Mental Health Problems Of Rural Junior High School Students In Remote Mountainous Areas

Junior high school stage is the key period of individual's growth and development,it is not only the rapid development of individual's physiological and psychological,the key stage of maturity,but also the “psychological weaning period” and “psychological crisis period”,during which the development of individual psychology is very sensitive and unstable,easy to have problems.This study based on the remote mountainous areas of rural junior high school students,used of questionnaires,interviews and other research methods to investigate the mental health status,self-consciousness development status,learning psychological condition,emotional state and interpersonal relationship status of rural junior high school students in remote mountainous areas.To overall grasp the carry out of remote areas of rural school's mental health education work,and try to explore the construction of mental health education mechanism for rural schools.The results are as follows:1.The investigation and analysis of mental health status of rural junior high school students in remote mountainous areasIt is found that the overall mental health level of rural junior high school students in remote mountainous areas is not optimistic,33.9% of the students have different degrees of psychological problems,of which 6% of students are more than the psychological problems,it has an urgent need for psychological counseling and intervention.The main psychological problems faced by rural junior high school students are forced symptoms,learning stress and emotional instability.The mental health level of the boys is significantly lower than that of the girls,the mental health level of students of different grades decreases with the increasing of grade,and the different family environments have a significant impact on mental health.2.The investigation and analysis of self-consciousness level of rural junior high school students in remote mountainous areasIt is found that the development of self-consciousness of junior high school students in remote mountainous areas is good,and most students have a moderate level of self-consciousness.But 19.6% of the students have a low level of self-awareness;21.8% of the students have a low level of self-harmony,and 9.7% of the students have a low level of self-esteem.Compared to boys,girls develop a higher level of self-awareness,different grades of students have significant differences in the level of self-consciousness,self-harmony and self-esteem.In the anxiety and gregarious dimension,the only-child score is significantly lower than that of the non-only child,and the only child have higher self-esteem level.3.The investigation and analysis of learning psychology of rural junior high school students in remote mountainous areasIt is found that the learning pressure level of rural junior high school students in remote mountainous areas is not high,and the parents' expectation pressure and self-demand pressure are generally experienced.The overall performance of the learning burnout tendencies is above-average self-evaluation of the level of academic efficacy is better.But the schools need to actively pay attention to some students,of whom the learning pressure is too large,learning burnout tendency is obvious,and learning efficacy is low,to give timely counseling and intervention.Compared with girls,boys' learning psychological situation is relatively poor.Boys experience higher learning pressure,the performance of more obvious learning burnout tendencies,and a lower sense of learning efficiency.There are significant differences in learning stress and learning burnout among students of different grades.There is a significant difference between the only child and the non-only child in learning stress and learning efficacy,both of which are the only child significantly higher than non-only child.There is no significant difference in learning burnout.Students in different family environments have significant differences in learning stress,learning burnout and learning efficacy.4.The investigation and analysis of emotional psychology of rural junior high school students in remote mountainous areasIt is found that the positive and negative emotional state of junior high school students are on the average level,there is a certain contradiction and conflict.There are 35.2% of students experience a certain degree of anxiety and 20.5% of students experience a certain degree of depression.Junior high school students are more inclined to use self-blame,positive imagination,positive attention and tolerance and other strategies,less choose of catastrophe,blame others and other negative adjustment strategies.There are significant gender differences in the dimensions of the cognitive mood adjustment strategies,boys tend to use negative adjustment strategies,and girls are more likely to actively adjust their strategies.Ninth grade students' positive and negative emotional state are significantly higher than the seventh and eighth grade,showing a more obvious contradictions and conflicts.The only child show a more favorable emotional state of mind.Single-parent family students and left-behind students experience more depressed mood than normal family students,using more catastrophe,blame others for emotional adjustment strategy.5.The investigation and analysis of interpersonal mental state of rural junior high school students in remote mountainous areasIt is found that 81.86% of students have a certain degree of loneliness;Interpersonal distress is prominent,there are 58.69% of students have social activities and make friends problems,49.74% of students have conversation behavioral distress;41.49% of students will produce pain and distress negative emotions when facing social activities;29.2% of the students have a tendency to avoid social behavior.The check rate of boys is significantly higher than the theoretical value,showing a more obvious problem.There are significant differences among students of different grades,in the dimensions of conversation trouble,associate with different sex,and social avoidance.There are significant differences among different family environments in loneliness experience,conversation trouble,communicative distress,and interpersonal problems.There are great differences in interpersonal psychological status of different academic achievement,students who have poor academic performance experience a higher sense of loneliness,higher degree and more obvious of their interpersonal distress,social avoidance and distress.6.The investigation and analysis on mental health education of rural junior high school students in remote mountainous areasIt is found that the working age of mental health education in rural junior high schools in remote areas is generally short.Rural schools exist the shortage of mental health education facilities and equipment,lack of special funds,lack of professional teachers and other general problems,it needs the urgent to improve.here are still some deviations and deficiencies in the leaders' and teachers' understanding of mental health education in rural schools.Mental health education work in ways and means are more traditional and single,also lack continuity.The proportion of schools with students' psychological files is low.7.Construction and implementation of mental health education mechanism for rural junior high school students in remote mountainous areasThe mechanism of mental health education in rural junior high school students in the new period can be carried out from several aspects:First,improve the organization and management,to create mental health education of the four major security mechanism.Second,innovative the means of mental health education,introduce the information technology as a medium of work.Third,the excavation of school-based educational resources,to explore the rural culture of mental health education function,expand the mental health education content resources.Fourth,create left-behind students in rural as the representative of the sub-group mental health education special care mechanism.Fifth,actively create urban and rural integration of mental health education collaborative cooperation mechanism.