是老师，更是“心灵守护者”！佛山ASJ开展校园心理健康系列教师培训

作为我校的特色项目，SEL（社会情感学习）从未停步。本次培训中，教师们先深入钻研SEL的背景脉络与核心理念，筑牢理论根基，随后聚焦“学科融合”关键课题，共同探讨如何让社会情感能力培养贯穿学生学习全过程 —— 这正是我们推动SEL与学科深度融合、而非仅依赖心理老师授课的核心原因：语文课堂分析人物情感时，是引导学生共情能力的绝佳契机；数学小组攻克难题时，能自然培养协作与抗挫折意识；科学实验探究真理时，可同步渗透责任与尊重的价值观。

只有让SEL走出单一课堂，融入各学科教学场景，才能让学生在潜移默化中掌握情绪管理、人际协作等核心能力，实现“学知识”与“育心灵”的同频共振。

As a signature program at our school, SEL has never stopped evolving. During this training, teachers first delved into the background and core principles of SEL to solidify their theoretical foundation. They then focused on the key topic of “subject integration,” collectively exploring how to weave social-emotional skill development throughout the entire learning process. This is precisely why we emphasize deep integration of SEL with academic subjects rather than relying solely on counseling teachers: When math groups tackle challenging problems, they naturally cultivate collaboration and resilience; During science experiments exploring truths, values like responsibility and respect can be seamlessly integrated.

Only by moving SEL beyond isolated classrooms and embedding it into all subject areas can students subtly master core competencies like emotional regulation and interpersonal collaboration. This achieves the harmonious resonance of “learning knowledge” and “nurturing the spirit.”

培训还分享了过去一年SEL项目的实践成果，并以学科组为单位，围绕“如何让SEL理念无缝融入课堂”展开深度研讨。

每一次头脑风暴、每一轮方案打磨、每一场互动交流，都只为将社会情感教育更自然地融入日常教学；我们更致力于构建全员参与的SEL学习社区，通过系统培训提升每位教师的SEL技能，启发语文老师借经典篇目传递情感智慧、体育老师在团队运动中强化规则意识、艺术老师通过创作引导自我表达 —— 当每一位教师都成为SEL的践行者与传播者，就能从课堂互动、作业设计、班级管理等多元角度，为学生搭建起全方位的社会情感成长平台，让温暖的教育力量渗透校园每个角落。

The training also shared practical outcomes from the SEL program over the past year, followed by in-depth discussions organized by subject groups on “How to Seamlessly Integrate SEL Principles into the Classroom.”

Every brainstorming session, every refinement of plans, every interactive exchange—all aimed at integrating social-emotional learning more naturally into daily teaching. We are further committed to building a whole-school SEL learning community. Through systematic training, we enhance every teacher's SEL skills: inspiring language arts teachers to convey emotional wisdom through classic texts, physical education teachers to reinforce rule awareness in team sports, and art teachers to guide self-expression through creative projects— When every educator becomes both a practitioner and advocate of SEL, they can build a comprehensive platform for students' social-emotional growth through diverse approaches—from classroom interactions and assignment design to classroom management. This allows the warmth of educational influence to permeate every corner of the campus.

当成长路上的困惑、焦虑化作隐形的荆棘，教师作为离学生最近的守护者，如何读懂心理晴雨表、掌握危机干预的关键时机？学校心理健康中心亦组织开展“校园心理健康危机与应对”培训，为全体教师搭建起专业的支持系统，让心理健康教育的种子在校园扎根生长。

When confusion and anxiety on the path of growth become invisible thorns, how can teachers—as the closest guardians to students—interpret the psychological barometer and seize the critical moments for crisis intervention? The school's mental health center also organizes training on “Campus Mental Health Crises and Responses,” establishing a professional support system for all educators. This initiative ensures the seeds of mental health education take root and flourish within the campus community.

主讲教师结合世界卫生组织对心理健康的定义，明确心理健康是认知、情感、意志的积极动态平衡，并通过自我评估工具，让教师掌握心理健康个体的十项标准，为后续识别工作打下理论基础。

在危机识别环节，培训解读了《广东省中小学心理危机干预手册》的“三级预警”体系，指导教师从学生言语、行为、情绪中捕捉危机信号，落实“预警 — 上报 — 处理” 响应机制，联动家校与专业支持实现“早发现、早干预”，切实为学生心理健康筑牢防护屏障。

During the training, teachers further mastered how to detect crisis signals through students' speech, behavior, and emotional changes. Upon identifying such signals, educators can promptly activate a “warning—reporting—handling” response mechanism. Through measures like psychological counseling, home-school collaboration, and connecting with professional support services, they ensure early detection, intervention, and resolution of potential crises, effectively building a protective barrier for students' mental health.

心理危机不仅意味着风险，也蕴含着转机。培训强调，教师应避免标签化学生，而是以“同行者”的身份倾听、支持、引导。通过互动，教师们回顾自身经历，识别内在资源与外在支持系统，从而更深刻地理解如何在学生面临情绪风暴时给予有效、温暖的陪伴，让“心理干预”成为充满人文关怀的教育实践。

Psychological crises represent not only risks but also opportunities for transformation. The training emphasized that educators should avoid labeling students, instead adopting the role of a “companion” to listen, support, and guide them.Through interactive activities, teachers reflected on their own experiences, identified their internal resources and external support systems, and gained a deeper understanding of how to provide effective, warm companionship when students face emotional turmoil. This approach transforms “psychological intervention” into an educational practice imbued with humanistic care.

Teachers are the guardians of students' hearts. Only when teachers themselves are spiritually enriched can they convey warmth and strength. This training session specially included a teacher healing and motivation segment, guiding everyone on a journey to refocus their minds. The icebreaker game “Listen to Water, Catch the Escape” quickly broke the ice, allowing teachers to shed fatigue through lighthearted interaction. The subsequent “Soul Blind Box” segment awakened sensory memories—relaxed from vacation and now tense for the new term—through smell, sound, and touch, helping educators intuitively perceive shifts in their emotional states.

To scientifically alleviate back-to-school anxiety, the training also integrated psychological insights, using Pavlov's “motivation-conditioning” theory to explain the causes of anxiety. This helped teachers understand the natural process of physical and mental adaptation—not only as a basis for self-regulation but also to foster greater empathy toward students. In the concluding “Heart-to-Heart Support” segment, teachers anonymously shared work and life concerns, then exchanged solutions and heartfelt encouragement via yellow sticky notes, collectively building a “temporary anxiety repository” brimming with wisdom and warmth. This healing activity empowered and resonated with participants, guiding them to prioritize their mental well-being and embrace the new semester's challenges with greater composure and positivity.