چکیده:
هدف پژوهش حاضر شناسایی مولفه های بهداشت روان جهت آموزش در دوره متوسطه اول می باشد. لذا در این تحقیق تلاش شده است پاسخی برای این سوال بیابد که مولفه های بهداشت روان مطلوب آموزش در دوره اول متوسطه کدامند؟ روش پژوهش از نظر هدف کاربردی؛ از نظر روش جمع‌آوری داده‌ها توصیفی- اکتشافی و از نظر نوع داده، کیفی و بود. جامعۀ پژوهش، شامل مدیران مدارس، متخصصان برنامه ریزی درسی و متخصصان بهداشت روان استان همدان بود. حجم نمونه با استفاده از اصل اشباع و روش نمونه گیری غیرتصادفی هدفمند 30 نفر تعیین شد. ابزار گردآوری داده‌ها مصاحبه‌های نیمه ساختار یافته بود. با توجه به سوالات پژوهش از روش تجزیه و تحلیل کیفی مبتنی بر شناسایی مولفه ها استفاده شد. بدین صورت که برای شناسایی مولفه های بهداشت روان در آموزش بهداشت روانی در دوره متوسطه اول از فرآیند دلفی فازی و اجماع نظر خبرگان حول مولفه ها استفاده شد. از میان 40 مولفه شناسایی شده، تعداد 31 مولفه در چهار بعد سلامت جسم یو رفتاری، اضطراب و روحیات فردی، کنش ورزی اجتماعی و افسردگی و ناامیدی بر بهداشت روان دانش آموزان متوسطه اول موثر تشخیص داده شدند.تدوین برنامه درسی بر مبنای 31 عامل موثر شناسایی شده می تواند بهداشت روان دانش آموزان متوسطه دوم را تا حد بالایی بهبود بخشد.
چکیده انگلیسی:
The characteristic of adolescence is puberty. Adolescence is a process and physical change that is different from adolescence, which is a process and psychological change. In optimal conditions, these two processes occur simultaneously, but when adolescence and adolescence do not occur (which is often the case), the adolescent has to tolerate this imbalance, which is an additional stress. The important point is that many of the traumas of adulthood are the continuation of childhood and adolescence problems. If there are any difficulties in this passage and the adolescent's mental health deviates from the main road, it will be in jeopardy.Anxiety and depression, along with adaptive disorder, are major mental health issues that occur during adolescence. How many people who dropped out of high school because of mental stress and subsequent mental illness or who have dropped out of college after years of mental illness Intellectual and practical returns or after graduation from school, their mental health is at risk. The importance of addressing aspects of mental health is clear, the WHO and many countries have come to the conclusion that forgetting and neglecting mental health is one of the major failings of health systems and any health plan regardless of mental well-being Society will fail. Achieving accurate information based on scientific research is one of the most important aspects of success in the field of mental health. Particular attention to the adolescent population, especially students as the future of society, is one of the key factors for sustainable and comprehensive development. In addition, addressing the many issues and problems facing adolescents and finding solutions to them is one of the essential tasks of the education system. Education must also educate students and prepare them for accepting future responsibilities, fostering emotional health and A society in harmony with cultural, social, familial, religious, and historical beliefs and values, to guide the achievement of perfection through the realization of individual independence in the present period. Cognitive development of the adolescent also depends on the sex, self-esteem, communication needs, parental separation and psychological well-being of each individual. Very importantly, many of the traumas of adulthood are actually the continuation of childhood and adolescence problems. Depression and other mental disorders lead to disruptions in educational, occupational, social and interpersonal functioning. These people often have problems such as poor self-esteem, academic failure, social exclusion, and inability to communicate with peers and lack of adherence to social rules; these psychosocial problems have a direct impact on their learning process.The purpose of this article is to Identification of Mental Health Components in Mental Health curriculum in Primary Secondary School.The current research is applied in terms of its purpose, according to the type of data is a qualitative research and in terms of data collection method, it is descriptive and exploratory. TThe study population consisted of school principals, curriculum specialists and mental health professionals in Hamadan province. Sample size was determined using saturation principle and purposeful non-random sampling method 30 people were selected. Data were collected through semi-structured interviews in the form of open questionnaires. According to the research questions, qualitative analysis based on component identification was used. In this way, the fuzzy Delphi process and the consensus of experts around the components were used to identify the mental health components in mental health curriculum in the first secondary school. Conclusion: Of the 40 components identified, 31 were found in four dimensions of physical and behavioral health, anxiety and personal mood, social activity, and depression and hopelessness to be effective on the mental health of first grade high school students. Therefore, the development of a curriculum based on 31 identified effective factors can greatly improve the mental health of secondary school students.Understanding the factors contributing to the onset of mental illness and observing mental health can prevent some anomalies. If parents and educators are able to solve adolescents' problems with their awareness and understanding, they will lead a useful and adaptable life. Under such circumstances, educational problems will be reduced and adolescents will increase their learning, thinking and adjustment ability and their tilt will decrease.Mental health requires a peer-to-peer education and training program that every person, especially the adolescent, should be aware of in their mental health.Adolescent mental health education can control many of the anomalies of this age. But, in fact, what is seen in the curriculum of high school and even university, is no less effective than mental health education, but by providing regular education and in the proper context, the abnormalities of these ages can be reduced. The results showed that the factors of emotional self-awareness, assertiveness, self-esteem and stress management and emotion control, beliefs, certainty, knowing about God, knowing about the environment, knowing about oneself, accepting death and resurrection, acting on Religious beliefs and attitudes, compassion, alertness, self-control, patience, thankfulness, acceptance of self-esteem, identifying areas of vulnerability, nurturing one's talents and interests, critical thinking, social responsibility, open mind Expertise creativity has a huge impact on the mental health of first grade students, experts say. According to experts, factors such as flexibility, happiness, self-esteem, hope and hopefulness, meaning-making factors in life, creativity hope, life satisfaction and self-esteem, expert responsibility have less impact on mental health. First-year students have secondary education. In addition to what has been stated, other results of this study indicate that some factors such as honesty, generating forgiveness, affectivity, intimate relationships with others, timely asking for help, skill Experts' decision-making and problem-solving skills have a moderate impact on first-year students' mental health, so ultimately, 31 factors influence first-year students' mental health that should be targeted in curriculum design. . The findings of this study are in line with the results of Taher's 2012 research; the results of this study have listed mental health indicators; truthfulness, blasphemy and avoidance of sin, faith, remembrance of God, moral goodness, thought, reason, contentment, Lying in the world, respecting rights and resisting adversity, expectation, avoidance of doubt, lack of greed, expectation of openness, satisfaction and certainty, health, security, a great day, with companionship, prosperity and comfort.
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