study counseling, career guidance and moral education. Mental health education should adhere to the principle of objectivity, especially respect students' objective psychological facts. Our primary and secondary school teachers, especially those who directly participate in the prevention, consultation, evaluation and correction of psychological education, must treat students objectively and realistically, and treat their mental health and psychological behavior problems. Here, I want to point out that at present, some media propaganda is not serious enough and some statistics are not rigorous enough, which exaggerates the degree of students' psychological problems. It is believed that 20% or 30% or even 40% of primary and secondary school students are psychologically unhealthy, and some people say that 52% or even 2/3 of college students are psychologically unhealthy. Then, running a school is not as good as running a mental hospital. At a mental health conference held by the Ministry of Education, I said that mental health education should have an important premise. The psychological mainstream of our students is healthy. Even if some students have psychological problems of one kind or another, they demand mental health. My point of view was endorsed by the experts attending the meeting. Therefore, we must devote ourselves to mental health education with a serious, frank and loving attitude to avoid subjectivity and one-sidedness.
(B) respect and understanding of students
Teachers must respect and understand students when conducting mental health education. Teachers should treat students as a person, an equal with themselves, and respect them completely. First of all, respecting students is conducive to the formation of a good personality. Many students, especially those with psychological and behavioral problems, have poor self-esteem and lack self-confidence. At this time, teachers' respect for them means trust and encouragement, which helps them form a positive self-concept and a healthy personality. Secondly, respecting students is the premise of mental health education. Only by respecting students can we establish a good trust relationship with students and open channels for emotional communication between teachers and students. In this way, teachers can carry out mental health education, and such education can also be accepted by students like Chunfeng. Therefore, teachers should establish the belief that everyone has his own value and dignity, and everyone is equal and free. Therefore, we should respect students unconditionally and believe that students can develop in a good direction.
To carry out mental health education for students, we must understand them. Understanding students includes sympathetic understanding and cognitive understanding. Compassionate understanding means that teachers should stand on the students' point of view, see with the clients' eyes, listen with the clients' ears, experience with the clients' hearts, and put themselves in their shoes to understand their sadness and pain. Cognitive understanding refers to understanding students' psychological state, the nature of psychological and behavioral problems and the causes of the problems, so as to make mental health education targeted.
(3) Combination of prevention, treatment and development.
Mental health education has two goals: negative goals and positive goals. The negative goal is to prevent and treat various psychological and behavioral problems; The positive goal is to help students achieve the best psychological function within the scope permitted by themselves and the environment, so as to maximize their psychological potential and improve their personality. From a positive point of view, mental health education is not only aimed at students with psychological and behavioral problems, but more importantly, it promotes each student to develop himself to the maximum extent. Therefore, the objects of mental health education are mostly normal students. We should adhere to positive education and make students positive. In other words, teaching students to be psychologically healthier and improve their quality faster. Even from a negative point of view, the best policy is prevention rather than treatment. It can be seen that school mental health education must adhere to the educational model, not the medical model.
(D) the combination of the whole and the individual
As a part of education, mental health education should be oriented to all students, aiming at fully developing each student's psychological potential and becoming a high-quality, creative "four haves" talent. Of course, it also prevents various psychological abnormalities and mental diseases. Individual counseling should be given to students who are prone to or have psychological and behavioral problems. It can be seen that the object of mental health education should adhere to the principle of combining the whole with the individual. For the general daily mental health education, we can adopt the education mode for all, while for the individual education of a few students who need help, we should take corresponding measures according to each student's personality characteristics and individual differences.
(5) Help others to help themselves, and finally achieve the goal of education.
Since mental health education is education, teachers' task is to help others. But the ultimate goal of both education and counseling is to help students help themselves by helping others, that is, to help students learn to solve their own problems independently. If teachers overstep their authority and do all the things that students should do, it will not help to solve students' psychological and behavioral problems, but will harm students. Therefore, teachers can only guide students, not take the place of students. In mental health education, one of teachers' tasks is to "help others" and "promote students' self-help", so as to get good results.
(six) allow mental health education teaching materials to blossom.
One of the forms of mental health education is group lecture or practical activity class, which involves the problem of teaching materials. At present, there are many related teaching materials in various places, which are aimed at universities and primary and secondary schools. It should be pointed out that the compilation of teaching materials should have guiding ideology. As far as I know, the Ministry of Education is formulating guidelines for mental health education. I think it's best to have several sets of teaching materials. One set is "Psychological Counseling for Primary School Students" and "Psychological Counseling for Middle School Students" edited by Wo Jianzhong and published by Science Press. The characteristics of this series are: first, it is consistent with the school work system, and primary and secondary schools have one in the first and second semesters each year. The second is practicality, and the whole book hardly talks about theory. Are practical examples, the pursuit of practical results. One set is Psychological Quality Training, edited by Jiao and published by Ming Kai Publishing House. The characteristics of this series are: first, it is suitable for primary and secondary school students to read, write a book for each grade, and there are supporting books for teachers' guidance. Secondly, it has strong operability. The whole book highlights the design of activity situations and illustrates the philosophy of life with simple examples. In addition, Shanghai has also published such textbooks. As far as I know, as early as 1987, the book "Psychological Quality Cultivation" initiated by Huangpu Education Bureau and Huangpu Institute of Education and edited by Xu Chongwen mainly started with non-intellectual factors. Two points must be pointed out. First, multiple copies of an outline are allowed, but "multiple copies" already exist, and the Ministry of Education should come up with a "guiding outline" as soon as possible; Second, mental health education is different from general education. The compilation of any teaching material should not be satisfied with the classroom effect, but should pay attention to effectiveness and practicality.
Five ways to carry out mental health education
It is necessary to provide mental health education and guidance to students of different ages through various ways and means to help students improve their psychological quality, perfect their personality and enhance their adaptability to the environment when they are frustrated. Specifically, I think we should do the following work well.
Psychological prevention and mental health
Psychological prevention is to prevent students from all kinds of psychological and behavioral problems that may occur in the process of learning in primary and secondary schools, so that they can develop psychologically healthily and successfully complete their studies. Carrying out mental health education is an effective way to actively prevent it. In terms of mental health, we should adhere to the following principles: make students work and rest to keep healthy; Arrange the pace of life according to different grades or ages; Positive education is needed to guide students' emotional development; We should actively carry out adolescent health education (including sex education); According to the characteristics of students' temperament, personality and ability, we should teach students in accordance with their aptitude and give full play to their potential; Prevent accidents; It is also necessary to strengthen the psychological health care measures in the connecting stage of primary and secondary schools and the critical or turning period of psychological development (such as the third and fourth grades of primary school and the second grade of junior high school). Psychological prevention and mental health problems are mainly solved through regular mental health education classes and the work of class teachers.
(2) Psychological counseling
The original intention of psychological consultation or counseling is to make people, especially the mentally handicapped, have a correct understanding of themselves and the environment through the procedures and methods of psychological consultation, so as to change their attitudes and behaviors and better adapt to social life. The interviewer asked the consultant that although there are people with normal psychology, they are often mentally unhealthy or abnormal. Mental disorders can be divided into mild and severe, functional and organic. Psychological counseling is mainly aimed at mild and functional psychological disorders. The purpose of psychological counseling is to correct one's psychological imbalance, make individuals have a clear understanding of themselves and the environment again, and change their attitudes and behaviors, so as to achieve a good adaptation to social life.
Psychological counseling in schools is mainly aimed at students, especially those "problem" children and adolescents, followed by parents and teachers. It is worth noting that many parents and teachers have misunderstandings about school psychological counseling, thinking that it is only for consulting students and has nothing to do with themselves. In fact, many parents and teachers are inappropriate or face problems in educating their students. They should also receive psychological counseling. In addition, the purpose of school psychological counseling is to help students learn to solve various problems in psychological development and overcome various psychological obstacles. To achieve this goal, school psychological counselors must get the cooperation of parents and teachers, analyze students' psychological symptoms, grasp the exact symptoms of students, and take targeted measures to eliminate psychological obstacles. It should also be pointed out that "problem" children and adolescents not only exist in ordinary schools, but may be more in key schools. Conditional areas, can carry out hotline psychological counseling. Beijing has opened a youth psychological counseling service center with Wang Jianzong as the director, and Shanghai, Shijiazhuang and other places are also very active. Of course, to run a psychological counseling room or counseling center well, counselors must follow the following principles: (1) Make the best use of the situation; Enlighten each other and reduce the burden; Treat each other with friends and respect trust; Absolute secrecy, maintaining virtue; Give priority to prevention and promote health. Only in this way can the school psychological counseling work be carried out smoothly.
(3) Diagnostic evaluation
Diagnostic evaluation refers to the process of describing, analyzing, classifying, identifying and evaluating the psychological state, abnormal behavior or obstacles of students or groups and the growth environment of students according to certain theories and standards, mainly using psychological methods and tools. Diagnostic evaluation is a complete process including determining purpose, observing phenomena, collecting data, asking reasons, implementing measurement and comprehensive evaluation. Psychological diagnosis is a high-tech job, and objective psychological facts should be respected; Adhere to a scientific and serious attitude; Pay attention to system integrity; Look at the diagnosis object from a developmental perspective; Pay attention to confidentiality; Take education as the ultimate goal. In school mental health education, the establishment of students' psychological files is a general diagnostic evaluation; Before correcting students' psychological behavior, we should also make a comprehensive or specific diagnostic evaluation of students in order to determine the state, find out the reasons, make a comprehensive evaluation and make a diagnosis, and prepare for psychological intervention. |
behavior modification
Behavior correction refers to psychological intervention in language, cognition, behavior and interpersonal relationship of students of different grades, aiming at helping students with moral deviance, learning difficulties, emotional frustration and social development to achieve normal development. At present, behavior correction is widely used in the treatment of ADHD and school phobia. Students with school phobia are extremely afraid to leave home for school and show various psychological and behavioral symptoms, such as abdominal pain, depression and fear. According to statistics, about 0.4%~2% of primary and secondary school students suffer from school phobia to varying degrees. School psychologists have done a lot of research on the manifestations, causes and classification of school phobia, and put forward a correction theory, which has received good results. Therefore, primary and secondary schools should strengthen their ties with universities specializing in psychology or psychology. As long as there are universities with such conditions, I think they can certainly help primary and secondary schools to do a good job in behavior correction.
(5) Learning guidance
The so-called learning guidance refers to various activities carried out by using teaching materials to help students realize their educational value. Including the arrangement of learning content, the guidance of learning methods, the evaluation and feedback of academic performance, etc. In particular, help students master learning strategies, choose learning methods in detail, let them learn to learn, and then study according to good learning objectives, learning procedures and habits, so as to acquire systematic knowledge and form certain abilities.
(6) Vocational guidance
Career guidance, that is, how to guide students to choose a suitable career. At present, many schools in Beijing are carrying out educational research on career ideals, which is an important reform of moral education and mental health education in schools. We can survey students' personal ability, personality, physical strength, family, experience, etc. through survey and statistics, we can obtain the requirements of various occupations for their abilities and specialties, provide students with employment information, and guide students to choose suitable occupations. This can help students discover their own characteristics, arouse their consideration of the future, point out opportunities, monitor their work situation and progress, enable students to correctly choose and engage in careers, and give full play to their abilities and enthusiasm.
The above six approaches and measures involve the main fields of students' mental health education, such as morality, study, success, career choice, making friends, health, life and self. The research and solution of these problems will certainly promote the healthy growth of students.
Sixth, build an excellent team of mental health education teachers.
Talking about the teaching staff of mental health education reminds me of the team building of school psychologists in developed countries. Where do school psychologists come from? Developed countries come from two aspects: on the one hand, existing psychologists go deep into the combination of college and school education practice and engage in the research of college psychology topics; On the other hand, it is cultivated by the psychology department and education department (college) of the university. How do universities train school psychologists? UNESCO has put forward three requirements for the qualification and training of school psychologists: (1) having a teaching diploma or a teacher qualification certificate; (2) More than five years of teaching experience; (3) Complete related psychology courses systematically. At present, most countries train school psychologists from primary and secondary school teachers (with higher education) according to these three requirements. For example, Australia allows qualified teachers to apply to the education department of their state. After being approved, they can spend one year studying psychology courses at their own expense and obtain relevant certificates, so as to engage in the practical work of school psychologists. UNESCO requires at least one school psychologist among 6,000 ~ 7,500 primary and secondary school students. According to this ratio, China needs at least 30,000 school psychologists. The total number of members of the Chinese Psychological Association is only over 4,000, and even if all of them switch to school psychologists, it is less than 7.5%. At present, there are only more than 300 graduates of psychology departments (majors) in colleges and universities every year. If they are all trained as school psychologists, it will take 100 years for everyone to survive. Therefore, the teachers of mental health education in China, including school psychologists, can only come from primary and secondary school teachers.
Teachers of mental health education, I imagine, should be gradually divided into different levels, the most basic level is the general mental health education teachers, mainly by the head teacher or moral education (including ideological and political courses) teachers; Each school has at least one backbone teacher of mental health education, who is responsible for the mental health education of the whole school; In a certain area, or as in foreign countries, 6,000 ~ 7,500 primary and middle school students have a school psychologist who is responsible for mental health education in a certain area. Mental health teachers must be trained. I don't want to analyze the course here, but the training of school psychologists has course requirements (see the short article of Journal of Beijing Normal University, the first issue 1995). It is hoped that local education administrative departments and psychology majors in colleges and universities will jointly train teachers. At present, there is a "certificate fever" in various places. I think we should issue different certificates according to different levels to prove different levels and degrees. Certification involves exams. Who will take the exam? In my opinion, the best way is for local examination institutes to cooperate with industry (psychology) institutions, which is fair, scientific and can guarantee the quality.