An Approach To The Model Of Children's Psychological Guidance

School psychological guidance (or abbreviated as School guidance) refers to those efforts, that is, in a new kind of constructive interpersonal relationship, school guiders use their professional knowledge and skills to offer students necessary help and services; to help students know themselves accurately, understand the environment, set up appropriate goals, and overcome the barriers in the process of growth; and to help them adjust their behaviors, improve their adaptation, make wise choices, and fully realize their potentials. School psychological guidance has close relationship but clear distinguish with psychological counseling, therapy, and education; it shares some elements of psychological counseling and therapy, and some functions of psychological education. However, it has its unique nature, functions and demands.School psychological guidance has its history of over 100 years abroad, and has been comparatively well-developed. As to our country, Hong Kong and Tai Wan has introduced school guidance into their education systems earlier, and has gained rich experience, which is quite meaningful to the development of school guidance in mainland. School guidance in mainland started to appear in 1980's, first shown itself in higher and middle schools, and since 1990's began to be introduced into elementary schools and even preschools. With the reform of traditional education, the introduction of quality education, and the great impact to people's minds caused by the dramatic changes in the exchanges of centuries, it is essential for school psychological guidance to be widely introduced and practiced.School psychological guidance's wide practice demands the co-efforts of theory workers and practice workers, to provide some kind of general systems of directions for theory constructions and daily practice. The model of school psychological guidance is set of directions, which embodies certain concepts, goals, processes, principles and ways of psychological guidance and help it to exert its functions. The model of school psychological guidance should answer following three questions mainly: who should be guided, why he or she should be guided, and how he or she could be guided? The model of school psychological guidance should meet three standards: 1. it should cover the two areas of theory and practice; 2. include key elements which determine the basic nature of guidance; 3. and have inner connections or inner congruence between those ingredients. On the basis of theories and principles and models of domestic and abroad psychological guidance, this thesis concentrates on the topic of children psychological guidance whose target subjects are students from elementary and preschools, and develops an education penetration · self-growth model which is suitable for Chinese children. This model found its philosophical basis on person-centered view of human nature and the theories of developmental dynamics; its educational basis on the values of modern person-centered education which strives to help children grow, especially to realize their potentials and to make their personalities more mature; its psychological basis on the theories of children psychological development. This model aims at students' self-grow and development as its main purpose, responding to the bi-demands of school psychological guidance and modern education, and consistent with the nature of education; so that it not only has its theoretical values but is feasible in practice. Its main contents include: on the goal-setting, mental growth and the health development of personality are included; on the process of education, the skills of psychological guidance are absorbed, striving to penetrate naturally, with concrete educational demands, and valuing the impact of the relationships of teacher and students as well as the relationships of peers; on the strategies of education, the accessibility, suitability and flexibility of the penetration are valued; on the models of management of education, establishing a good psychological atmosphere of education is highlighted; on the process of education, it is important to set up effective plans, strengthen feedbacks, prefer affirmations, and make suitable positive and negative responses. As to certain students and certain problems, teachers need to be flexible and respect students. This model's implementation asks teachers to set up concepts of modern education, to build up harmony relationship with students, to master certain knowledge and skills of psychological guidance, and ask the support of corresponding leaders and institute to change the current evaluation systems of education.The model of education penetration · self-growth of children's psychological guidance needs further researches to prove its feasibility on theory and practice. This thesis mainly uses educational experiments, with the help of the methods of video observation, measurement, and case study, to make the choice of an elementary school and preschool of Shanghai as the experimental basis, conducting two experimental efforts of teachers' training (10topics and over 13 activities) and psychological support for teacher, with educational strategies and levels of teachers, case handling of students, the professional development of teachers, CBCL measurement, and students' overall growth as indicators to compare the levels of pre and after interventions. The results indicate that the practice of this model of educational intervention is effective, with significant lower levels of children's problematic behaviors and significant growth of case students. Meanwhile, the strategies and levels of teachers' education are improved, and professional development is clear.Moreover, during the implementation of the model of education penetration · self-growth of children's psychological guidance, following factors should be considered: school leaders and their openness on the concept of education, the openness and cooperation of school's teacher team, teachers' interest and readiness to school psychological guidance, and the divert of school's educational evaluation system from aiming at graduating rates to the growth of whole person. In this sense, it still needs careful assessment on school's conditions and atmosphere before the implementation and widespread of the model of education penetration · self-growth of children's psychological guidance.The necessity of school psychological guidance has been the commonsense of theory workers and practice workers. The research of school psychological guidance will evolve as the practice goes on. Maybe, there does not exist a skeleton-key model, but only a better model more suitable to the needs of practice. And this, is the responsibility of theory workers.