Empirical Study About The Effectiveness Of The High School Positive Mental Health Education Course

The theory of positive mental health education has become an important trend in the field of mental health education in our country. It brought a fresh wind to our education reform. However, in practice, the work that primary and secondary school psychology teachers did is not very prominent. And the studies about testing practical results are even fewer. In this study, the theory of positive mental health education was as the guidance, and the psychology teacher explored the effectiveness of the high school positive mental health education course in order to improve high school students’ positive mental characters and to prevent and resolve possible psychological problems. It may make up the shortfall that qualitative researches were more than quantitative researches in the field of the positive mental health education in order to promote the course to other high schools.In this study, we carried on an investigation about the students’positive mental characters in the three grades in a high school of Weifang. And we chose two parallel classes arbitrarily in Grade one, one class was in the experimental group, the control group was another class. The students of the two classes should do some questionnaires include pretest, post-test and tracking post-test. The students of the experimental group received an experiment teaching for one and a half month, but the control group was not. All of the students were taught in the natural state, and they didn’t know the experimental implementation. We used the humanity dimension subscale from the Chinese Students’ Positive Mental Characters Scale and the Interpersonal Integrated Diagnostic Scale to measure the change of students’positive mental characters. Furtherly, to explore the functions of this course for the positive mental charactors of high school students. The conclusion follows:(1) There is a significant difference on the students’positive mental characters in the three grades:the students’scores of discreet quality in Grade one are lower than another two grades, but the difference between Grade two and three is not significant. There is significant difference on the persistent quality in the three grades, but no significant difference between each other.(2) There is a significant difference on the students’positive mental characters in gender:girls’ scores of mind-touch quality are significantly higher than boys.(3) This positive mental health education course can effectively improve high school students’ positive interpersonal mental characters.(4) The design of positive mental health education course for high school students in this study has validity and operability.