On the morning of December 10th, the Joint Meeting of Mental Health Education of the College of History and Culture of CCNU in 2021 was successfully held in the conference room of Building 1, room 311.Wu Jiancheng, deputy director of the Student Work Department (Division) of the Party Committee of CCNU, Wang Weixin, instructor of the Student Mental Health Education Centre, Zhou Zhenghua, department level organiser of the College of History and Culture, Kang Wei, deputy secretary of the Party Committee, full-time and part-time undergraduate and postgraduate counsellors, and class teachers attended as representatives. The meeting was hosted by Fu Jiaqi, the Mental Health Liaison Officer of the School of History and Culture.
First of all, Zhou Zhenghua and Kang Wei, on behalf of the college, made a presentation on the basic situation of the mental health education work for undergraduates and post-graduate students. Zhou Zhenghua pointed out that mental health education was an important part of the implementation of the fundamental task of enhancing morality and fostering talents, and the college has always attached great importance to this work and constantly implemented the three comprehensive education programs. Based on the actual work situation, he analyzed that the overall postgraduate students in the college had complex and diversified ideological conditions, high academic pressure, and many emotional setbacks, and the current postgraduate mental health education work mainly had difficulties such as lacking power support, lacking depth, and lacking innovation, and he hoped that the university and the center could provide more professional guidance.
Kang Wei briefly summarized the effectiveness of undergraduate mental health education work in 2021: firstly, group education was further strengthened by relying on the mental health workstation, and the positive orientation to students of the mental health education atmosphere was continuously enhanced by projectized and clustered working methods; secondly, problem-oriented thematic analysis and research were conducted, from which effective mechanisms for risk research and crisis management were condensed and combed; thirdly, manpower and material resources were continuously strengthened to ensure that the same questions are answered and studied together, forming a stronger working synergy. In response to the current problems and difficulties in student mental health education work, Kang Wei called on all sectors to strengthen the care and support for the frontline of student work, strengthen the construction of early warning mechanisms and disposal standards from the top-level design, give more guidance on technology and methods, further improve family education and establish an effective home-school communication mechanism, and so on. At the same time, she suggested that, in addition to teaching theoretical knowledge, more practical mental health education courses could be offered and brought into the personal training system to help students internalise the relevant literacy and continuously improve their physical and mental health so as to help themselves and others and develop holistically.
Chen Yong, a postgraduate counsellor, and Liu Lu, Qin Yuqin, Shi Yannan, and Zhong Peiwen, undergraduate counsellors, discussed the mental health education of students in their grades and sought ways to deal with the situation in individual cases. Class teachers and full-time teacher representatives, exchanged their analysis of students' intergenerational characteristics during their teaching, shared their personal feelings and experiences, brought up the confusion and problems they faced, and put forward constructive suggestions and recommendations. All the teachers present agreed that organising regular mental health education activities, focusing on students' practical difficulties to help them solve their psychological problems, establishing a joint counselling mechanism for senior and junior students, and so on, were effective ways to promote the formation of good psychological qualities in students.
Vice Minister Wu Jiancheng and Ms. Wang Weixin fully affirmed the mental health education work of the School of History and Culture and, at the same time, carefully answered everyone's confusion and questions and gave specific guidance. Minister Wu pointed out that the establishment of the home-school cooperation system played an important role in solving students' psychological problems, that informed parents and teachers should form synergy and intervene together, and that the school would also provide training support for teachers to carry out related work. In addition, she stressed the need for college counsellors, class teachers, and tutors to ensure the sensitivity of work and smooth flow of information, elaborate students' psychological profiles, and provide personalized care and guidance for students' frequent academic, life, employment, and emotional stresses. Ms. Wang Weixin pointed out that the handling of students' psychological crises was a permanent task, and every student in crisis needs long-term attention. She also put forward various constructive suggestions and recommendations for the college's mental health education work, taking into account her usual experience in psychological counselling work.
"Water the flowers to water the roots, and educate people to cultivate their minds." The joint meeting on mental health education was problem-oriented, with participants communicating in depth and making joint judgments, deepening the integration of the school-college level synergy mechanism and the whole staff education system and providing strong support for the college to continue the work on mental health education.
Sourse:College of History and Culture of CCNU
Translator:Liu Yaqi
Reviewer:Zheng Bowen
Date: December 22,2021
