Practical Analysis of Mental Health Assistance in Elementary and Middle Schools under COVID-19 Pandemic: A Case Study of City A in Jiangsu, China
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Aug 30, 2020
Abstract
The COVID-19 outbreak has severely affected the mental health of elementary and middle school students in China, and has had a negative impact. How to help elementary and middle school students overcome the negative psychological impact caused by pandemic has become a common concern. During the COVID-19 pandemic period, City A of Jiangsu Province actively carried out mental health assistance for elementary and middle school students, by opening a psychological hotline, publishing mental health micro-classes through the platform, and posting mental health tweets through the WeChat public account and the Ailing (Love-listening) mini program. Ways of assistance. This greatly helped the students overcome the negative psychological effects. This article reviews and analyzes the psychological assistance measures taken by City A in Jiangsu Province during the COVID-19 pandemic period, in order to provide a reference for researchers.
##plugins.themes.bootstrap3.article.details##
Keywords
Mental Health, COVID-19, Assistance Measures, Statistical Analysis, Elementary and Middle School
References
1. Lazarus RS, Folkman S. Stress, appraisal, and coping. New York: Springer, 198.
2. Wang J, Gao W, Chen M, et al. Survey report on social mentality under the new crown pneumonia epidemic: Based on the analysis of survey data from January 24 to 25, 2020. Nat Gov Weekly, 2020; Z1: 55-64.
3. Xing X, Zhao J, Zhao G. The regulation mechanism of nerve and endocrine system to social support and buffer stress. Adv Psychol Sci 2016; 24(4):517-524.
4. Maack DJ, Buchanan E, Young J. Development and psychometric investigation of an inventory to assess fight, flight, and freeze tendencies: The fight, flight, freeze questionnaire. Cognit Behav Therapy 2015; 44(2):117-127.
5. Turner AI, Smyth N, Hallsj, et al. psychological stress reactivity and future health and disease outcomes: A systematic review of prospective evidence. Psychoneuroendocrinology 2020; 114:104599-1-104599-20.
6. Li J. The impact of coping style, social support and psychological pressure on the mental health of middle school students. Psychological Science, 2004; 27(4):980-982.
7. China Disease Control and Prevention. Guiding Principles for Emergency Psychological Crisis Intervention for the Novel Coronavirus Infected Pneumonia Epidemic. 01-26-2020. http://www.nhc.gov.cn/jkj/s3577/202001/6adc08b966594253b2b791be5c3b9467.shtml.
8. Lishui City Education Bureau. Notice of the Lishui City Education Bureau Office on Doing a Good Job in Psychological Assistance for Primary and Middle School Teachers and Students during the Period of Epidemic Prevention and Control. 02-12-2020.
http://www.lishui.gov.cn/zwgk/zdly/ jy/zcwj/202002/t20200212_4363894.html.
9. Tang L, Ying B. Investigation and analysis of the mental health status and influencing factors of middle school students during the new crown pneumonia epidemic period. Mental Health Edu Prim Mid Sch 2020; 10:57-61.
10. Ruan Z. One-year review of the psychological hotline of Kunming Psychological Crisis Intervention Center. Chin J Health Psychol, 2009; 8:952-954.
11. Lin J. Strategies for regional mental health education under the influence of the COVID-19 epidemic: A case study of Nanjing, China. Sci Insigt Edu Front 2020; 5(2):541-545.
12. Sina Education. Chinese Parent Education Anxiety Index Survey Report. 09-2018. http://edu.sina.com.cn/zxx/2018-09-18/doc-ihkhfqns4070541.shtml
13. Chinese Mental Health Association. Psychological Counselor Handbook (Basic Knowledge), Beijing: National Publishing House, 2012: 328.
14. Li P. Comparison of learning psychological characteristics of middle school students. Taiyuan Inst Econom Manag 2004; 2:140-141.
15. Wei R, Wei T. Status quo and countermeasures of adolescent parent-child conflict. Acad Theory 2012; 26:38-39.
16. Gui L. Middle school students' perception of parent-child relationship in parent-child conflict situations: the role and mechanism of attachment, Nanchang: Jiangxi Normal University. 2018.
17. Fang X, Zhang J, Liu Z. The characteristics of parent-child conflict in adolescence. Psychol Develop Edu 2003; 19(3):46-52.
18. Cooper, CR. The Weaving of Maturity: Cultural Perspectives on Adolescent Development. New York: Oxford University Press. 1998.
19. Leidy MS, Guerra NG, Toro RI. A review of family-based programs to prevent youth violence among Latinos. Hispanic J Behav Sci 2010; 32(1):5-36.
20. Sun Y, Ruan Y. A one-year review of the psychological hotline of Kunming Psychological Crisis Intervention Center. Chin J Health Psychol 2009; 17(8):952-954.
21. Simonton DK. Creativity as blind variation and selective retention: Is the creative process Darwinian? Psychol Inquiry 1999; 10(4):309-328.
22. Vohs KD, Redden JP, Rahinel R. Physical order produces healthy choices, generosity, and conventionality, whereas disorder produces creativity. Psychol Sci 2013; 24(9):1860-1867.
23. Yuan P. Correctly guide young students to vent negative emotions reasonably. 2015 First Century Star Innovative Education Forum Proceedings, Beijing, China. Beijing Inst Soft Info Technol 2015; 7(1):19.
24. Luo H, Sun F. Research on the relationship between emotional catharsis and mental health. Forum Sci Technol Ass 2010; 9:62-63.
25. Sha L. Social Psychology. Beijing: Renmin University of China Press, 2002; 166.
26. Wang Z, Qi J, Li Y, et al. Investigation on the mental health status of children's parents during the epidemic period of COVID-19 and analysis of related factors. Chin Matern Child Health Res 2020; 31(2):166-172.
27. Chen Z. The epidemic is a “big test” of the psychosocial service system. J Soc Sci 2020.
28. Wei H, Chen L, Qian Y, Hao Y, Ke X, Cheng Q, Li T. The psychological impact of the 2019 novel coronavirus infection on children and adolescents and suggestions for family intervention (first edition). Chin J Child Health Care 2020; 28(4):370-373+384.
29. Yang Y. Investigation and research on the psychological state of students, parents and teachers during the epidemic. Moral Edu Prim Second Sch 2020; 3:12-14.
30. Wang J. The impact of life education on the meaning of life and mental health of junior high school students. Changsha: Hunan Normal University. 2018.
2. Wang J, Gao W, Chen M, et al. Survey report on social mentality under the new crown pneumonia epidemic: Based on the analysis of survey data from January 24 to 25, 2020. Nat Gov Weekly, 2020; Z1: 55-64.
3. Xing X, Zhao J, Zhao G. The regulation mechanism of nerve and endocrine system to social support and buffer stress. Adv Psychol Sci 2016; 24(4):517-524.
4. Maack DJ, Buchanan E, Young J. Development and psychometric investigation of an inventory to assess fight, flight, and freeze tendencies: The fight, flight, freeze questionnaire. Cognit Behav Therapy 2015; 44(2):117-127.
5. Turner AI, Smyth N, Hallsj, et al. psychological stress reactivity and future health and disease outcomes: A systematic review of prospective evidence. Psychoneuroendocrinology 2020; 114:104599-1-104599-20.
6. Li J. The impact of coping style, social support and psychological pressure on the mental health of middle school students. Psychological Science, 2004; 27(4):980-982.
7. China Disease Control and Prevention. Guiding Principles for Emergency Psychological Crisis Intervention for the Novel Coronavirus Infected Pneumonia Epidemic. 01-26-2020. http://www.nhc.gov.cn/jkj/s3577/202001/6adc08b966594253b2b791be5c3b9467.shtml.
8. Lishui City Education Bureau. Notice of the Lishui City Education Bureau Office on Doing a Good Job in Psychological Assistance for Primary and Middle School Teachers and Students during the Period of Epidemic Prevention and Control. 02-12-2020.
http://www.lishui.gov.cn/zwgk/zdly/ jy/zcwj/202002/t20200212_4363894.html.
9. Tang L, Ying B. Investigation and analysis of the mental health status and influencing factors of middle school students during the new crown pneumonia epidemic period. Mental Health Edu Prim Mid Sch 2020; 10:57-61.
10. Ruan Z. One-year review of the psychological hotline of Kunming Psychological Crisis Intervention Center. Chin J Health Psychol, 2009; 8:952-954.
11. Lin J. Strategies for regional mental health education under the influence of the COVID-19 epidemic: A case study of Nanjing, China. Sci Insigt Edu Front 2020; 5(2):541-545.
12. Sina Education. Chinese Parent Education Anxiety Index Survey Report. 09-2018. http://edu.sina.com.cn/zxx/2018-09-18/doc-ihkhfqns4070541.shtml
13. Chinese Mental Health Association. Psychological Counselor Handbook (Basic Knowledge), Beijing: National Publishing House, 2012: 328.
14. Li P. Comparison of learning psychological characteristics of middle school students. Taiyuan Inst Econom Manag 2004; 2:140-141.
15. Wei R, Wei T. Status quo and countermeasures of adolescent parent-child conflict. Acad Theory 2012; 26:38-39.
16. Gui L. Middle school students' perception of parent-child relationship in parent-child conflict situations: the role and mechanism of attachment, Nanchang: Jiangxi Normal University. 2018.
17. Fang X, Zhang J, Liu Z. The characteristics of parent-child conflict in adolescence. Psychol Develop Edu 2003; 19(3):46-52.
18. Cooper, CR. The Weaving of Maturity: Cultural Perspectives on Adolescent Development. New York: Oxford University Press. 1998.
19. Leidy MS, Guerra NG, Toro RI. A review of family-based programs to prevent youth violence among Latinos. Hispanic J Behav Sci 2010; 32(1):5-36.
20. Sun Y, Ruan Y. A one-year review of the psychological hotline of Kunming Psychological Crisis Intervention Center. Chin J Health Psychol 2009; 17(8):952-954.
21. Simonton DK. Creativity as blind variation and selective retention: Is the creative process Darwinian? Psychol Inquiry 1999; 10(4):309-328.
22. Vohs KD, Redden JP, Rahinel R. Physical order produces healthy choices, generosity, and conventionality, whereas disorder produces creativity. Psychol Sci 2013; 24(9):1860-1867.
23. Yuan P. Correctly guide young students to vent negative emotions reasonably. 2015 First Century Star Innovative Education Forum Proceedings, Beijing, China. Beijing Inst Soft Info Technol 2015; 7(1):19.
24. Luo H, Sun F. Research on the relationship between emotional catharsis and mental health. Forum Sci Technol Ass 2010; 9:62-63.
25. Sha L. Social Psychology. Beijing: Renmin University of China Press, 2002; 166.
26. Wang Z, Qi J, Li Y, et al. Investigation on the mental health status of children's parents during the epidemic period of COVID-19 and analysis of related factors. Chin Matern Child Health Res 2020; 31(2):166-172.
27. Chen Z. The epidemic is a “big test” of the psychosocial service system. J Soc Sci 2020.
28. Wei H, Chen L, Qian Y, Hao Y, Ke X, Cheng Q, Li T. The psychological impact of the 2019 novel coronavirus infection on children and adolescents and suggestions for family intervention (first edition). Chin J Child Health Care 2020; 28(4):370-373+384.
29. Yang Y. Investigation and research on the psychological state of students, parents and teachers during the epidemic. Moral Edu Prim Second Sch 2020; 3:12-14.
30. Wang J. The impact of life education on the meaning of life and mental health of junior high school students. Changsha: Hunan Normal University. 2018.
How to Cite
Quan, L. (2020). Practical Analysis of Mental Health Assistance in Elementary and Middle Schools under COVID-19 Pandemic: A Case Study of City A in Jiangsu, China. Science Insights, 34(3), 183–193. https://doi.org/10.15354/si.20.or026
Issue
Section
Original Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.