Chapter 2
CURRENT STATUS OF ORGANIZING SCHOOL PSYCHOLOGICAL SUPPORT ACTIVITIES IN SECONDARY SCHOOLS IN THAI NGUYEN CITY
2.1. Overview of the current situation of surveyed schools
In recent years, the picture of the education and training situation in Thai Nguyen province in general and secondary education in particular has had positive changes and developments.
The system of secondary schools has been consolidated and developed in both public and non-public forms to meet the requirements of universalizing lower secondary education and developing secondary education; ensuring the ratio of students to classes and teachers to classes is in accordance with regulations, meeting the requirements of local education development. The system of school size and students continues to develop to meet the learning needs of children in the province. Currently, in wards and communes with conditions, universalizing secondary education is being implemented; the implementation of inclusive education for children with disabilities has achieved good results; effective implementation, with creative solutions bringing about clear results in the innovation of local secondary education management organization.
Currently, Thai Nguyen City (school year 2017 - 2018) has 36 public secondary schools, with 471 classes; 17,451 students; 73 education management staff; 1,130 teachers. (Source: TCCB - Thai Nguyen City Education Department - Statistics on staffing, appointment of management staff, teachers, employees 2017-2018).
The direction of teaching and learning activities has received special attention. Many activities and movements have been organized and implemented such as: Scientific research contest for secondary school students; Math, English, Physics contest on the internet; Contest on applying interdisciplinary knowledge to solve practical situations for secondary school students; Contest on using good experiments for secondary school students; English language and debate camp; Contest for excellent students in cultural subjects of grade 9; Emulation movement "Building friendly schools for active students"; City-level reading festival, etc.
To better understand the survey subjects and survey areas, we have compiled the following data (these data are compiled from the Department of Education and Training of Thai Nguyen City).
Table 2.1. Statistics of students and classes in some schools in the 2017 - 2018 school year
TT
School name Secondary School | Number of classes | Number of students | |||||||||
K6 | K7 | K8 | K9 | TS | K6 | K7 | K8 | K9 | TS | ||
1 | Quang Trung | 6 | 5 | 5 | 6 | 22 | 258 | 208 | 240 | 268 | 974 |
2 | Chu Van An | 5 | 5 | 5 | 5 | 20 | 211 | 211 | 208 | 216 | 846 |
3 | Trung Vuong | 3 | 3 | 3 | 4 | 13 | 125 | 119 | 130 | 154 | 528 |
4 | Family Bed | 3 | 3 | 3 | 4 | 13 | 120 | 113 | 110 | 134 | 477 |
Total | 17 | 16 | 16 | 19 | 68 | 714 | 651 | 688 | 772 | 2825 | |
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Through Table 2.1, we can see that the 4 secondary schools we surveyed have a total of 68 classes, with 2,825 students. The number of students at Quang Trung Secondary School and Chu Van An Secondary School is almost twice as large as the number of students at Trung Vuong Secondary School and Gia Sang Secondary School. In general, with such a large number of students, the management and organization of educational activities will be more difficult, better organizational measures will be required, and the need for psychological support for students will be higher.
Table 2.2. Scale of educational development of some secondary schools in Thai Nguyen city
TN City Secondary School
2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | 2017-2018 | ||||||
Number class | Number HS | Number class | Number HS | Number class | Number HS | Number class | Number HS | Number class | Number HS | |
Quang Trung | 20 | 912 | 21 | 947 | 22 | 1056 | 22 | 987 | 22 | 974 |
Chu Van An | 20 | 823 | 20 | 825 | 20 | 827 | 20 | 836 | 20 | 846 |
Trung Vuong | 10 | 356 | 12 | 442 | 13 | 499 | 13 | 510 | 13 | 528 |
Family Bed | 11 | 377 | 11 | 375 | 12 | 415 | 13 | 455 | 13 | 477 |
Total | 61 | 2468 | 64 | 2589 | 67 | 2797 | 68 | 2788 | 68 | 2825 |
Through table 2.2, the number of classes and students of the 4 schools we surveyed has slightly fluctuated, the number of classes and students have not changed significantly in the last 5 school years. This stability will help the education management staff have a long-term strategy and plan for school development. Educational activities are inherited and promoted from the advantages of previous school years, supplemented and perfected in the following school year. This helps the school to be more stable and develop sustainably. The education management staff have an effective plan to help the school's teachers improve their professional qualifications and skills, including counseling and school psychological support.
Table 2.3. Statistics of managers, teachers and staff
TT
School name Secondary School | Board of Directors | Nest Chief | Teaching pill | Advise pill | Group team | Core Pill | Total CB - GV | |
1 | Quang Trung | 2 | 3 | 44 | 0 | 1 | 5 | 51 |
2 | Chu Van An | 2 | 4 | 40 | 0 | 1 | 4 | 47 |
3 | Trung Vuong | 2 | 3 | 28 | 0 | 1 | 5 | 34 |
4 | Family Bed | 2 | 3 | 27 | 0 | 1 | 4 | 33 |
Total | 8 | 13 | 139 | 0 | 4 | 18 | 165 | |
From the above data, we can see that in the 4 secondary schools we surveyed, there were a total of 8 principals and vice principals; 13 group leaders; 139 teachers; 4 teachers who also held the position of Youth Union - Young Pioneers; 18 staff and no full-time consultants. The total number of staff and employees of the 4 schools was 165 people. We selected 104 people, including specialists from the Department of Education, school management staff, teachers, consultants, Youth Union - Young Pioneers staff for the survey. According to our assessment, with the number of classes and students of Quang Trung Secondary School and Chu Van An Secondary School, each school only has one principal and one vice principal, which is a bit small compared to reality. The arrangement of management areas, assignment, implementation of plans and tasks will encounter many difficulties. A manager who has to take on many tasks cannot invest his efforts in all school activities, and even less can he have time to develop and self-improve his management skills, pedagogical skills, and professional qualifications.
In school activities, the number one priority is teaching and learning, other activities are only secondary, including school psychological support activities that will hardly receive proper investment.
Through conversations and interviews with a number of administrators, teachers and students of four schools, we learned that the organization of school psychological support activities in schools has not really received due attention. Schools mainly do it themselves, learn from each other's experiences, and are still spontaneous. During the year, some schools invited some teachers of educational psychology from the University of Education - Thai Nguyen University to give talks on topics. However, this number is extremely modest, schools mainly carry out school psychological support activities for students mainly through integration and inclusion in lectures, extracurricular activities, class meetings or flag salutes.
Through conversations and interviews to gain an overview of the psychological difficulties that students at schools face, most of them said that the main difficulties are: Difficulties in studying, difficulties in relationships, difficulties in personal problems, difficulties in career orientation. Specifically, many students have difficulty concentrating in class, pressure in studying, taking exams, learning too much knowledge compared to their own abilities; difficulty in understanding and responding to the wishes of others; difficulty in communication, lack of confidence...
To clarify some of the difficulties in studying and in striving to practice (conduct) of students, thereby having a more comprehensive view of the current situation of organizing psychological support activities for students in secondary schools in Thai Nguyen City, we have compiled the results of the two educational aspects of students in the most recent school year, the 2016-2017 school year, shown in Tables 2.4a and 2.4b as follows:
Table 2.4a. Academic ranking of secondary school students in Thai Nguyen city in the 2016–2017 school year
Secondary schools
Education | ||||||||||
Good | Rather | TB | Weak | Least | ||||||
SL | % | SL | % | SL | % | SL | % | SL | % | |
Quang Trung | 310 | 31.8 | 468 | 48 | 156 | 16 | 41 | 4.3 | 1 | 0.1 |
Chu Van An | 654 | 77.3 | 157 | 18.6 | 35 | 4.1 | 0 | 0 | 0 | 0 |
Trung Vuong | 223 | 42.4 | 222 | 42 | 78 | 14.8 | 4 | 0.8 | 0 | 0 |
Family Bed | 197 | 41.3 | 189 | 39.6 | 87 | 18.2 | 4 | 0.9 | 0 | 0 |
Table 2.4b. Conduct classification of secondary school students in Thai Nguyen city in the 2016–2017 school year
Secondary schools
Conduct | ||||||||
Good | Rather | TB | Weak | |||||
SL | % | SL | % | SL | % | SL | % | |
Quang Trung | 828 | 84.8 | 141 | 14.4 | 7 | 0.7 | 0 | 0 |
Chu Van An | 815 | 96.3 | 31 | 3.7 | 0 | 0 | 0 | 0 |
Trung Vuong | 483 | 91.4 | 40 | 7.6 | 5 | 0.1 | 0 | 0 |
Family Bed | 426 | 89.3 | 45 | 9.4 | 6 | 1.3 | 0 | 0 |
Through tables 2.4a and 2.4b, we can see that, classifying the two educational aspects of students of the four secondary schools that we surveyed, we have the following comments:
In terms of academic performance, the majority of students have average or above average academic performance, reaching 98.5%. Of which, 48.2% have excellent academic performance; 37.1% have fair academic performance. However, there are still students with weak and poor academic performance, accounting for 1.5% of the total 4 schools. In particular, Quang Trung School has 41 students with weak academic performance and 1 student with poor academic performance.
Regarding conduct, none of the four surveyed schools had students with poor conduct; average conduct was 0.5% in Quang Trung Secondary School, Trung Vuong Secondary School, Gia Sang Secondary School; good conduct was 99.5% of the total number of students. Thus, in general, in terms of study and conduct, there are still many students facing difficulties, needing help, needing psychological support from teachers and school psychologists.
2.2. Purpose, content and survey methods
2.2.1. Survey purpose
Collect, process data, analyze and evaluate the current status of organizing school psychological support activities in secondary schools in Thai Nguyen city, thereby proposing measures to organize school psychological support activities in secondary schools to improve the quality of education in general schools today.
2.2.2. Survey content
- Current status of school psychological support activities in secondary schools in Thai Nguyen city.
- Current status of organizing school psychological support activities in secondary schools in Thai Nguyen city.
2.2.3. Survey method and data processing method
* To survey the current situation of organizing psychological support activities for students in secondary schools in Thai Nguyen city, we used a combination of the following research methods: Document and text research method; survey investigation method; observation and conversation exchange method; pedagogical testing method...
* Data processing method.
We use some mathematical formulas and Excel software to process data for survey and investigation purposes.
- Percentage formula: 0 0
A .100
B
In which: + A is the number of respondents
+ B is the number of subjects studied
- Use excel software to calculate total, percentage, etc.
2.3. Current status of school psychological support activities in secondary schools in Thai Nguyen city
2.3.1. Awareness of managers, teachers and students of secondary schools in Thai Nguyen city about the importance of school psychological support activities
To find out the current awareness of managers and teachers about the role and necessity of school psychological support activities for secondary school students, we used question 1 (appendix 1, appendix 2 and appendix 3). The results are as follows:
Table 2.5. Perceptions of administrators, teachers and students on the importance of school psychological support activities in secondary schools in Thai Nguyen City
Status
Content | Rating Level | ||||||
Very important | Mandarin weight | Are not important | |||||
SL | % | SL | % | SL | % | ||
1 | Help students identify difficulties psychological and know where to find help | 214 | 81.1 | 48 | 18.2 | 2 | 0.8 |
2 | Help parents detect psychological difficulties in their children; know how to coordinate in conjunction with educational forces | 206 | 78 | 53 | 20.1 | 5 | 1.9 |
3 | Help schools improve the quality of education, to form and develop personality comprehensive for students | 198 | 75 | 62 | 23.5 | 4 | 1.5 |
4 | Contribute to educating and training for society a team of young intellectuals in the future, developing harmoniously in all aspects: physical; intellectual; moral; aesthetic; having labor skills; self-control skills, overcoming all difficulties in life. life. | 195 | 73.9 | 58 | 22 | 11 | 4.2 |
Shared | 203 | 76.9 | 55 | 20.8 | 6 | 2.3 | |
Through Table 2.5, it can be seen that 97.7% of educational administrators and teachers perceive school psychological support activities for students in secondary schools as very important and important. At the very important level, 76.9% consider them very important, and at the important level, 20.8%. This affirms the role of school psychological support activities in secondary schools. We know that the ultimate purpose of educational activities is to serve the needs of students, help them develop their personalities comprehensively, and meet the increasingly demanding requirements of society. Therefore, educators all correctly recognize the importance of school psychological support activities. In particular, the Ministry of Education and Training has just issued Circular No. 31/2017/TT-BGDDT, dated December 18, 2017, guiding general schools to implement
carry out work, support school psychological counseling for students. This is an extremely important legal corridor for all high schools in the country to simultaneously carry out psychological counseling work in schools.
The role of school psychological support activities has an impact and influence on many subjects, individuals and organizations. Of the four contents mentioned, at a very important level, the content most chosen by administrators, teachers and students is: Helping students identify psychological difficulties and know where to find help (81.1%). In general schools, all educational activities are directed towards learners, for learners, helping learners develop. Therefore, school psychological support activities also take learners as the center, learners are the main objects of impact. The content perceived at a very important level ranked second is: Helping parents of students know how to detect their children's psychological difficulties, know how to coordinate with educational forces (78%); followed by the content: Helping schools improve the quality of education, aiming to form and develop comprehensive personalities for students (75%); Ranked last is the content: Contributing to educating and training society for a team of young intellectuals in the future, developing harmoniously in all aspects: physical; intellectual; moral; aesthetic; having labor skills; self-mastery skills, overcoming all difficulties in life (73.9%).
Thus, the majority of administrators, teachers and students are aware of the importance of psychological counseling in schools. However, the fourth content: Contributing to educating and training a young intellectual team for the future, developing harmoniously in the following aspects: physical; intellectual; moral; aesthetic; having labor skills; self-control skills, overcoming all difficulties in life. The opinions that school psychological support activities have the lowest influence among the four contents are not satisfactory, because after all, all educational activities affecting students aim to create for the country a source of young intellectuals capable and talented enough to shoulder the country's responsibilities. On the other hand, through a survey of the current situation in schools, in many places the area of school psychological support is still neglected and has not received attention. Many students do not know or have never even heard about school psychological support, so they think it has no impact on themselves or on society.
Through the above table, the awareness of managers and teachers about school psychological support activities still has certain limitations. This helps managers and principals of schools when developing plans to organize school psychological support activities at secondary schools to have measures to raise awareness for students and staff.
Teachers should be educated about the role of school psychological support activities, so that when students have psychological difficulties, they will seek out teachers and counselors to help them resolve problems in their studies and in their lives.
2.3.2. Common psychological difficulties of secondary school students.
To find out the current situation of common psychological difficulties of secondary school students in Thai Nguyen City (through self-assessment), we used question 6 (Appendix 3). The results are as follows:
Table 2.6. Common psychological difficulties of secondary school students in Thai Nguyen City
Status
Symptoms | Difficulty level | ||||||
Frequent hard | Sometimes hard | Are not hard | |||||
SL | % | SL | % | SL | % | ||
1 | Psychological difficulties related to learning | 74 | 46.3 | 81 | 50.6 | 5 | 3.1 |
1.1. Difficulty concentrating in class | 79 | 49.4 | 76 | 47.5 | 5 | 3.1 | |
1.2. Don't understand the lecture | 33 | 20.6 | 121 | 75.6 | 6 | 3.8 | |
1.3. Lack of effective learning methods | 97 | 60.6 | 61 | 38.1 | 2 | 1.3 | |
1.4. Difficulty in applying acquired knowledge learned to solve learning tasks. | 58 | 36.3 | 94 | 58.8 | 8 | 5 | |
1.5. Difficulty in remembering learned content classroom learning | 62 | 38.8 | 90 | 56.3 | 8 | 5 | |
1.6. Having to endure a lot of pressure to study from friends, parents, teachers | 115 | 71.9 | 43 | 26.9 | 2 | 1.3 | |
2 | Psychological difficulties related to the problem of future career direction | 111 | 69.4 | 43 | 26.9 | 6 | 3.8 |
2.1. Lack of information about the industry | 155 | 96.9 | 5 | 3.1 | 0 | 0 | |
2.2. Easily influenced by other people's opinions | 147 | 91.9 | 13 | 8.1 | 0 | 0 | |
2.3. Your career aspirations against the wishes of parents | 89 | 55.6 | 66 | 41.3 | 5 | 3.1 | |
2.4. Your career aspirations contrary to the teacher's direction | 97 | 60.6 | 61 | 38.1 | 2 | 1.3 | |
2.5. Your career aspirations contrary to friends' opinions | 66 | 41.3 | 69 | 43.1 | 25 | 15.6 | |
2.6. Your career aspirations body contradicts its ability | 113 | 70.6 | 42 | 26.3 | 5 | 3.1 | |
3 | Psychological difficulties related to communication, emotional relationships | 104 | 65 | 44 | 27.5 | 12 | 7.5 |
3.1. Difficulty in communication and behavior with teacher | 107 | 66.9 | 49 | 30.6 | 4 | 2.5 | |
3.2. Difficulty in communicating and behaving with friends friends, especially friends of the opposite sex | 73 | 45.6 | 54 | 33.8 | 33 | 20.6 | |
3.3. Difficulty in communicating and behaving with others family member | 123 | 76.9 | 31 | 19.4 | 6 | 3.8 | |
3.4. Difficulty in communication and behavior with community | 114 | 71.3 | 42 | 26.3 | 4 | 2.5 | |