The Relationship And Intervention Of Mental Resilience And Subjective Well-Being Of Junior High School Students

In recent years,more and more adolescent behavior problems caused by adolescent mental health problems emerge in an endless stream.The mental health status of junior high school students can not be underestimated.According to The Times,our school mental health education also follows the pace of The Times to pay more attention to students’ happiness and psychological needs,and the perspective of middle school mental health education has shifted from paying attention to individual special students to paying attention to all students.Subjective well-being is a comprehensive evaluation index that can objectively reflect individual psychological problems,and it is also an important dimension to observe individual mental health.This study uses the theory of divided classes and related technologies,and relies on various dimensions of the mental resilience assessment scale to design unit courses that match the physical and mental development of junior high school students,aiming at improving their subjective well-being from multiple perspectives.In the first study,a total of 243 junior high school students in a middle school in Yan’an City were investigated and analyzed by using the "Adolescent Mental Resilience Scale" and "Overall Well-being Scale" as research tools.In study 2,we designed a series of psychological resilience course intervention scheme in the classroom teaching mode of psychological pairs,and randomly selected two homogeneous classes in grade two as the experimental group and the control group.The experimental group carried out the special course teaching of psychological resilience with the classroom teaching mode,and the control group carried out the traditional psychological classroom teaching.Finally,according to the results of the study,the author puts forward specific suggestions for the teaching of mental health education in junior middle school.The study says:(1)The overall psychological resilience of junior high school students is at an average level and there are differences in demographic variables.Girls score significantly higher than boys in the dimension of positive cognition;junior high school students’ total score of psychological resilience and its dimensions are significantly different in whether they are the only child or not;students from rural areas score significantly higher in positive cognition and positive family support than students from urban areas;(2)There were no significant differences in the total score of subjective well-being in terms of gender,place of origin and singleness.(3)There is a significant positive correlation between psychological resilience and subjective well-being of junior middle school students;(4)The psychological resilience of junior middle school students can be improved through the series of classroom teaching,so as to enhance their subjective well-being.