The EAP Pattern Exploration Study Of GuangXi Junior Middle School Students’ Mental Health Education

Improving the basic quality of students is the fundamental purpose of The Junior Middle school students’ quality education; respecting the students, developing individual potential and forming a perfect personality are the fundamental features of the education policy. This study is to understand the real situation of junior middle school students’ mental health education of Guangxi, and put forward the corresponding measures.173 junior middle school teachers of GuangXi province(such as the head teacher, political teacher, psychological teacher, director of student affairs office, etc.) are the main research object,participating the mental health education of primary and secondary school teachers, which is the one part of the national and province training plan. The survey shows that 89% of junior middle school lack of professional psychological teacher; most schools choose the head teacher or the political teacher to take in charge of the junior middle school students’ mental health work, and the political lesson is the main mental health method; Psychological counseling way restricted by professional psychological skills and psychological counseling facilities, is unitary; The discipline broker, Internet addiction, Students with learning difficulties, etc., are the main clients; The counseling contents mainly force on the bad habits, learning interest, psychological pressure, interpersonal communication, adaptation, puppy love etc. of junior middle school students; 35.8% of junior middle schools don’t have the mechanism of psychological health education supervision, only 2.3% of school have completely mental health crisis warning mechanism, and 13.3% of school have psychological archives of students. Moreover, 30.1% of schools don’t have the "parent & school cooperative mechanism", 64.2% of schools don’t have cooperation with parents only when students make mistakes or have problems; Furthermore, There are 87.9% of the teachers also think that it’s very necessary to carry out the teachers’ mental health work, to relieve the teachers’ psychological pressure.In order to solve the difficulties faced by the Guangxi junior middle school students’ mental health education, this study intends to combine EAP model with junior middle school students’ mental health education. Under the help of professional social psychological power, public welfare organizations and the education assistance funds, ect., this study establishes a welfare EAP service mode of junior middle school student’s mental health education, which is consisted of four factors——family, school, students, and social forces,and explaining this mode from the school, students and the “family & school & society " cooperation to solve the problem of the GuangXi junior middle school students’ mental health education. This EAP service model has achieved good results in practice. The specific service content is as follows:Firstly, The EAP mode of schools’ support. External psychological expert team help schools to take science lectures of teachers’ mental health, professional skills training courses and teacher development "micro-platform", etc., to solve the teachers’ psychological pressure, enhance the teachers’ professional psychological skills and increase the power of psychological teachers;Secondly, The EAP mode of student support. With the help of "micro-psychological classroom", the volunteer service organization of social psychology, the psychological expert team, etc., timely answer, solve the students’ psychological problems, and give the professional advice;Thirdly, The EAP mode of the cooperation of “family & school & society”. Establishing a " family & school & society " cooperation platform, which is to set up the Junior middle school students’ psychological intervention and evaluation system, and improve the family role in junior middle school students mental health education.