情绪就像我们的朋友，一直陪伴在我们身边。上海青浦区协和双语学校心理辅导中心俞晨老师带领学生、老师开启了一次情绪之旅——一步步走近情绪、看见情绪、探秘情绪，坦然拥抱内心的感受，积极满足内在的需求，照料好自己的身心，遇见更好的自己。

Emotions are like our friends - they are always with us. Ms. Yu Chen from the "Little House of the Heart" Counseling Center has led students and teachers on a wonderful journey of emotions: approaching emotions, seeing emotions, exploring emotions, embracing inner feelings openly, actively meeting inner needs, taking care of their own bodies and minds, and becoming a better self.

小学情绪系列心理课——我的情绪小怪兽

Our Primary School’s ‘Emotions Series’ Psychology Lesson 

--- My Little Emotion Monster/

“老师，我也说不出这是一种什么感受，很复杂，很难表达出来。”

"Teacher, I can't tell what kind of feeling this is. It's very complicated and hard to express."

“老师，每当遇到这种情况，我总是忍不住生气，这是不是不好呀？”

"Teacher, whenever I encounter this kind of situation, I can't help but be angry. Is that wrong?"

“老师，每次不开心的时候，我也不知道该怎么管理自己的情绪。压抑着吧，感觉挺憋屈的。释放出来吧，又怕伤害我们的关系。我到底该怎么做呢？”

“Teacher, every time I get upset, I don't know how to manage my emotions. If I suppress it, I feel very frustrated. If I let it out, I'm afraid it will damage our relationship. What should I do?”

针对孩子们咨询中的种种困惑，本学期开展了情绪主题心理课程，引导学生察觉自己的情绪，能够接纳自己的情绪，并找到适合自己的管理情绪的办法——看到并调用自己的内在能量和优势，探寻并争取外在资源和支持。

In response to the various challenges learned of through children's counseling sessions, an emotion-themed psychology course was conducted in Semester 1 to guide students to become more aware of their emotions, to be able to accept their emotions, and to find suitable ways to manage them - to discover and call on their inner energy and strengths, and to explore and seek external resources and support.

你好呀，我的情绪小怪兽

Hello!My Little Emotion Monster/

看，孩子们正在冥想并试着画出自己心中的情绪小怪兽呢！通过绘画，孩子们更能将自己心里难以言状的复杂的情绪表达出来，察觉并识别自己当下的情绪。

Look! The children are meditating and trying to draw their own “Little Emotion Monster”! Through drawing, children are more able to express the complex emotions they have in their hearts, and to perceive and identify their emotions in the moment.

有的孩子说：“感觉画出来舒服多了，帮我整理了一下自己的心情。” 

Some children remarked, "I feel much more comfortable after drawing and it helps me organize my mood." 

有的孩子说：“我的情绪小怪兽时大时小，有时还有好几种情绪小怪兽一起出现。”还有的孩子说：“没想到别人和我一样心情啊，我还以为只有我这样呢，看到大家都一样我就放心了！” 

Some children said, "My little emotion monsters are sometimes big, sometimes small, and sometimes several of them appear together." Other children said, "I didn't expect that others experienced the same mood as me. I thought I was the only one, but I was relieved to see that everyone was in a similar situation!"

欢迎光临，我情绪小怪兽

Welcome!My Little Emotion Monster/

听，孩子们正在分享自己的情绪小怪兽代表了自己怎样的心情，一般会在什么时候出现，什么时候会对自己影响比较大/小。通过分享，孩子们一步步探寻出了自己出现某种情绪背后的原因，也更能读懂当下情绪小怪兽想对自己说的话。

Listen! The children are sharing about what kind of mood their Emotion Monsters represent, when they usually appear and when they are most affected by them. Through sharing, children are exploring the reasons behind certain emotions step-by-step, and are  able to better understand what the little Emotion Monsters are trying to say to them in the moment. 

孩子们明白了：情绪只是一个送信的使者，自己要做的是欢迎它的到来，并和它聊聊，看看自己忽略了它的什么需求。

The children came to understand that an emotion is just a messenger that sends a message, and all they have to do is welcome it and talk to it to see what needs they have ignored.

和解吧，我的情绪小怪兽

Reconcile, My Little Emotion Monster /

瞧！孩子们正在头脑风暴——我可以做些什么来缩小或放大情绪小怪兽，有谁/有什么东西可以陪伴/帮助自己一起应对这个小怪兽。通过集思广益，孩子们共同找到了管理自己情绪的内在能量和优势、外在资源和支持，并用绘画的方式在情绪小怪兽的四周画出自己管理情绪的秘密武器，来缩小/放大自己内心的情绪小怪兽，找回了自己内心的力量。

Look! The children are brainstorming! “What can we do to shrink or amplify the little Emotion Monsters?” and “Who or what can accompany us to help us cope with this little Monster together?” Through brainstorming, the children worked together to find their inner energy and strengths, and to learn about helpful external resources and support for managing their emotions. They drew around their little Emotion Monsters their secret weapons for managing their emotions, tools that they could use to both shrink/amplify their inner emotion monsters and get their inner strength back.

有的孩子说：“当我心情不好时，有了家人、朋友的陪伴，能和他们倾诉一下就会好很多。我家还有一只可爱的狗狗，每次撸狗也让我心情很好。”

Some children said, "When I'm down, I now feel much better about being able to talk to my family and friends about it. I also have a lovely little dog at home, and every time I pet the dog it puts me in a good mood."

有的孩子说：“我很喜欢看书，每次看书就能让我忘记外在的烦恼。到户外跑一跑，也能让我很释怀。”

Some children said, "I love reading books, and every time I read a book it makes me forget about my external worries. Running outdoors can also make me very relieved."

有的孩子说：“我从小就很乐观，任何事情发生时我都能看到积极的一面，所以大家都叫我开心果。”

One child said, "I've been optimistic since I was a child, and I can see the positive side of anything that happens, so everyone calls me Pistachio."

还有的孩子听到大家的分享，也禁不住感叹：“我以前心情不好时，就自己默默忍着，觉得时间就是解药。但其实压抑的各种负面情绪太多了，也会突然爆发出来，伤害到自己和别人。现在我打算尝试用到大家分享的办法来时不时地缩小一下自己的情绪小怪兽！”

Other children, hearing what everyone shared, couldn't help but sigh: "I used to hold myself back in silence when I was feeling bad, thinking that time was the healer. But in fact, when too many negative emotions are suppressed, they can suddenly burst out, hurting ourselves and others. Now, I'm going to try to use the methods we all shared about to shrink my little Emotion Monsters!"

班主任情绪管理沙龙——挖掘内心“冰山”

Classroom Teachers' Emotion Management Salon

-- Tap into the "Iceberg"/

2022年初班主任们将自己的新年“期望”存入到了时间魔法箱中，在2022年末之际，大家重新抽取了“期望”，收获了更多彩的期望，打开了自己期待的新视角，也坚定了自己的期待，看到了自己内心更渴望的部分。

Our teachers deposited their New Year's "expectations" into a magical time box at the beginning of 2022. At the end of 2022, they reviewed their "expectations" and received more colourful expectations, opening up a new perspective for their own expectations and strengthening their own expectations, seeing a part of themselves that they desire to see more of.

班主任们在探寻自我和学生的“冰山”过程中，一点点看清了自我和学生行为背后的感受、观点、期待、渴望，以及真正的自我。找到了问题的根源，便能更好地遵从内心的行为和情绪来表达自己真正的渴望，从而收获好心情！

In the process of exploring the ‘iceberg’ of self and students, the classroom teachers were able to see the feelings, opinions, expectations, desires, and true selves behind the behaviours of both self and students. Once the root of a problem is found, they can better follow their inner behaviours and emotions to express their true desires, thus reaping the benefits of a good mood!

双语教师情绪管理培训——读懂我们的情绪

Emotion Management Training for Bilingual Teachers 

- Reading Our Emotions/

Q1情绪有没有好坏之分？

Are there good and bad emotions?

俞老师带领老师们在深呼吸冥想中一起察觉情绪。通过马斯洛需要层次理论认识到我们的需求被满足与否，将使我们产生积/消极的情绪。在情绪的作用讨论中，看到消极情绪对我们有利的一面。

Ms. Yu led the teachers to recognize emotions together through deep breathing meditation. Through Maslow's Hierarchy of Needs theory, we learned that having our needs met or not met can lead to positive or negative emotions respectively. In the discussion of the role of emotions, we can conclude that negative emotions can also be beneficial to us.

老师们最终明白：情绪虽然有积极与消极之分，却没有好坏之分，每一种情绪都有其存在的意义。

The teachers finally understood that although there are positive and negative emotions, there are no good or bad emotions, and each emotion has its own meaning.

Q2情绪调节就是把坏情绪赶走？

Is emotional regulation about getting rid of bad emotions?

老师们在真实的课堂案例中试着察觉、寻找学生的情绪线索，发现自己对学生情绪的不同回应方式，将会使学生出现不同的行为表现。明白了需要先接纳学生的情绪，等学生平静下来再共同商量解决问题的办法，陪伴学生调节对情绪的过度反应。

The teachers tried to detect and look for clues for students' emotions in real classroom situations, and discovered that the way they respond to a student’s emotion can lead to different behavioral expressions. They understand the need to accept students' emotions first, wait for students to calm down before discussing solutions to problems together, and accompany students in regulating their overreactions to emotions. 

文章转载自：【上海青浦区协和双语学校】