Analysis on Prevention Task to Psychological Education and Depression of College Students
Year: 2019

In recent years, with the continuous development of college students' education work, psychological education has become one of the focuses of teaching work. College students encounter greater competitive pressures in learning, life, employment, etc. and are prone to negative emotions of negative depression, and may even lead to suicide, self harm and other behaviors. Therefore, in order to prevent and interfere with college students' depression, this paper first expounds the current situation of college students' psychological education, and then analyzes the problems existing in college students' depression prevention and intervention work, then finally puts forward effective countermeasures to prevent and intervene depression. 1. Research background 1.1 Literature review Wang Wei and Du Weining believe that the mental development of college students is not mature enough, and the mood is fluctuating. In the increasingly fierce social competition, negative emotions are easily generated (Wang and Du, 2017) Dai Qingqian and Zhu Qifeng pointed out that more and more college students are trapped by depression, and some college students even take suicidal behaviors due to excessive depression. It is also suggested that the cause of depression can be understood only on the basis of fully understanding the depression performance of college students (Dai and Zhu, 2012) Xu Shousen, Li Jiaxin, Fan Wen and others compared the acceptance of commitment therapy teaching with the mental health routine teaching method, and proposed that both the conventional teaching method and the nano commitment therapy can significantly reduce the level of anxiety, and accept the commitment therapy teaching to improve depression and anxiety. The effect is more pronounced (Xv et al. 2018) Li Tiantian, Chang Biru, and Xue Zhaoxia used a self rating depression scale and a five factor mindfulness scale to conduct a questionnaire survey of 540 college students. They found that there was a significant negative correlation between the level of mindfulness and depression in college students, and students with different levels of mindfulness. There is a significant difference in depression. On this basis, it is proposed that there is a certain relationship between the level of mindfulness of college students and depression (Li et al. 2016) Zhang Wenyue, Yang Yujing, and Guo Tianwei used depression self rating scale to measure college students' depression. They used the China Life Events Scale to assess college students' life. They found that college students are prone to depression due to problems in family, study, and work (Zhang et al. 2015) 1.2 Purposes of research With the rapid development of society, the academic and employment pressures faced by college students are constantly rising. Some students suffer from depression due to weak resistance to stress and have an adverse impact on their lives. Therefore, the outlook on life, society and values of college students need to be further improved. At the same time, relevant workers should actively explore the causes of depression in college students, and timely prevent and effectively intervene the psychology of college students. Based on this, this paper expounds the current situation of college students' psychological education, analyzes the problems of college students' depression prevention and intervention work, and aims to put forward effective countermeasures to deal with 2019 Asia Pacific Conference on Advance in Education, Learning and Teaching (ACAELT 2019) Copyright (c) (2019) Francis Academic Press, UK DOI: 10.25236/acaelt.2019.296 1419 college students' depression prevention and intervention, in order to effectively promote the orderly conduct of university psychological education. 2. Status quo of college students' psychological education 2.1 The teaching object is unclear Under the influence of traditional educational concepts, colleges and universities lack the emphasis on mental health education, which leads to the unclear understanding of the positioning and exact meaning of teaching objects (Liu and Zhang, 2017) In the process of developing specific teaching work, some colleges and teachers mistakenly believe that only students with psychological problems or mental illnesses need psychological education, and there is no clear standard for the specific content of psychological problems (Li And Yang, 2016) Although most colleges conduct mental health surveys on students, the survey criteria and survey tools used are not uniform. Even if there are students with psychological problems, due to the lack of standardization, there will be misjudgment and missed judgment. Even some colleges lack the knowledge of mental health, blindly divide students into mental health and unhealthy, and bring extra psychological pressure to students. 2.2 Mental health education concept behind Most college workers ignore the importance of mental health, subjectively equate psychological education with moral education, and believe that the reason why college students will have various negative emotions and negative behaviors is due to the lack of students' own moral values Nie et al. 2012) Although the practice of mental education in colleges and universities is rich in content, such as ideological education, moral education, mental health, etc. it still lacks the focus of teaching, and does not regard psychological teaching as the basic teaching work. At the same time, the university's psychological teaching work is not optimistic. There are still many areas lacking mental health education courses. In some areas, the teaching content is backward, and in some advanced areas, there is still a problem of backward education. In addition, some educators do not have a specific analysis when facing the psychological problems of students. Only template application is applied, which makes it difficult to effectively solve the psychological problems of students and even reverse the effect. 2.3 The teaching mode is unreasonable Psychological education courses are the main way to implement the concept of psychological education. In China, most colleges specialize in psychological education courses and have a series of teaching preparations. However, the effect of classroom teaching is not satisfactory, and the psychological education work is in an awkward position. The specific performance is that the level of psychological teachers in colleges and universities is uneven, and the choice of mental health teaching books is also relatively random. And some colleges and universities are eager to seek blind imitation of foreign mind teaching models, from the main mental health problems of students, set up abnormal psychology, psychiatry and other content in the classroom, it is difficult to help students solve psychological problems. In addition, the mindset of colleges and universities is too procedural, lacks flexibility, and the content of the course is boring. Students lack the opportunity to express their emotions and opinions independently. Therefore, there is an unreasonable situation in China's mental health teaching model at this stage. 3. Problems in the prevention and intervention of depression in college students 3.1 Poor job execution With the development of prevention and intervention of college students' psychological depression, the problem of weak work execution is gradually emerging. The difficulty in the implementation of the work is mainly manifested in two aspects. On the one hand, the school lacks