Report on Counselling Primary School Students 'Psychology During the Epidemic Period

2026-10-13 21:07

#Primary School Students 'Psychological Counseling During the Epidemic Period ##I. Introduction In this special period of the epidemic, the mental health of primary school students faced many challenges, so psychological guidance was particularly important. The purpose of this report is to summarize the psychological guidance work carried out for primary school students during the epidemic. ##2. Counseling background During the epidemic period, the social environment has undergone great changes, such as home isolation, online learning, etc. The anxiety of adults directly affects the primary school students in the family. Children may have reactions such as disordered work and rest, affected diet, repeated hand washing, easy irritation, etc., which puts forward an urgent need for psychological guidance. ##3. Mentoring Target 1. ** In terms of emotions and willpower ** - Help primary school students learn to control a good mental state and have a good willpower to overcome difficulties. 2. ** In terms of interpersonal relationships ** - To avoid interpersonal tension, especially in the harmonious development of interpersonal relationships in the family environment. ##4. Counseling Methods and Details ###(1) Psychological Counseling in Class 1. ** Course content covers many aspects ** - In the mental health education classes offered by the school, the basic content included learning guidance, healthy emotional guidance, interpersonal communication guidance, adaptability guidance, self-awareness guidance, self-confidence guidance, and so on. - For example, in the aspect of building self-confidence, self-confidence was compared to a three-legged stool, that is, to know one's own ability, to be recognized and appreciated by others, and to use one's ability to bear a certain responsibility, so that students understood the importance of these three conditions for building self-confidence. When helping students to strengthen their ability to distinguish right from wrong, they were taught to use their own thinking to analyze problems, to conduct risk analysis when doing things, and to use critical thinking to make decisions. - Each psychology class revolved around a center, using story-telling, situation, role-playing, discussion, imagination, and other methods to guide students in emotions, will, and interpersonal communication in a relaxed and happy situation, completing tasks such as cognitive correction, personality reconstruction, and psychological adjustment. 2. ** Positive impact on students ** - After the students learned psychology, they could use the ideas they learned in class to better deal with problems in life and study. They were fully prepared for the psychological changes in their youth. They could establish confidence in the face of difficulties, be more rational when dealing with classmates, and think and analyze before doing things. ###(2) Mental Health Knowledge Lecture (for Grade 4 students) - In the fourth year of junior high school, lectures on mental health knowledge were held to further promote mental health knowledge, and special psychological needs such as the pressure of entering a higher school that students of this age group might face were provided with guidance. ###(3) Group Counseling Activity 1. ** Details of the activities in the team support ** - In the group tutoring activities targeted at primary school students, methods such as group assistance, music meditation, and group discussion were used. For example, the warm-up game of "reaching out a warm hand" was launched to create a positive atmosphere by allowing students to interact with each other and smile. - In the group discussion session, six people were given psychological guidance in a variety of ways. - In terms of emotional and willpower guidance, the teacher guided the students to review their winter vacation life, share their understanding of the new crown virus, emotional and regulation methods during the holidays, evaluation of their willpower, etc. The teacher gave corresponding suggestions, such as mobilizing the auditory function to divert attention, listening to soothing music and other ways to appease their emotions, and at the same time, let the students face up to and accept their anxiety and fear, allowing themselves to be under the influence of the strong outside world. Their willpower is not strong. - In terms of stress change ability guidance, students were asked about their work and rest patterns during the winter vacation. They were given suggestions such as making a work and rest schedule, reasonable arrangements for diet, exercise, study, entertainment, rest, etc. It also included reading less mobile news, learning to do housework, playing parent-child games, participating in online courses, etc. - In terms of interpersonal relationship guidance, he paid attention to the situation of students getting along with their families during the extended winter vacation and promoted the harmony of family relationships. ##5. Counseling Effect 1. ** In terms of emotions and willpower ** - Students could face the emotional impact of the epidemic to a certain extent and adjust their emotions through various means. They had a clearer understanding of their willpower, and some students could improve their willpower to overcome difficulties. 2. ** In terms of interpersonal relationships ** - In terms of family relationships, students paid more attention to the way they got along with their families, which helped to create a harmonious atmosphere in the family. In terms of relationships with classmates and other interpersonal relationships, he could also treat them with a more positive and healthy attitude. ##6. The conclusion During the epidemic period, the psychological guidance work for primary school students had achieved certain results in many aspects such as emotional regulation, willpower cultivation and interpersonal relationship management through classroom teaching, knowledge lectures, group guidance and other forms. However, it should also be recognized that primary school students 'psychological guidance was a long-term process. It required continuous attention and continuous improvement of coaching methods to adapt to the psychological needs of students at different stages. Read more exciting novels for free