上海青浦區(qū)協(xié)和雙語(yǔ)學(xué)校心理輔導(dǎo)中心俞晨老師探秘情緒
來(lái)源：國(guó)際學(xué)校招生網(wǎng)
時(shí)間：2023-03-02 05:52:02
今天GJXX小編搜羅了上海青浦區(qū)協(xié)和雙語(yǔ)學(xué)校心理輔導(dǎo)中心俞晨老師探秘情緒希望給擇校的家長(zhǎng)們提供參考。
情緒就像我們的朋友，一直陪伴在我們身邊。上海青浦區(qū)協(xié)和雙語(yǔ)學(xué)校心理輔導(dǎo)中心俞晨老師帶領(lǐng)學(xué)生、老師開啟了一次情緒之旅——一步步走近情緒、看見情緒、探秘情緒，坦然擁抱內(nèi)心的感受，積極滿足內(nèi)在的需求，照料好自己的身心，遇見更好的自己。
Emotions are like our friends - they are always with us. Ms. Yu Chen from the "Little House of the Heart" Counseling Center has led students and teachers on a wonderful journey of emotions: approaching emotions, seeing emotions, exploring emotions, embracing inner feelings openly, actively meeting inner needs, taking care of their own bodies and minds, and becoming a better self.
小學(xué)情緒系列心理課——我的情緒小怪獸
Our Primary School’s ‘Emotions Series’ Psychology Lesson
--- My Little Emotion Monster/
“老師，我也說(shuō)不出這是一種什么感受，很復(fù)雜，很難表達(dá)出來(lái)。”
"Teacher, I can't tell what kind of feeling this is. It's very complicated and hard to express."
“老師，每當(dāng)遇到這種情況，我總是忍不住生氣，這是不是不好呀？”
"Teacher, whenever I encounter this kind of situation, I can't help but be angry. Is that wrong?"
“老師，每次不開心的時(shí)候，我也不知道該怎么管理自己的情緒。壓抑著吧，感覺挺憋屈的。釋放出來(lái)吧，又怕傷害我們的關(guān)系。我到底該怎么做呢？”
“Teacher, every time I get upset, I don't know how to manage my emotions. If I suppress it, I feel very frustrated. If I let it out, I'm afraid it will damage our relationship. What should I do?”
針對(duì)孩子們咨詢中的種種困惑，本學(xué)期開展了情緒主題心理課程，引導(dǎo)學(xué)生察覺自己的情緒，能夠接納自己的情緒，并找到適合自己的管理情緒的辦法——看到并調(diào)用自己的內(nèi)在能量和優(yōu)勢(shì)，探尋并爭(zhēng)取外在資源和支持。
In response to the various challenges learned of through children's counseling sessions, an emotion-themed psychology course was conducted in Semester 1 to guide students to become more aware of their emotions, to be able to accept their emotions, and to find suitable ways to manage them - to discover and call on their inner energy and strengths, and to explore and seek external resources and support.
你好呀，我的情緒小怪獸
Hello!My Little Emotion Monster/
看，孩子們正在冥想并試著畫出自己心中的情緒小怪獸呢！通過繪畫，孩子們更能將自己心里難以言狀的復(fù)雜的情緒表達(dá)出來(lái)，察覺并識(shí)別自己當(dāng)下的情緒。
Look! The children are meditating and trying to draw their own “Little Emotion Monster”! Through drawing, children are more able to express the complex emotions they have in their hearts, and to perceive and identify their emotions in the moment.
有的孩子說(shuō)：“感覺畫出來(lái)舒服多了，幫我整理了一下自己的心情?！?nbsp;
Some children remarked, "I feel much more comfortable after drawing and it helps me organize my mood."
有的孩子說(shuō)：“我的情緒小怪獸時(shí)大時(shí)小，有時(shí)還有好幾種情緒小怪獸一起出現(xiàn)?！边€有的孩子說(shuō)：“沒想到別人和我一樣心情啊，我還以為只有我這樣呢，看到大家都一樣我就放心了！”
Some children said, "My little emotion monsters are sometimes big, sometimes small, and sometimes several of them appear together." Other children said, "I didn't expect that others experienced the same mood as me. I thought I was the only one, but I was relieved to see that everyone was in a similar situation!"
歡迎光臨，我情緒小怪獸
Welcome!My Little Emotion Monster/
聽，孩子們正在分享自己的情緒小怪獸代表了自己怎樣的心情，一般會(huì)在什么時(shí)候出現(xiàn)，什么時(shí)候會(huì)對(duì)自己影響比較大/小。通過分享，孩子們一步步探尋出了自己出現(xiàn)某種情緒背后的原因，也更能讀懂當(dāng)下情緒小怪獸想對(duì)自己說(shuō)的話。
Listen! The children are sharing about what kind of mood their Emotion Monsters represent, when they usually appear and when they are most affected by them. Through sharing, children are exploring the reasons behind certain emotions step-by-step, and are able to better understand what the little Emotion Monsters are trying to say to them in the moment.
孩子們明白了：情緒只是一個(gè)送信的使者，自己要做的是歡迎它的到來(lái)，并和它聊聊，看看自己忽略了它的什么需求。
The children came to understand that an emotion is just a messenger that sends a message, and all they have to do is welcome it and talk to it to see what needs they have ignored.
和解吧，我的情緒小怪獸
Reconcile, My Little Emotion Monster /
瞧！孩子們正在頭腦風(fēng)暴——我可以做些什么來(lái)縮小或放大情緒小怪獸，有誰(shuí)/有什么東西可以陪伴/幫助自己一起應(yīng)對(duì)這個(gè)小怪獸。通過集思廣益，孩子們共同找到了管理自己情緒的內(nèi)在能量和優(yōu)勢(shì)、外在資源和支持，并用繪畫的方式在情緒小怪獸的四周畫出自己管理情緒的秘密武器，來(lái)縮小/放大自己內(nèi)心的情緒小怪獸，找回了自己內(nèi)心的力量。
Look! The children are brainstorming! “What can we do to shrink or amplify the little Emotion Monsters?” and “Who or what can accompany us to help us cope with this little Monster together?” Through brainstorming, the children worked together to find their inner energy and strengths, and to learn about helpful external resources and support for managing their emotions. They drew around their little Emotion Monsters their secret weapons for managing their emotions, tools that they could use to both shrink/amplify their inner emotion monsters and get their inner strength back.
有的孩子說(shuō)：“當(dāng)我心情不好時(shí)，有了家人、朋友的陪伴，能和他們傾訴一下就會(huì)好很多。我家還有一只可愛的狗狗，每次擼狗也讓我心情很好?！?/p>
Some children said, "When I'm down, I now feel much better about being able to talk to my family and friends about it. I also have a lovely little dog at home, and every time I pet the dog it puts me in a good mood."
有的孩子說(shuō)：“我很喜歡看書，每次看書就能讓我忘記外在的煩惱。到戶外跑一跑，也能讓我很釋懷?！?/p>
Some children said, "I love reading books, and every time I read a book it makes me forget about my external worries. Running outdoors can also make me very relieved."
有的孩子說(shuō)：“我從小就很樂觀，任何事情發(fā)生時(shí)我都能看到積極的一面，所以大家都叫我開心果。”
One child said, "I've been optimistic since I was a child, and I can see the positive side of anything that happens, so everyone calls me Pistachio."
還有的孩子聽到大家的分享，也禁不住感嘆：“我以前心情不好時(shí)，就自己默默忍著，覺得時(shí)間就是解藥。但其實(shí)壓抑的各種負(fù)面情緒太多了，也會(huì)突然爆發(fā)出來(lái)，傷害到自己和別人?，F(xiàn)在我打算嘗試用到大家分享的辦法來(lái)時(shí)不時(shí)地縮小一下自己的情緒小怪獸！”
Other children, hearing what everyone shared, couldn't help but sigh: "I used to hold myself back in silence when I was feeling bad, thinking that time was the healer. But in fact, when too many negative emotions are suppressed, they can suddenly burst out, hurting ourselves and others. Now, I'm going to try to use the methods we all shared about to shrink my little Emotion Monsters!"
班主任情緒管理沙龍——挖掘內(nèi)心“冰山”
Classroom Teachers' Emotion Management Salon
-- Tap into the "Iceberg"/
2022年初班主任們將自己的新年“期望”存入到了時(shí)間魔法箱中，在2022年末之際，大家重新抽取了“期望”，收獲了更多彩的期望，打開了自己期待的新視角，也堅(jiān)定了自己的期待，看到了自己內(nèi)心更渴望的部分。
Our teachers deposited their New Year's "expectations" into a magical time box at the beginning of 2022. At the end of 2022, they reviewed their "expectations" and received more colourful expectations, opening up a new perspective for their own expectations and strengthening their own expectations, seeing a part of themselves that they desire to see more of.
班主任們?cè)谔綄ぷ晕液蛯W(xué)生的“冰山”過程中，一點(diǎn)點(diǎn)看清了自我和學(xué)生行為背后的感受、觀點(diǎn)、期待、渴望，以及真正的自我。找到了問題的根源，便能更好地遵從內(nèi)心的行為和情緒來(lái)表達(dá)自己真正的渴望，從而收獲好心情！
In the process of exploring the ‘iceberg’ of self and students, the classroom teachers were able to see the feelings, opinions, expectations, desires, and true selves behind the behaviours of both self and students. Once the root of a problem is found, they can better follow their inner behaviours and emotions to express their true desires, thus reaping the benefits of a good mood!
雙語(yǔ)教師情緒管理培訓(xùn)——讀懂我們的情緒
Emotion Management Training for Bilingual Teachers
- Reading Our Emotions/
Q1情緒有沒有好壞之分？
Are there good and bad emotions?
俞老師帶領(lǐng)老師們?cè)谏詈粑は胫幸黄鸩煊X情緒。通過馬斯洛需要層次理論認(rèn)識(shí)到我們的需求被滿足與否，將使我們產(chǎn)生積/消極的情緒。在情緒的作用討論中，看到消極情緒對(duì)我們有利的一面。
Ms. Yu led the teachers to recognize emotions together through deep breathing meditation. Through Maslow's Hierarchy of Needs theory, we learned that having our needs met or not met can lead to positive or negative emotions respectively. In the discussion of the role of emotions, we can conclude that negative emotions can also be beneficial to us.
老師們最終明白：情緒雖然有積極與消極之分，卻沒有好壞之分，每一種情緒都有其存在的意義。
The teachers finally understood that although there are positive and negative emotions, there are no good or bad emotions, and each emotion has its own meaning.
Q2情緒調(diào)節(jié)就是把壞情緒趕走？
Is emotional regulation about getting rid of bad emotions?
老師們?cè)谡鎸?shí)的課堂案例中試著察覺、尋找學(xué)生的情緒線索，發(fā)現(xiàn)自己對(duì)學(xué)生情緒的不同回應(yīng)方式，將會(huì)使學(xué)生出現(xiàn)不同的行為表現(xiàn)。明白了需要先接納學(xué)生的情緒，等學(xué)生平靜下來(lái)再共同商量解決問題的辦法，陪伴學(xué)生調(diào)節(jié)對(duì)情緒的過度反應(yīng)。
The teachers tried to detect and look for clues for students' emotions in real classroom situations, and discovered that the way they respond to a student’s emotion can lead to different behavioral expressions. They understand the need to accept students' emotions first, wait for students to calm down before discussing solutions to problems together, and accompany students in regulating their overreactions to emotions.
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