Value Research In Mental Health Education

In mental health education field, there always exists a controversy over the value-laden and value-handled issue. The practical significance of this five-part doctoral dissertation is to try to settle this controversy through the depth research about mental health education for college students.Part one is about the objectivity of the value of mental health education in the view of theory and practice. In the theoretical view, the objectivity lies in the facts that mental health education is clear-value-oriented activity and mental health education is the main part of ideological political education. In the practical view, the mental health education practice is value-laden and value-handled. Firstly, by means of questionnaire survey, it shows that college teachers have general and different ideas about value-orientation and value leading in mental health education. Secondly, by means of depth interview of specialists, it is discovered that college teachers have different ideas about value handlings and it shows that there are different ways to handle value issue. Lastly, by means of value-intervened analysis in foreign colleges, the characteristics are discovered and hence it shows that value issue is objective and isn’t allowed to be avoided.The second part is about the basic value ideas and concrete value ideas in mental health education. As far as the fact is concerned that mental health education is clear-value-oriented educational activity, the basic four value ideas are humanism, positivity, development and healthy, and the concrete six value ideas are loving the life, advocate positive, promote development, guide to adapt to, active prevention and Treatment in time. The basic value ideas are the beginning and prerequisite of mental health education, and the concrete value ideas are materialization of the basic value ideas. They concern different focuses and tasks, and hence solve different psychological problems. The third part is about the value goals and the basic principles about value handling. Firstly, according to the need of life growth and mental health safeguard, four value goals are suggested which are enhancement of mental-harmonious-centered holistic health, increase of personality-perfect-based psychological quality, improvement of mutual development between individual and society, and creation of meaningful life value. These four value goals have the embodiment of four layers, which, from the low to high, are safeguarding mental harmony, increasing psychological quality, improving comprehensive development and realizing life value. They are also guiding landmark and compass of mental health education. Secondly, the concrete requirements are raised and argued fully and accurately, which are safeguarding psychological harmony, enhancing mental health, increasing psychological quality, improving personality perfect, focusing individual development, promoting society harmony, understanding life meaning and facilitating value realization. All of these are the full disclosure and concrete realization of value goals. Thirdly, from a connecting link between the preceding and the following, basic principles of value handling are put forward, which are fusion between life consciousness and life help, union between individual value and society value, intergrowth between unitary value and multiple values, combination between value neutrality and value intervention, complement between localization and universality. These basic principles are the embodiment of continuation and union between the value ideas and value goals of mental health education, the restraint and regulation of value handlings of mental health education and the direction of mental health education which is faithful to ideological political education.The fourth part is about the value-led approaches of mental health education. There are different types of mental health education in colleges, all of which have the functions of value leading. Firstly, the value leading in the curriculum of mental health education is discussed, among which the Curriculum of Mental Health Education for College Students (CMHECS) is discussed as the focal case. As far as the CMHECS is concerned, the approaches to lead values are not only to uphold the value ideas of mental health education and realize the value goals of mental health education, but also to lead the core and mainstream value of the socialism in teaching in the way of merging. The concrete approaches to lead are fully discussed from the point of content and methods. At the same time, general guiding principles are also put forward on the basis of the differences recognized among other types of mental health education. Secondly, the value leading in the activities of mental health education are discussed, in which, the general characteristics are generalized, including emotionality, indirection and reclusiveness, and the concrete approaches are probed, to blend values in the activities by means of ideology guiding, project planning and activity evaluation. Thirdly, the value leading in the internet-and-friend mental health education is discussed, in which the specific approaches are put forward according to the characteristics of the internet-and-friend mental health education.The fifth part is about value handling in the psychological consult. The psychological consult is the comparatively special component of mental health education, and also is the field, in which the value issue is discussed earliest, whose focal point is whether the value is neutral or intervening. It’s suggested that value intervention is a systematic process, in which value neutrality is only one link, one method and one attitude. Firstly, on the basis of this position and the review of the progress of value issue presentation, it’s concluded that the reason to put forward value issue has been not only influenced by the scientism and ethos, but also the inevitability of the development of psychological consult discipline. In order to use for references, the methods of value intervention are summarized and abstracted which the psychoanalytic school, behavioral school, cognitive school, humanistic school and positive psychology have used to intervene value in the psychological consult. Secondly, the concrete operational approaches to intervene value in different stages are probed, which are grasping the scale of value neutrality in the stage of relationship establishment, clarifying and leading values in the stage of implementation,and assessing and solidifying the effects in the ending stage. Lastly, the basic approaches to handle values are probed, which are supportive value intervention methods, educational value intervention methods and analytic value intervention methods.The concluding part is about the recapitulative summary of basic position and main ideas of the whole dissertation, and the outlook for the future research development direction of value issue of mental health education.As a whole, the research logic and process is from the general to the specific. That is to say, firstly, the starting point is to argument the objectivity of the value issue in mental health education; secondly, the next step is to put forward and discuss the value ideas and value goals; thirdly, the last step is to probe the concrete approaches to lead value, and the specific process and methods of value intervention. In doing so, it can be said that, in this doctoral dissertation, the comparatively whole and systematic discovery has been carried out and the comparatively full research conclusion has been made.