北京世青國(guó)際學(xué)校

所在地區(qū)：北京 朝陽(yáng)區(qū)學(xué)校性質(zhì)：私立學(xué)校

學(xué)費(fèi)：16.00~20.00萬(wàn)招生階段：高中 初中 小學(xué)

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今天GJXX小編搜羅了北京世青國(guó)際學(xué)校心理輔導(dǎo)團(tuán)隊(duì)關(guān)注心理健康，實(shí)現(xiàn)跨學(xué)科合作希望給擇校的家長(zhǎng)們提供參考。

2020年年初的疫情讓個(gè)體健康遭到了前所未有的挑戰(zhàn)。在此背景下，北京世青國(guó)際學(xué)校心理輔導(dǎo)團(tuán)隊(duì)將宣傳心理健康的重要性以及如何在日常生活中培養(yǎng)健康的身心作為本學(xué)年的工作重點(diǎn)。下面，就讓我們來(lái)了解世青心理輔導(dǎo)團(tuán)隊(duì)如何以跨學(xué)科合作的方式為我校學(xué)生提供有力的支持和幫助。

With the emergence of the pandemic in early 2020, the wellbeing of individuals has been challenged like never before. Against this backdrop, this school year a key focus of the counselling team has been to further promote the importance of mental wellbeing and how this can be nurtured in our daily lives. Here the counselling team would like to share with you what they have been teaching our students this year.

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Positive Mindset

心態(tài)是思想、感受和行為背后的強(qiáng)大驅(qū)動(dòng)力。在第一和第二學(xué)期，我們將“積極心態(tài)”這個(gè)概念介紹給了六、七年級(jí)學(xué)生。在心理輔導(dǎo)老師的指導(dǎo)下，他們學(xué)習(xí)如何檢查自己的精神狀態(tài)并找到改進(jìn)的方法。通過(guò)練習(xí)和運(yùn)用積極的自我對(duì)話去鼓勵(lì)自己—— “我能做到”、 “雖然這不是我的強(qiáng)項(xiàng)，但我也做得不錯(cuò)”。其次，老師還引導(dǎo)學(xué)生去感受和理解 “尚未”一詞的力量。例如，有時(shí)候我們只是 “尚未”達(dá)到某種水平，但經(jīng)過(guò)努力有機(jī)會(huì)收獲想要的結(jié)果。同時(shí)，學(xué)會(huì)接受也十分必要。積極的心態(tài)并不等同于總能得到最理想的結(jié)果。如果我們付出足夠的努力，保持樂(lè)觀的心態(tài)，相信很多時(shí)候事情會(huì)向積極的方向發(fā)展。

Mindset is a powerful driving force behind our thoughts, feelings and behaviours. During terms one and two, ‘Positive Mindset’ was introduced to Grades 6 and 7 students. They were guided to examine their own mindset and learn ways to improve it. Practising of affirming oneself using positive self-talk – ‘I can do it’, ‘That is not my strength but I am good at this’, and the power of ‘yet’ – ‘I am not proficient at it yet’ and ‘I am not there yet’, are tools to achieve this mindset. Students also learnt the attitude of acceptance. Using positive mindset does not mean we can always get what we want. It is about being optimistic about the high possibility that things will be ok if efforts are made.

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在第三學(xué)期的戲劇與心理跨學(xué)科單元學(xué)習(xí)中，七年級(jí)學(xué)生對(duì) “積極心態(tài)”有了進(jìn)一步認(rèn)識(shí)。以心態(tài)、想法、感受、行為和后果為中心，學(xué)生創(chuàng)作了多個(gè)心理短劇。而本次跨學(xué)科單元學(xué)習(xí)的一個(gè)獨(dú)特元素是將舞蹈療法融入短劇的表演中。世青心理輔導(dǎo)老師何老師給學(xué)生解析如何使用運(yùn)動(dòng)來(lái)表達(dá)自己和傳遞信息，以達(dá)到心理治愈的效果。

In an inter-disciplinary unit (IDU) with drama in term three, Grade 7 students took their ‘Positive Mindset’ learning further. Students created short ‘skits’, centred around mindset, thoughts, feelings, behaviour and consequences. One distinctive element of this IDU was to incorporate Dance Therapy in the acting. Head of Counselling Ms. Veronica Ho, taught students how to use movement to express their messages, and how movement also serves as a tool for healing. 

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Emotional Wellbeing 

在另一個(gè)跨學(xué)科單元學(xué)習(xí)中，心理輔導(dǎo)團(tuán)隊(duì)與設(shè)計(jì)部門(mén)的杜老師、崔老師合作，為六年級(jí)學(xué)生提供以 “培養(yǎng)健康情緒”為主題的學(xué)習(xí)工作坊。情緒會(huì)影響我們的思想，也必然體現(xiàn)在行為上。因此，關(guān)注自己的情緒并學(xué)習(xí)如何調(diào)節(jié)情緒對(duì)于身心健康至關(guān)重要。在崔老師和杜老師的課堂上，學(xué)生通過(guò)親手制作動(dòng)物形象的墊子、捕夢(mèng)網(wǎng)、或字母及符號(hào)的玩偶以獲得心理上安撫、愉悅感和活力。

In another IDU from term one, the counselling team collaborated with Ms. Du and Mr. Cui of the design department for Grade 6 students on a unit with ‘Nurturing Emotional Wellbeing’ as the theme. Emotions affect our thoughts and consequentially our behaviour. Thus, it is important to nurture our capability of being mindful of what emotions we are experiencing and how we can regulate them to enable us to function healthily. In Mr. Cui’s classes, animal cushions were made with animal images of students’ choice. In Ms. Du’s classes, students were free to choose any products that they desired to create, using string as the key material. Dream catchers, animals such as birds and dogs, letters, symbols and dolls were produced just to name a few. These all may be soothing to hug, bring joy and energy to the students, and protect from harmful thoughts or bad dreams. 

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Self-Compassion 

實(shí)現(xiàn)心理輔導(dǎo)跨學(xué)科合作的另一個(gè)項(xiàng)目是與視覺(jué)藝術(shù)團(tuán)隊(duì)共同完成的。在這個(gè)單元學(xué)習(xí)中，我校八年級(jí)學(xué)生學(xué)習(xí)運(yùn)用視覺(jué)藝術(shù)來(lái)表達(dá) “自我同情”這一主題。我們對(duì)向周?chē)娜吮憩F(xiàn)同情心并不陌生，但對(duì)表達(dá) “自我同情”卻不太熟悉。在學(xué)習(xí)的過(guò)程中，學(xué)生首先要反思自己目前面臨的困難或不便之處，然后以視覺(jué)藝術(shù)的形式去表達(dá)自己的經(jīng)歷——而在這個(gè)過(guò)程中，許多意義非凡且充滿(mǎn)藝術(shù)張力和優(yōu)秀作品也應(yīng)運(yùn)而生了。

Moving on to term three, another collaboration was with visual arts. In this IDU, Grade 8 classes learned to use visual arts to express the theme ‘self-compassion’. We are all familiar with showing compassion to others. Self-compassion is to show compassion to ourselves. Grade 8 students first experienced and reflected about giving compassion to their own difficulties or discomforts, then they engaged in expressing their experiences in the form of visual art. Many powerful and beautiful art works were produced with meaningful thoughts behind.  

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讓我們來(lái)看看Irene的作品吧。她本人這樣介紹這幅名為 《自我同情的力量》的畫(huà)作：“它包含了兩個(gè)部分——熊和周?chē)男?dòng)物們。熊代表我自己，而周?chē)男?dòng)物則代表這個(gè)黑暗而復(fù)雜的世界，充滿(mǎn)了消極、焦慮和沮喪。他們一直對(duì)熊表現(xiàn)出煩躁不安，其中大象還向她噴水。然而，熊并未受到影響。她抱著一顆自我激勵(lì)的心，因?yàn)橛行叛龊蛪?mèng)想她無(wú)所畏懼，始終保持冷靜。” 

Let’s look at Irene Song’s art work. It is titled ‘Power of Self Compassion’ - “The drawing contains two parts, the bear and the animals surround the bear. The bear represents me. The different animals around the bear represent the dark and sophisticated world, they are negative, anxious, and depressed. They are annoying the bear, especially, the elephant is spraying water on her. However, she is not affected, the bear is self-motivating by holding a heart, which means she is fearless, because she has belief and dreams. She insists to be calm and pure.”

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完成以上單元學(xué)習(xí)后，學(xué)生不僅獲得了反思，也分享了反饋。大部分學(xué)生意識(shí)到了心理健康的重要性，也逐漸發(fā)現(xiàn)自己所學(xué)的內(nèi)容正在潛移默化地對(duì)培養(yǎng)我們的身心健康產(chǎn)生積極的影響。

After completing these units, students reflected and gave feedback, with the overwhelming amount of students sharing that they believe it is important to nurture their mental health, and they found that the learning gained was helpful for them to practice how to nurture their wellbeing.

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Many thanks to the counselling team for 

sharing this article with us! 

感謝世青心理輔導(dǎo)團(tuán)隊(duì)分享以上內(nèi)容。