Everyone has setbacks and troubles, especially adolescent students, who may doubt their abilities because of temporary setbacks, and then form a kind of pressure, even self-isolation, resulting in inferiority complex. The target of this group is junior high school students who come to Shanghai. After entering adolescence, with the intensification of social competition, they are facing increasing pressure. It can be said that stress has become an inseparable part of life. If the stress is not handled properly, it will not only seriously damage the body, but also seriously affect the normal quality of life. Therefore, youth social workers carry out psychological decompression group activities to relieve the pressure and release themselves for growing young students.

Second, the demand analysis

As the main force of the country's future construction, young students are particularly weak in psychological stress resistance. In recent years, faced with the widening gap between the rich and the poor in families and the increasing academic pressure of adolescent students, the necessary pressure on adolescent students with weak psychological pressure resistance has suddenly increased. The weak relationship among family, society and school leads many young students to enjoy solitude, indulge in bad hobbies such as games, and become distorted due to lack of stress resistance. For immature young students, it is a grim reality that they are under various pressures because of various objective factors at a stage when they should not be under too much pressure. Therefore, in view of the poor psychological stress resistance of young students, young social workers hereby carry out psychological stress resistance group activities for some ninth grade students. It aims to help young students to enhance their psychological endurance, improve their psychological stress resistance, enhance their courage to face pressure, learn to release or dissolve pressure, expand their adventurous spirit and bravely confront pressure, and enrich their extracurricular cultural life.

Third, theoretical basis: developing a new model and Meade's symbolic interaction theory.

Development models are widely used. We often use it to help improve self-confidence, cultivate leadership, solve problems in the process of growth, and use it among young students. Help team members to re-recognize themselves and enhance their self-confidence. Through social workers and young students' cognition of pressure, students can more vividly understand what pressure is, where it comes from and where it goes. Third, it is used on foreigners. Solve the problem of social adaptation after coming to a new city.

Social communication refers to the interdependent social communication activities between individuals, between individuals and groups, and between groups through the dissemination of information. In the process of communication, people often get to know themselves again and learn from others what they don't have, such as decompression methods and relaxation skills, so as to learn more useful experiences and have a good influence on their thinking and life. Through a series of activities, the group creates an active team atmosphere, deepens the understanding and communication among team members, and at the same time achieves the purpose of decompression through mutual interaction.

Four. Service target

Overall goal:

Guide young students to learn to adjust stress, manage stress in study and life, and turn it into positive motivation. Through self-management, physical exercise, cultivating self-confidence and communicating with others, we can fully coordinate individual behavior and make individuals perform better in all aspects. Psychological infiltration of young students can improve their physical and mental cultivation, thus maintaining a healthy mind to cope with all kinds of difficulties in life and improving their mental health level.

Specific objectives:

1. Guide teenagers to face the pressure of life and study correctly, learn to control their emotions reasonably, improve themselves, strengthen their hearts, and prevent teenagers from acting excessively in school life.

2. Help teenagers stretch their bodies and minds, grow up happily, and face the pressure from different social environments rationally and calmly.

3. Help teenagers understand their own stress and its sources, and how to face it correctly.

4. Help teenagers understand how to relieve stress and how to relieve stress.

5, strengthen peer management, so that teenagers can successfully spend adolescence.

Verbs (short for verb) intervene in the process.

Unit 1: You happen to be here.

1. Population change

Through simple self-introduction and relaxed games, team members were successfully helped to get to know each other first, and then freely discuss stress through writing and sharing. Team members feel that the process of discussing others' pressure is like releasing their own pressure. After hearing others' pressure, they feel that their pressure has been reduced a lot. The discussion among team members allows team members to see the magnitude of their own pressure, have a preliminary understanding of the pressure and have their own preliminary measurement system.

2. Activity narration

(1) Social workers and team members introduce themselves and clarify the theme and significance of the group.

(2) Ice-breaking games to enhance the familiarity among team members.

(3) Ask team members to write down and share the pressures they encounter in their daily lives.

3. Process analysis

(1) In this activity, the team members are not familiar with each other. After a simple self-introduction, both teenagers and social workers have a preliminary understanding of everyone. Then the ice-breaking game is played: "The heart has a Qian Qian knot", and all the players form a big circle hand in hand, facing the center of the circle, remembering who their left and right hands hold respectively; Play a piece of music, let the players loosen their hands and walk freely in a small range with the beat; As soon as the music stops, everyone stops walking and hugs the person who was originally held by his left and right hands without moving his position (if it really doesn't work, he can move his position appropriately); Don't talk, don't let go, open the knot and return to the circle formed by hand in hand. Through the sharing of feelings among game team members, it can be summarized as: 1. We are all a vital link in this relationship chain and cannot be separated from others; Everyone is important, and sometimes we have to adapt to the needs of others. Everyone is a breakthrough, the key is to find the right way to find the right person.

Because we can't speak, we need to carefully observe the needs of our peers and interpret the nonverbal information conveyed by our peers. This game strengthens the familiarity among team members, and it is easy for people to feel nervous in strange environments. This is also a kind of pressure. Under this simple pressure, let everyone get familiar with it quickly.

(2) Social workers for youth affairs organize stress sharing, so that each team member can share the stress encountered in life. Everyone's cognition of stress is different. The contrast of pressure made the players laugh happily, and most of them told their pressure by teasing. This allows team members to release their own pressure, and get a psychological comfort through the comparison of pressure, so that they feel that the pressure is always less than others.

Unit 2: Understanding Pressure

1. Population change

Review class is a stage of facing the pressure directly. Looking back on the last stage, team members are releasing their pressure. Looking back on the sharing process, the team members changed the stress from teasing to seriousness, although the words were still teasing. But when sharing what is stress, team members think that the pressure of others is always greater than their own. The smile becomes subtle in the review, and each team member seriously thinks about what is pressure and what is pressure on himself. Under the guidance of social workers, the team members also considered why the pressure is always greater than others, and had a more detailed understanding of the abstract concept of pressure.

2. Activity narration

(1) Review the activities in the previous section, guide the team members to show the group culture, and draw out the theme, purpose and content of this section.

(2) Know the pressure. Through the introduction of social workers, let the team members know what stress is, and what pressures are there in daily life and study?

(3) Sharing and summing up feelings: By guiding the team members to share, let the team members deepen their understanding of stress and encourage them to continue to participate in the next activity.

3. Process analysis

(1) Review the cultural presentation of the team members in the last link, and then guide the team members to think about the flow of the first link. This activity flow includes psychological stress test, introduction of mental health related knowledge and decompression game. In the psychological stress test, according to the actual situation of teenagers, three tests are selected: learning anxiety, loneliness tendency and interpersonal communication. The results show that the stress index of most team members is almost low, and only a few team members have a relatively high stress index. The next step is to introduce the related contents of mental health through PPT, including the importance of mental health education, understanding your own pressure and its sources, and how to face it correctly. In this process, students with relatively high stress index are invited to share their stress and how to relieve it. Everyone has expressed their views on ways to relieve stress, such as listening to music, exercising, watching TV, sleeping and surfing the Internet. The answers are varied.

(2) The process of team members sharing pressure with each other. As an abstract concept, stress has become concrete and vivid under the introduction and guidance of social workers. Team members have a better and deeper understanding of the existence of pressure from the comparison with the first link, and have a more detailed concept of the upper and lower limits of pressure in their hearts. Then share the discussion. For this kind of pressure sharing, the players obviously have a clearer understanding of the pressure, and the tone of ridicule has decreased. In this sharing, team members made a more accurate positioning of stress.

Unit 3: Sources of Pressure

1. Population change

As an abstract concept, stress is deeply understood by students through games. The pressure mainly comes from the requirements of objective environment and the dissatisfaction of subjective consciousness with life. The games set by social workers put forward objective environmental requirements for the team members participating in the games. During the game, the players slowly showed various emotional States in the simulated scene. During the game, the players didn't know that their psychology had begun to resist the pressure. In the sharing after the game, the students were very quiet. This time, they stopped teasing and really faced the pressure.

2. Activity narration

(1) Review the last activity and introduce the theme of this activity.

(2) Through scenario simulation, let team members further feel the existing forms of stress.

(3) Play games to cultivate the reflective ability of team members.

3. Process analysis

(1) The theme was introduced into this activity, and the team members were gradually brought into the scene simulation under the guidance of the text: rescue at sea (there is a shipwreck now, there are eight tourists waiting for rescue on a yacht, but now the helicopter can only save one person, and the yacht has broken down and has been leaking. Please discuss who should be saved first.

The team members actively discussed. During the discussion, everyone brainstormed and used their imagination to go on stage to simulate the psychological characteristics and real feelings of each character after the shipwreck. Finally, make a plan according to the characteristics of each role. Social workers thus guide team members to understand the source of stress from the scenario simulation and to understand themselves in combination with their own problems.

(2) After completing the scenario simulation, the social worker for youth affairs launched a small game to cultivate the reaction ability of the team members: all the team members of the "bumper car" formed a big circle, and the team leader began to count by nature, and the game started from the team leader. For example, if the captain says "1 touch 3", the No.3 player will immediately call out his own number and the number before the attack, such as "3 touches 5", and so on, until someone makes a mistake. Those who make mistakes will carry out the procedure. Finally, everyone enthusiastically wants to praise the program. Whether it is wrong or not, everyone performed their own specialty programs on stage, and some even sang a popular song "Confession Balloon" from Jay Chou. The brisk melody and catchy lyrics make all the players sing loudly together, and even the shy players are moved by the warm atmosphere and participate in the chorus. Some team members performed a fashion show. Although they didn't wear gorgeous costumes, the confident catwalk of the players still caused a sensation among the audience. Everyone came on stage one after another and stepped out of their confident and firm pace. The atmosphere at the scene reached a climax, and everyone expressed their happiness and was released during the activity. It turns out that as long as you dare to take that step, nothing is difficult. The key is to inspire courage and cultivate self-confidence.

Social workers let the players play freely in the activities and put forward objective requirements for the players who participate in the game. Under the objective requirements, the players have all kinds of emotions under the pressure of the game, and some players are even emotionally unstable and fluctuate greatly under the pressure. Finally, after the game, guide the players to analyze the emotions under pressure, and further clarify the sources and forms of pressure for the players. In the analysis, the team members are lost in thought and think about their state under pressure.

Unit 4: releasing pressure

1. Population change

When the group entered the middle stage, the performance of the team members was stable, the team members were able to show themselves boldly, their enthusiasm for participating in group activities was improved a lot, and the activity atmosphere became more relaxed and lively. This unit is the stage when team members return to normal life, find their real pressure and find ways to release it. Let the team members return to a relaxed state of mind, and the social work agency sang a song together, and then guided the team members to find stress in their own lives and find ways to release it. Give the team a chance to vent their pressure. Although the mood of the team members in this unit is developing in a relaxed direction, this unit is still a thinking link. The team members did not feel relaxed, but were still thinking about their life stress and the reasonable ways to release it.

2. Activity narration

(1) Review the last activity and introduce the theme of this activity.

(2) Team building of training team members

(3) Team members look for advantages from each other to help each other better understand themselves and increase their self-confidence.

(4) Give full play to the initiative of team members and feel the happiness that can only be brought.

(5) Make team members have a more intuitive understanding of their social support network, so as to seek outside help and support in time when facing various pressures.

3. Process analysis

(1) After reviewing the stress in the last link, the social worker leads to the theme, purpose and content of this unit. Play a small game: "Dribble the ball together". Divide the players into two groups, each group stands in a row, and give each person a pair of chopsticks to see which group can transport the table tennis from the first player to the last player in the shortest time, without dropping it halfway. If you give up, start over. The game is played three times, and the group that wins the most times will each get a small gift and guide the players to share their experiences: after the activity, the players said that the most important thing in this game is teamwork, and the strength of the team is often very strong. Everyone should cooperate with each other well in order to complete it smoothly.

(2) Dominant bombing: The players take turns to sit in the middle, and other players look for characteristics from him, and then praise each other with heartfelt words. Group sharing: How do you feel when others praise you? When you praise others, where do you usually praise? Can you give everyone different compliments? Do you feel natural when praising others? Why is this happening? Are there any advantages I didn't realize before? Have you strengthened your understanding of your own advantages and strengths?

(3) The social worker sends a letter to each group member, asking them to write to themselves after school and how to overcome the pressure. The players buried themselves in writing what they wanted to say to themselves. Some of them said that their eyes were red, while others said that their faces were filled with meaningful smiles. This moment belongs to team members to express their inner feelings, and it is also a way of self-venting.

In a relatively relaxed environment, this unit began to let the players return to their own lives to find stress and find ways to release it. In this process, the team members seriously thought about their own life pressure and feasible ways to release it. Guide students to find ways and means to release pressure in a life full of invisible pressure, and live and study under pressure with a full and positive attitude. Let students realize the importance of self-regulation.

Unit 5: Stress Cognition

1. Population change

There are more and more interactions among team members, and there are more interactions and exchanges after the group ends, which improves the team cooperation ability and strengthens the cohesion between them. When watching the clip of Forrest Gump, most of the players are in a relaxed state. After reading it, social workers guide the team members to face life with what mentality and attitude in adversity. Forrest Gump created a strong fool, who grew up in adversity in the first half of his life until he joined the sports team and joined the army. But he was unlucky in the war he served, but he persisted. Life needs a fool's mind to resist stress, but don't let stress control your actions. Forrest Gump, who has been in action, can achieve the final success. Then sharing also allows team members to really have a soothing way to decompress and resist stress, and express their voices with simple slogans. After understanding the pressure, this unit has also successfully created a state of pressure to know yourself. Never give up on yourself, especially in the face of setbacks. In the end, every player found that he still had the courage to work hard and the potential to go upstream.

2. Activity narration

(1) Watch the movie Forrest Gump and share feedback.

(2) Play "I have, I can" game.

(3) Workers guide team members to share their feelings about activities, encourage them to tap their own potential and face setbacks bravely.

3. Process analysis

(1) Watching the movie Forrest Gump is still very exciting for the players. Many characters in the film are dialogues between adversity and prosperity, especially in the process of getting along with the second lieutenant. Social workers focus on this passage as a starting point, guiding team members to correctly resist pressure, winning without arrogance and losing with grace. How to make the team members accept the prosperity and adversity under the pressure of the future with a calm mind is a life test for the team members. Social workers use slogans to strengthen the confidence of team members, encourage introverted students, and use environmental atmosphere to drive introverted team members to take firm actions. Finally, make a sharing, the team members carefully tap their subconscious and tell their cognition of action, pressure and anti-stress methods with firm eyes.

(2) "I have, I can": All participants form a circle, and social workers will start by expressing "I have two hands and can write" and guide the team members to express their positive abilities. Everyone will say something according to the order in which the players sit. When the time is up, the player who can't say anything can be assisted by the previous player to answer "Do you have ... you can ..."

(3) The social worker summed up the activity and announced that the group activity was coming to an end. The next activity is the last section, so everyone should be mentally prepared.

Unit 6: Take care, goodbye.

1. Population change

In the last module, all the team members reviewed several activities and summarized their gains. After many activities, the communication and interaction between team members have surpassed the past, and the relationship between team members is intimate and harmonious. As the group is drawing to a close, although the psychological stress resistance of the group members is improving, social workers still need to deal with the parting feelings of the group members.

2. Activity narration

(1) "Building a house" game, giving full play to the initiative of team members.

(2) Team members listen to each other and share their feelings.

(3) Fill in the evaluation scale

(4) psychological decompression.

(5) Take a group photo as a souvenir

3. Process analysis

(1) "Building a house": Team members are divided into two groups. The social worker gives each group 14 nails, and the team members try their best to support the other 13 nails with one nail. In this game, everyone gives full play to their initiative and uses their brains. Some search online, and some try several methods to solve problems. In the collision of thinking, they collide with the spark of wisdom and feel the happiness brought by wisdom. The team members said that it was so happy and exciting to use their brains to achieve the results they wanted. They experienced the happiness of success, proved their value and sense of existence, and thus enhanced their self-confidence.

(2) The youth social worker finally made a retrospective summary. In the activities of several units, the players have known the pressure, understood the way to release the pressure, understood the attitude towards adversity, and at the same time had to face this parting. Parting makes team members feel uncomfortable, and team members show reluctance to group activities. They like this activity very much, and social workers have prepared psychological decompression methods and distributed them to each team member. I hope they can relieve their stress in a reasonable way in the future and finally take a group photo as a souvenir.

Validity evaluation of intransitive verbs

The activities of this group are divided into six units, and each group member has learned more or less the methods of psychological decompression. Social workers for youth affairs have developed six units step by step, from shallow to deep. Through constant guidance, game scene simulation, slogan encouragement, etc., the players experienced a psychological ups and downs. In the sharing summary again and again, we can hear the changes of team members from teasing and releasing pressure to serious thinking.

The process of sharing made everyone know each other better. The social worker of youth affairs also affirmed the growth of the players and released a manual of psychological decompression methods, hoping to use these methods reasonably in future life. Through this activity, the team members can face up to their true psychological state, master some basic skills of managing emotions and psychological decompression, share the troubles and happiness in the process of growing up, promote the healthy growth of teenagers' body and mind, and promote the formation of a harmonious society and a harmonious campus atmosphere.

Seven, professional reflection

Helping young people develop themselves has always been the goal of social workers. In recent years, the invisible pressure of young students is increasing day by day. For young students with weak psychological stress resistance, they should be given psychological stress relaxation guidance many times to teach them stress resistance in the form of activities.

In the knowledge framework of the activity, let the young students understand by their own cognitive level in a relaxed and humorous way. Through sharing, let team members understand the abstract concept of stress, face different pressure sharing, let teenagers experience the differences and concepts of stress personally, and know how to release different pressure ways reasonably. This is of great significance to the growth and development of young people in the future.

In this group activity, all the members said that they had gained something. In this fiercely competitive society, the pressure of study and examination is the chief culprit of the mental stress of young people in China. Most primary and secondary schools still lack health guidance courses that can help young students solve mental stress, and parents can provide very limited help, even ignoring the development of their children's personality and only exerting pressure on their studies. In the future, youth social workers will continue to carry out activities to alleviate the physical and mental health of young people and help them to ease their emotions and develop themselves. After the group activities, social workers will pay attention to the group members and provide necessary services.

Baoshan Zhang Miao Social Work Point Youth Affairs Social Worker: Yin Tingting

20 19 1 month