#高一英語心理健康教育試題SectionA:MultipleChoice(20points)Choosethebestanswertocompleteeachstatement.AccordingtoWHO’s2024mentalhealthstandards,whichofthefollowingisNOTacoreindicatorof"psychologicalresilience"?A.RecoveryspeedfromnegativeemotionsB.AdaptivebehavioradjustmenttoenvironmentalchangesC.AbilitytomaintainpositiveemotionscontinuouslyD.InitiativetousesocialsupportsystemsThe"emotionalstorm"phenomenoninadolescenceismainlyrelatedtothedelayeddevelopmentofwhichbrainregion?A.Prefrontalcortex(responsiblefordecision-makingandemotionalregulation)B.Amygdala(responsibleforemotionalreactions)C.Hippocampus(responsibleformemory)D.Hypothalamus(responsibleforphysiologicalarousal)Astudentwhofailedamathexamthinks,"I’llneverbegoodatmathandwillnevergetintocollege."Thiscognitivebiasiscalled:A.AbsolutethinkingB.OvergeneralizationC.CatastrophizingD.SelectiveattentionIntheschool’s"three-levelmentalhealthpreventionsystem,"thecoretaskof"primaryprevention"isto:A.ProvideindividualinterventionforstudentswithmentalissuesB.ConductmentalhealthcoursesforallstudentsC.Identifyhigh-riskstudentsandestablishwarningfilesD.TrainteachersincounselingskillsInCognitiveBehavioralTherapy(CBT),themainpurposeof"behavioralexperiments"isto:A.HelpclientsrecallchildhoodtraumaB.TestthevalidityofnegativecognitionsC.Enhanceself-acceptanceD.ReleaserepressedemotionsSectionB:True/False(10points)Write"T"forTrueor"F"forFalse.Mentallyhealthypeopleneverexperiencenegativeemotions.()Schoolcounselingservicesareonlyforstudentswithseverementalillnesses.()"Rebelliousbehavior"inadolescenceisanormaldevelopmentalstage.()Peerpressurealwayshasnegativeeffectsandshouldbecompletelyrejected.()Suppressingemotionslong-termincreasestheriskofdepression.()SectionC:CaseAnalysis(30points)Readthecaseandanswerthequestions.Case1Lin,a15-year-oldhighschoolstudent,hasshownthefollowingbehaviorsrecently:InabilitytoconcentrateinclassandfrequenthomeworkdelaysStatementslike"Lifeismeaningless"andlossofinterestinbasketball(previouslyhisfavoriteactivity)StayinguplatewatchingshortvideosandrefusingsocialinteractionsSuperficialarmcuttingafteraquarrelwithhismotherQuestions:ListthreewarningsignsofLin’spotentialmentalcrisis.(10points)Describetheinterventionstepsaschoolpsychologistshouldtake.(20points)Case2XiaoMin,a16-year-oldgirl,toldhercounselor:"Mybestfriendisnowhangingoutwithagirlfromanotherclass.Icheckhersocialmediaeveryhourandfeelanxiouswhenshedoesn’treplytomessages.Ievenworryaboutitinclass.Iknowthisiswrong,butIcan’tstop."Questions:AnalyzetwopsychologicalmotivationsbehindXiaoMin’sbehavior.(10points)Designacounselingplanincludinggoals,methods,andsteps.(20points)SectionD:EssayQuestion(40points)Writeanessayof250-300wordsonthefollowingtopic:Howcanhighschoolstudentsmaintainmentalwell-beinginthedigitalage?AnswerKey&ExplanationsSectionA:MultipleChoiceCPsychologicalresilienceemphasizeseffectiveemotionregulationratherthancontinuouspositivity.Itallowsnegativeemotionsbutfocusesonrecoveryability.ATheprefrontalcortex(responsibleforemotionalcontrol)maturesslowerthantheamygdala(emotionalreactions),causingadolescents’difficultyinmanagingintenseemotions.CCatastrophizinginvolvesexaggeratingtheconsequencesofasingleevent(e.g.,linkingoneexamfailuretolifelongacademicfailure).BPrimarypreventiontargetsallstudentsthrougheducationalprogramstobuildfoundationalmentalhealthawareness.BBehavioralexperimentstestwhethernegativebeliefs(e.g.,"I’munlovable")alignwithrealitybyencouragingclientstocollectevidencethroughactions.SectionB:True/FalseFMentallyhealthyindividualsacknowledgeandregulatenegativeemotionsinsteadofavoidingthementirely.FCounselingservicessupportstudentswithcommonpsychologicaldistress,notjustseverementalillnesses.TRebellionreflectsadolescents’pursuitofautonomyandidentityformation,requiringguidanceratherthansuppression.FPeerpressurecanbepositive(e.g.,motivatingacademicimprovement).Studentsshouldlearntoevaluatepeerinfluencescritically.TChronicemotionalsuppressiondisruptsneurochemicalbalance,increasingvulnerabilitytomooddisorders.SectionC:CaseAnalysisCase1Warningsigns:Verbalcuesofhopelessness("Lifeismeaningless")SuddenwithdrawalfromenjoyableactivitiesSelf-harmbehavior(armcutting)Interventionsteps:Immediatesafetyassessment:EnsureLin’sphysicalsafetyandestablishtrust.Emotionalvalidation:Acknowledgehispaintoreduceisolation.Collaborativegoal-setting:WorkwithLintoidentifysmall,achievabledailytasks.Familyinvolvement:Educateparentsoncommunicationstrategiestoreduceconflict.Referraltospecialists:Ifself-harmpersists,arrangepsychiatricevaluationforpossibledepression.Case2Psychologicalmotivations:Anxiousattachmentstyle:Fearofabandonmentduetoinsecurerelationshipsinearlychildhood.Cognitivedistortion:Overestimatingthethreatoffriendshiploss("Shehatesmeifshetalkstoothers").Counselingplan:Goal:Reduceanxietyanddevelophealthyrelationshipboundaries.Methods:Cognitiverestructuring:Challengecatastrophicthoughtswithevidence(e.g.,"Myfriendstillincludesmeingroupchats").Behavioralactivation:Encourageparticipationinnewclubstoexpandsocialsupport.Mindfulnesstraining:Teach5-minutebreathingexercisestomanageanxiousimpulses.Steps:Normalizefeelings:Validatethatfriendshipinsecurityiscommoninadolescence.Role-play:Practiceassertivecommunication(e.g.,"Imissspendingtimewithyou").Homework:Limitsocialmediacheckstotwicedailyandrecordpositiveinteractions.SectionD:EssayQuestion(SampleAnswer)Inthedigitalage,highschoolstudentsfaceuniquementalhealthchallengeslikesocialmediaaddictionandonlinecomparison.Tomaintainwell-being,threestrategiesarecritical.First,digitaldetoxificationhelpsbalancevirtualandreal-lifeinteractions.Settingdailyscreentimelimits(e.g.,nophonesduringmeals)preventsoverstimulationandimprovessleepquality.Second,medialiteracyeducationbuildsresilienceagainstharmfulcontent.Studentsshouldlearntoquestionunrealisticbeautystandardsorsuccessnarrativesonline,reducingself-esteemissues.