2020年年初的疫情让个体健康遭到了前所未有的挑战。在此背景下，北京世青国际学校心理辅导团队将宣传心理健康的重要性以及如何在日常生活中培养健康的身心作为本学年的工作重点。下面，就让我们来了解世青心理辅导团队如何以跨学科合作的方式为我校学生提供有力的支持和帮助。

With the emergence of the pandemic in early 2020, the wellbeing of individuals has been challenged like never before. Against this backdrop, this school year a key focus of the counselling team has been to further promote the importance of mental wellbeing and how this can be nurtured in our daily lives. Here the counselling team would like to share with you what they have been teaching our students this year.

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Positive Mindset

心态是思想、感受和行为背后的强大驱动力。在第一和第二学期，我们将“积极心态”这个概念介绍给了六、七年级学生。在心理辅导老师的指导下，他们学习如何检查自己的精神状态并找到改进的方法。通过练习和运用积极的自我对话去鼓励自己—— “我能做到”、 “虽然这不是我的强项，但我也做得不错”。其次，老师还引导学生去感受和理解 “尚未”一词的力量。例如，有时候我们只是 “尚未”达到某种水平，但经过努力有机会收获想要的结果。同时，学会接受也十分必要。积极的心态并不等同于总能得到最理想的结果。如果我们付出足够的努力，保持乐观的心态，相信很多时候事情会向积极的方向发展。

Mindset is a powerful driving force behind our thoughts, feelings and behaviours. During terms one and two, ‘Positive Mindset’ was introduced to Grades 6 and 7 students. They were guided to examine their own mindset and learn ways to improve it. Practising of affirming oneself using positive self-talk – ‘I can do it’, ‘That is not my strength but I am good at this’, and the power of ‘yet’ – ‘I am not proficient at it yet’ and ‘I am not there yet’, are tools to achieve this mindset. Students also learnt the attitude of acceptance. Using positive mindset does not mean we can always get what we want. It is about being optimistic about the high possibility that things will be ok if efforts are made.

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在第三学期的戏剧与心理跨学科单元学习中，七年级学生对 “积极心态”有了进一步认识。以心态、想法、感受、行为和后果为中心，学生创作了多个心理短剧。而本次跨学科单元学习的一个独特元素是将舞蹈疗法融入短剧的表演中。世青心理辅导老师何老师给学生解析如何使用运动来表达自己和传递信息，以达到心理治愈的效果。

In an inter-disciplinary unit (IDU) with drama in term three, Grade 7 students took their ‘Positive Mindset’ learning further. Students created short ‘skits’, centred around mindset, thoughts, feelings, behaviour and consequences. One distinctive element of this IDU was to incorporate Dance Therapy in the acting. Head of Counselling Ms. Veronica Ho, taught students how to use movement to express their messages, and how movement also serves as a tool for healing. 

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Emotional Wellbeing 

在另一个跨学科单元学习中，心理辅导团队与设计部门的杜老师、崔老师合作，为六年级学生提供以 “培养健康情绪”为主题的学习工作坊。情绪会影响我们的思想，也必然体现在行为上。因此，关注自己的情绪并学习如何调节情绪对于身心健康至关重要。在崔老师和杜老师的课堂上，学生通过亲手制作动物形象的垫子、捕梦网、或字母及符号的玩偶以获得心理上安抚、愉悦感和活力。

In another IDU from term one, the counselling team collaborated with Ms. Du and Mr. Cui of the design department for Grade 6 students on a unit with ‘Nurturing Emotional Wellbeing’ as the theme. Emotions affect our thoughts and consequentially our behaviour. Thus, it is important to nurture our capability of being mindful of what emotions we are experiencing and how we can regulate them to enable us to function healthily. In Mr. Cui’s classes, animal cushions were made with animal images of students’ choice. In Ms. Du’s classes, students were free to choose any products that they desired to create, using string as the key material. Dream catchers, animals such as birds and dogs, letters, symbols and dolls were produced just to name a few. These all may be soothing to hug, bring joy and energy to the students, and protect from harmful thoughts or bad dreams. 

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Self-Compassion 

实现心理辅导跨学科合作的另一个项目是与视觉艺术团队共同完成的。在这个单元学习中，我校八年级学生学习运用视觉艺术来表达 “自我同情”这一主题。我们对向周围的人表现同情心并不陌生，但对表达 “自我同情”却不太熟悉。在学习的过程中，学生首先要反思自己目前面临的困难或不便之处，然后以视觉艺术的形式去表达自己的经历——而在这个过程中，许多意义非凡且充满艺术张力和优秀作品也应运而生了。

Moving on to term three, another collaboration was with visual arts. In this IDU, Grade 8 classes learned to use visual arts to express the theme ‘self-compassion’. We are all familiar with showing compassion to others. Self-compassion is to show compassion to ourselves. Grade 8 students first experienced and reflected about giving compassion to their own difficulties or discomforts, then they engaged in expressing their experiences in the form of visual art. Many powerful and beautiful art works were produced with meaningful thoughts behind.  

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让我们来看看Irene的作品吧。她本人这样介绍这幅名为 《自我同情的力量》的画作：“它包含了两个部分——熊和周围的小动物们。熊代表我自己，而周围的小动物则代表这个黑暗而复杂的世界，充满了消极、焦虑和沮丧。他们一直对熊表现出烦躁不安，其中大象还向她喷水。然而，熊并未受到影响。她抱着一颗自我激励的心，因为有信仰和梦想她无所畏惧，始终保持冷静。” 

Let’s look at Irene Song’s art work. It is titled ‘Power of Self Compassion’ - “The drawing contains two parts, the bear and the animals surround the bear. The bear represents me. The different animals around the bear represent the dark and sophisticated world, they are negative, anxious, and depressed. They are annoying the bear, especially, the elephant is spraying water on her. However, she is not affected, the bear is self-motivating by holding a heart, which means she is fearless, because she has belief and dreams. She insists to be calm and pure.”

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完成以上单元学习后，学生不仅获得了反思，也分享了反馈。大部分学生意识到了心理健康的重要性，也逐渐发现自己所学的内容正在潜移默化地对培养我们的身心健康产生积极的影响。

After completing these units, students reflected and gave feedback, with the overwhelming amount of students sharing that they believe it is important to nurture their mental health, and they found that the learning gained was helpful for them to practice how to nurture their wellbeing.

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Many thanks to the counselling team for 

sharing this article with us! 

感谢世青心理辅导团队分享以上内容。 

文章转载自：【北京世青国际学校官方微信】