Head Teachers’ Psychological Guidance Empowering English Subject Teaching: Application of Adolescent Depressive Emotion Intervention
Liping WuAbstract
Objective
Adolescents commonly suffer from persistent academic and interpersonal psychological pressure, which easily induces depressive emotions, disturbs stable mental states, impairs individual mental health, and undermines academic performance and social adaptation. This study innovatively integrates head teachers’ psychological guidance with English subject teaching to intervene adolescent depressive emotions, alleviate long-term psychological pressure, and promote students’ mental health while guaranteeing disciplinary teaching quality.
Subjects and Methods
This study selects 150 middle school students aged 13–15 with different levels of depressive tendencies and psychological pressure as research subjects. Adopting the Self-Rating Depression Scale, questionnaire surveys, teaching experiments and psychological assessment, it constructs an integrated teaching intervention model to dynamically monitor students’ changes in mental states, psychological pressure and depressive levels during the teaching process.
Results
The integrated teaching model effectively alleviates adolescents’ depressive emotions and academic psychological pressure. After systematic intervention, participants’ average depression score decreased by 25%, accompanied by improved learning interest and interpersonal competence. Students’ negative mental states induced by chronic stress were significantly repaired, their overall mental health was enhanced, and positive English learning states were effectively promoted.
Conclusions
Head teachers’ psychological guidance can effectively empower English teaching and realize targeted intervention on adolescent depressive emotions. Despite limitations of limited sample size and short intervention cycle, this innovative teaching mode can relieve students’ cumulative psychological pressure and stabilize their mental states, providing a feasible practical path for embedding mental health education into daily subject teaching.
Corresponding Author
Liping Wu, Jiangsu Union Technical Institute, Zhenjiang Branch, Zhenjiang 212000, Jiangsu, China.