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众所周知,学生并非一个简单的生命个体,他们的发展受多种因素的共同作用,家庭、学校和社会的负面影响无时无刻不在渗透、引导和熏陶着他们心理状态的发展,诸如家庭中的暴力行为、学校里的“心理施暴”现象以及社会生活里存在的恶性刺激等等。于是,怎样帮助学生避免这些不利于他们心理健康发展因素的影响成为心理教育过程中的一个重要话题。但是,学生受到的某些心理伤害并不是人力所能避免的,如学生在父母离异后情绪低落而不稳定,青春期的情感波折和心理困惑等等。如何使学生在心理受到伤害后在最短的时间内自我恢复,又是摆在我们面前的一个重大问题。法国心理学家鲍里斯·西吕尔尼克的“回弹”理论为我们进行这一工作提供了有力的理论支持。
As we all know, students are not a simple living entity. Their development is affected by a combination of factors. The negative influence of families, schools, and society permeates, guides, and nurtures the development of their psychological state, such as violence in the family. The phenomenon of “psychological violence” in schools and the vicious stimulation in social life. Therefore, how to help students avoid these adverse factors affecting their mental health development becomes an important topic in the psychological education process. However, some psychological harm suffered by students is not something human can avoid. For example, students are depressed and unstable after their parents divorced, and they have emotional twists and confusions during adolescence. How to make students recover from their psychological harm in the shortest possible time is a major issue before us. The French psychologist Boris Sirlirnik’s “rebound” theory provided us with strong theoretical support for this work.