Curriculum Design Of Middle School Students’ Psychological Flexibility Under The Guidance Of Acceptance Commitment Therapy

With the frequent occurrence of students’ psychological problems,some schools have carried out mental health classes to improve the mental health level of middle school students.In recent years,studies have found that the development of mental health education course in various regions and even schools is not balanced.It is an important issue to optimize the mental health course and find a theme course suitable for middle school students’ psychological level.Psychological flexibility,as a protective factor of mental health,refers to the flexibility of individual’s psychology and behavior to adapt to the changes of environment.Middle school students in the period of rapid physical and psychological development are the key period to shape and improve their abilities in all aspects.It has been proved that short-term group counseling under the guidance of acceptance commitment therapy has a significant effect on the improvement of individual mental health and mental flexibility.The design of mental health education curriculum under the guidance of acceptance commitment therapy has become a topic of common concern of researchers.Therefore,the purpose of this paper is to improve the level of psychological flexibility,under the guidance of acceptance commitment therapy,to design a practical and effective mental health education curriculum.Methods: first of all,the status quo of middle school students’ psychological flexibility was discussed,and 600 freshmen were investigated with acceptance and commitment questionnaire(Second Edition)and cognitive integration scale.Finally,through the intervention of curriculum design,two homogeneous classes finally entered the study,50 students in the intervention group and 48 students in the control group.The intervention group was taught for six weeks,and the control group was taught the normal mental health education course.Finally,the data of the psychological flexibility level of the two groups were processed to test the effectiveness of the curriculum design.Results: the data were analyzed by repeated measurement method.The results showed that the scores of experiential avoidance and cognitive fusion in the experimental group decreased significantly during the three measurement processes,while the scores of experiential avoidance and cognitive fusion in the control group increased significantly.At the level of cognitive integration,the scores of the intervention group decreased significantly,while the scores of the control group did not show a significant downward trend.In terms of emotional status score,the total score of the experimental group decreased significantly,and the control group increased significantly.In terms of stress score,the experimental group decreased significantly,and the control group increased significantly.In terms of score,there was a significant decrease in the three scores of stress in the experimental group,but there was no significant difference in the three scores of the control group.Conclusion: 1.There is no significant difference in the level of psychologicalflexibility of middle school students in demographic variables such as gender,origin,whether they are the only child or not.2.The curriculum designed in this study under the guidance of acceptance commitment therapy can effectively improve the psychological flexibility of middle school students.