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( 四 )
After the incident, in order to prevent his mood from deteriorating, I first gave him two days to stabilize his mood. I then asked him to think about the possible harm and consequences that would be brought about by his behavior and write up a report of where he looked critically at his behavior to hand in to me two days later. In those two days, I also chatted with his parents. I knew he grew up in a large family with grandparents and parents. His grandparents spoiled him, which led to him to develop a high self-esteem. His father was very busy at work, so he did not have time to talk with him about what happened at school. He suddenly was like a different person in his second year of high school, when his moods started to fluctuate between good and bad. He engaged in violent acts like smashing walls in his neighborhood, and this made his parents feel very confused and helpless. After learning more about Lang, I had a long conversation with him to figure out the reasons for his impulsive behavior and helped him reflect and list out the ways that such behaviors might cause to harm to himself and others. We also reached a mutually acceptable solution to deal with the incident, and he gave the other students an explanation at a class meeting. However, I knew that although this problem was solved, it was important to maintain his mental health in the following days, and this mental health counseling was just a beginning.
Since then, I have committed to paying full attention to his studies and life, making sure he felt valued. In addition, I gave him timely recognition of his good behavior. Whenever he experienced any difficulties or needed help, I would lend him a hand in a prompt manner, thus reducing the perceived psychological distance between us. I also often talked with him about the problems he encountered in class and learned about his changing thoughts. When he had any extreme thoughts, I would give him some guidance to prevent him from following through on any ill intentions. At the same time, I asked his mother to call him every night to keep up with his thoughts and helped her discover a newfound dedication to their child's education. I also regularly reported to his parents on his disciplinary performance at school, thus arousing their attention and increasing their confidence in educating their child and enhancing their sense of responsibility. As a result, with our cooperation, after a long period of hard work, I found that the negative comments about the student in the class were becoming rare. M has learned to better restrain his impulses and his daily disciplinary performance is now much better.
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以上是我在高三学生管理中碰到的两个典型案例 。 其实 ， 这不过是沧海一粟 ， 类似的例子数不胜数 。 在高三阶段 ， 由于升学的压力 ， 同学们的心理敏感而脆弱 ， 在这样的大背景下 ， 我们的老师更应处处留心、细致观察 ， 善于捕捉学生思想、学习、生活等方面的不良苗头 ， 建立经常性的家校联系制度以及与任课老师的班商会制度 ， 加强沟通 ， 及时发现学生的心理问题 ， 以寻求最佳途径来处理解决问题 ， 引导学生进行自我情绪管理 ， 做一个身心健康的人 。
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