educational psychology in schools
The stress can be widely defined as people’s natural reaction to challenges. Although it is often perceived as negative feelings, it can actually be beneficial in some respects, especially when we need appropriate motivations. However, when stress is placed in a school environment, its impact on students is often very serious and undervalued by a lot of people. Such unhealthy external pressure will not only lead to physical and psychological diseases, but even make students depressed or suicidal in some extremely serious cases. It is worth noting that these problems have not been widely exposed to the public and received the attention deserved. In other words, it is not clear for most of people whether the lack of psychological education for students will have an impact on education or not.
Consequently, the introduction and popularization of psychological problem counseling for school students seems very emergent and necessary under this circumstance. Especially in many countries around the world, the education system still stays on the basis of a single cramming education, ignoring the cultivation of students' psychological diathesis. Therefore, questions like "Whether the introduction of psychological education in schools will have an impact on the quality of teaching? ", “What kind of reform should be faced by the education system that is now widely recognized by the public? "and” "Whether the government's investment in its construction do more good than harm? "have become issues awaiting to be explored and verified.
The Main Body
However, according to many previous research, the stress does not only make students develop physical symptoms that could negatively affect their academic performance, but also make them become poor in managing their schedules. Because of the pressure, students may become chaotic and uncertain about their priorities and goals. This may further prevent them from effectively budgeting and managing their time. In addition, high-pressure students tend to procrastinate and ignore important responsibilities such as completing deadlines and tasks. Without doubt, this will have a negative impact on the quality of their academic works and learning skills [Hales and Hales, 2016]. Although this phenomenon, which may lead to serious consequences, is common in many schools, especially in higher education institutions, many educators still fail to tackle this problem because of the lack of awareness in psychological construction for children and adolescents. At the same time, the fierce competition caused by the rigid requirement of enrollment rate has also made many educators focus on students' achievements only. Undoubtedly, stress has become the number one obstacle to academic performance. It is reported that students are more stressed than ever before. The New York University Publication continued its affirmation that, 55% of students claimed their biggest stressor to be academic in nature. 6 in 10 college students report having felt so stressed they couldn’t get their studies done on one or more occasions. [Retrieved on 11, April, 2016]. The negative effects of stress on students can also be reflected in physiology. One of the most significant is to disturb the heart rate to achieve the effect of affecting students' behavior. This view is well demonstrated by these two contrast heart rate diagrams in anxious and normal states respectively. (see chart 1)
Moreover, based on the complexity and diversity of various incentives that may lead to students’ stress, it is seemed to be particularly important to analyze these causes and feasible solutions due to these thorny problems. The reasons can be classified into the following two categories: environmental factors and personal factors. The former is mainly due to the lack of external conditions from living environment, including lack of nutrition, deficient sleeping time and unhealthy eating habits. Meanwhile the latter is more based on sufferers ‘personal feelings as the leading factor of causing stress, which may include pressure from academic achievements and interpersonal relationships.
According to the research done by professors George Essel and Patrick Owusu in Seinäjoki University of Applied Sciences, Finland, in 2017, the results came from 20 respondents well reflected that the external and personal factors differ from person to person. (see chart 2) As for the environmental section, the pie chart shows that the Financial difficulties had the biggest percentage of 22%, followed by change in sleeping habits with 20%, new responsibilities came next with 15%, health issues and change in living environments both had 14% making them next and the last two were poor eating habits and combining jobs with studies having 8% and 7% respectively. To be brief, the Financial difficulty happens to get students more stressed up more than any other personal factors. However, as for its counterpart, the personal factors, the situation might seem to become even more complicated. To illustrate these factors in more detail, they can be divided into two main sub-branches: the academic section and the individual experiences section. (see chart 3 and chart 4). These two diagram demonstrate the variety of causes that may lead to a student’s anxiety and stress. At the same time, it is obvious that the increasing class workload, bunch of group work, unemployment and future worries account for biggest proportions among all the factors.
Once these pressures develop, they may cause severe effects on the students' original way of life and learning. However, during the processes like seeking, comparing, discussing and analyzing the best solutions, great controversies have been aroused. According to the opinion of Dakota L. King-White, an assistant professor in counselor education, investing in prevention and intervention services would be helpful in solving students' overall development problems, thereby improving their ability to achieve social, emotional and academic success. Nevertheless, in many areas where academic achievement and student enrollment rate are the primary indicators of education, this method will be opposed by many critics. For instance, in many high schools in China, spoon-feed education and neglect of students' psychological stress and health have become common phenomena. As a result, the suicide rate and the prevalence of depression and other mental illnesses among domestic students are also increasing. According to the China’s Center for Disease Control and Prevention, suicide is the leading cause of death among Chinese adolescents. (Accidents account for the largest number of deaths among young people in most Western countries.)
Nowadays, many foreign schools have introduced psychological counseling and counseling services for students to solve these problems. For example, the in-school psychological counseling service in Australia, which is a free service provided by children's or adolescents' schools to clients who can't attend clinics. Psychologists will be assigned to different schools and will work with welfare coordinators, teachers and parents to ensure that children or adolescents get the best results. Psychologists will meet regularly with school contacts to discuss current and potential referrals. Similar organizations also include The American Association of School Counselors. They fulfil all aspects of the counselor's career to the fullest extent and helps students to lead a responsible life as model citizens of the country. ASCA provides publications, professional development and other resources to more than 31,000 professionals worldwide. Their vision is to focus on expanding the role of school counselors, so that their importance is imprinted in the minds of young people at a very young age. Therefore, they try to influence the image of counselors through advocacy, collaboration, leadership and systematic change. But it is worth affirming that the existence of all these organizations has made more or less progress and improved the mental health of contemporary students.
“Mental health counselors work with individuals, families, and groups to address and treat mental and emotional disorders and to promote optimal mental health. They are trained in a variety of therapeutic techniques used to address a wide range of issues, including depression, addiction and drug abuse, suicidal impulses, stress management, problems with self-esteem, issues associated with aging job and career concerns, educational decisions, issues related to mental and emotional health, and family, parenting, and marital or other relationships problems. Mental health counselors often work closely with nurses, and school counselors.”
Grammar and spelling errors:
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The stress can be widely defined as peop...
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...have an impact on education or not. Consequently, the introduction and popul...
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...lored and verified. The Main Body However, according to many previous rese...
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...he Main Body However, according to many previous research, the stress does not only make students...
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...eping time and unhealthy eating habits. Meanwhile the latter is more based on sufferers &...
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Transition Words or Phrases used:
actually, also, but, consequently, however, if, may, moreover, nevertheless, so, still, therefore, well, while, as for, for example, for instance, in addition, kind of, such as, as a result, in other words, more or less
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 39.0 13.1623246493 296% => Less to be verbs wanted.
Auxiliary verbs: 25.0 7.85571142285 318% => Less auxiliary verb wanted.
Conjunction : 68.0 10.4138276553 653% => Less conjunction wanted
Relative clauses : 20.0 7.30460921844 274% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 61.0 24.0651302605 253% => Less pronouns wanted
Preposition: 171.0 41.998997996 407% => Less preposition wanted.
Nominalization: 51.0 8.3376753507 612% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 7521.0 1615.20841683 466% => Less number of characters wanted.
No of words: 1319.0 315.596192385 418% => Less content wanted.
Chars per words: 5.70204700531 5.12529762239 111% => OK
Fourth root words length: 6.02644502129 4.20363070211 143% => OK
Word Length SD: 3.14843394022 2.80592935109 112% => OK
Unique words: 620.0 176.041082164 352% => Less unique words wanted.
Unique words percentage: 0.470053070508 0.561755894193 84% => More unique words wanted or less content wanted.
syllable_count: 2285.1 506.74238477 451% => syllable counts are too long.
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 5.43587174349 331% => Less pronouns wanted as sentence beginning.
Article: 18.0 2.52805611222 712% => Less articles wanted as sentence beginning.
Subordination: 7.0 2.10420841683 333% => Less adverbial clause wanted.
Conjunction: 7.0 0.809619238477 865% => Less conjunction wanted as sentence beginning.
Preposition: 16.0 4.76152304609 336% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 61.0 16.0721442886 380% => Too many sentences.
Sentence length: 21.0 20.2975951904 103% => OK
Sentence length SD: 70.6129154019 49.4020404114 143% => OK
Chars per sentence: 123.295081967 106.682146367 116% => OK
Words per sentence: 21.6229508197 20.7667163134 104% => OK
Discourse Markers: 3.59016393443 7.06120827912 51% => More transition words/phrases wanted.
Paragraphs: 8.0 4.38176352705 183% => Less paragraphs wanted.
Language errors: 18.0 5.01903807615 359% => Less language errors wanted.
Sentences with positive sentiment : 13.0 8.67935871743 150% => OK
Sentences with negative sentiment : 34.0 3.9879759519 853% => Less negative sentences wanted.
Sentences with neutral sentiment: 14.0 3.4128256513 410% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.199597710818 0.244688304435 82% => OK
Sentence topic coherence: 0.0435049794261 0.084324248473 52% => OK
Sentence topic coherence SD: 0.0813047793018 0.0667982634062 122% => OK
Paragraph topic coherence: 0.112632049992 0.151304729494 74% => OK
Paragraph topic coherence SD: 0.096270272034 0.056905535591 169% => OK
Essay readability:
automated_readability_index: 16.2 13.0946893788 124% => OK
flesch_reading_ease: 41.7 50.2224549098 83% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 15.78 12.4159519038 127% => OK
dale_chall_readability_score: 9.57 8.58950901804 111% => OK
difficult_words: 409.0 78.4519038076 521% => Less difficult words wanted.
linsear_write_formula: 11.5 9.78957915832 117% => OK
gunning_fog: 10.4 10.1190380762 103% => OK
text_standard: 16.0 10.7795591182 148% => OK
What are above readability scores?
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Maximum five paragraphs wanted.
Rates: 61.797752809 out of 100
Scores by essay e-grader: 3.67 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.