Mental Health Education Courses Affect The Qualitative Study Of College Students

This paper mainly explores the major changes of groupmembers in the process of curriculum for mental health educationof college students, and how these changes happened andproduced in the different stages of curriculum, and concludes aprocess-outcome model of the curriculum for mental healtheducation. The purpose is to understand the real process-outcomechanges in the process of curriculum, more effectively understandand help students, and provide professional learning and trainingreferences for teachers.In this study, the author used focus group interviews to collectinformation and Hill’s consensual qualitative research（CQR）asdata analysis technique. Select 14 elective mental health educationprograms in the Greater semester students were divided into twogroups (a group of 10 people, a group of 4 persons) conducted focusgroup interviews, each group team interviewed three times. At theend of the 1st, 4th and last curriculum, 100,000 words of text datawere obtained by verbatim transcription. The final research resultsare formed by text data analysis through 4 steps, including extract- ing the meaningful units from initial code, division of the process-outcome domain, refining the core ideas and cross analysis ofaggregating category. All of the data analyses are completed by theresearcher. The entire analysis process requires the researcher todiscuss and reach an agreement with the mentor. It also invitedother teacher or graduate student as auditors in order to avoid thesignificant deviations. The research results are as follows:(1) The process and outcome of curriculum of mental healtheducation mainly reflects the changes at the three levels, includingparticipation of group members on the course, understanding ofgroup members on the course and team members to apply theknowledge gained in the classroom to life, in the early, medium andthe final stage of the curriculum.（2）The changes of involvement of members of group mainlyreflect in three aspects, including attention rate of course,self-disclosure of members of group and the concern of course. Thechanges mainly reflect in involvement of members of group fromlimited participation to deepen gradually, and to further deepen orstagnate.（3）The changes of understanding of the course mainly reflectin the four aspects: course aims, course content, course format andcourse assessment. The changes mainly to in the intellectualunderstanding to a more objective view.（4）Members of the group will be the application of knowledgegained in the classroom to life is mainly reflects in emotion,cognition and behavior. These changes mainly reflected the changein behavior, cognition and emotion, especially in cognitive change.