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高三|助力学生健康成长 | 高三学生心理辅导案例分析加强心理健康教育( 二 )


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Ms. A (alias) is a student in my class, and I have taught her since her first year of high school. I was not her homeroom teacher in her first two years of schooling, so I did not know much about her. From my impression, Tang is an optimistic, cheerful and generous girl with a serious attitude towards studying who excels academically performance. After the restructuring of classes in the final year, I felt fortunate to have such a capable girl in my class. However, I began to notice that she would feel unwell before exams and often asked for a leave to go home. During art training at school, she even frequently took time off to go home for medical treatment. I thought something was wrong with her and secretly made some inquiries with a few other students who were close to her. I then found out that she actually felt that she was unable to learn at school and would rather hire a personal art teacher at home.
This was actually a reflection of her academic anxiety. I started by calling her parents to learn about her studies at home and current mental state, as well as the pressure she felt that was due to her family background. I then discovered that she was actually a psychologically vulnerable girl. I decided to have a two-hour talk with her after she returned to school and began to understand her deep-seated stress and anxiety about her future prospects. In response to some of her thoughts, I helped her analyze the relationship between stress and motivation using reasoning and emotional appeals. I wanted her to fully realize her potential, and not have to live up to the expectations of her parents. I tried to relieve her stress and keep her peace of mind by putting the exam in the right perspective. Of course, I knew that one talk could not solve all her problems, and I would follow up on the problems that I found. In the following period, I often paid attention to her mental state in each class and her psychological changes after each exam. To help her build confidence, I was also concerned about her scores on each exam and helped her to analyze her performance in time after the exams and encouraged her for every little bit of progress that she made. Furthermore, judging from the scores on her art college entrance examination and the Model Test 1, I consulted university admissions data from the past three years and helped her to develop a plan that was tailored to her. These efforts helped her be clear about the goal that she could strive for. In addition, by giving her positive psychological suggestions and contacting other teachers to give her more recognition, I wanted to convince her that with the help of so many people, she would successfully gain admission to her dream university.
Just as I expected, she was no longer afraid of examinations and now had a confident smile on her face. She would come to me after each exam to evaluate her successes and setbacks with the exam. Regardless of the results, she learned that as long as she tries her best, she will have no regrets. The result is no longer so important because she now enjoys the fulfilling process of striving for her dream.


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