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Mental Health and Learning

Mental Health
Mental health and learning are closely related
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Healthy individuals appraise themselves realistically, accept their shortcomings and
respect their talents and virtues
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Mental health also implies a feeling of being wanted and of belonging to groups, of trusting and
being trusted, of loving and being loved in family, peer and teacher-pupil relationships
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Emotional disturbances can develop from frustration and conflict experienced in school, from
unhealthy parent-child relationships, or from other unfortunate personal of social experiences
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Efficient productivity – individuals with good mental health tend to be more productive
2
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When satisfactions are there, these are characteristics of good mental health
3
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Flexibility and mobilisation of resources under stress – individuals having good mental
health tend to be flexible for example when faced with difficult situations, they try to solve
problems even under stress
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5
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Characteristics of Poor Mental Health (Maladjustment)
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2
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Breakdown in efficiency under stress – maladjusted individuals are not able to cope with
a lot of stress and may breakdown
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This includes parents, teachers and peers
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It is vaguely defined as a feeling of
looming disaster and of apprehension about being inadequate to meet the inevitable problems
of life
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They come to anticipate failure in any challenging task;
and as consequences of failure, they fear loss of acceptance, esteem and love
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Anxiety influences learning
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Excessive
anxiety is detrimental to learning and academic achievement
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The Home as a Factor in the Development of Mental Health
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Tension between parents has an effect on children’s
mental health
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Parents should
try to be understanding with their children in order to foster good mental health in their
children
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Relations between siblings – for good mental health to be fostered, siblings should get on
well
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Parental love and interest – parents should display their love for and interest in the child
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5
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6
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A sense of
belonging and opportunities to participate as a family member in the group approach to
family problems fosters good mental health
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For a child to have good mental health, there has to be a sense of belonging
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8
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Parents should provide appropriate guidance in

structuring approaches to developmental tasks, approve children’s achievements, reward
their constructive efforts and encourage them when they fail
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Relations between teachers and learners – there should be a good relationship between
teachers and learners for the learners’ good mental health
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2
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Bullying can lead to development of poor mental
health
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Curricula which give children understanding and control of the problems they meet and
opportunities for constructive expression of their talents also enhance their mental health
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Mental health oriented teachers sense each child’s difficulties and adapt the conditions of
effective learning to each child’s particular needs
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5
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This will enhance the learners’ mental health
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6
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These include helping children acquire the traits that win them peer esteem, building class
morale which recognises each individual’s contributions and needs, guiding peer support
of the constructive efforts of maladjusted children, and fostering constructive selfdiscipline
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Teachers can also take direct steps to turn maladjusted children toward mental health for
example by counselling the children, cooperating with the children’s parents and working
with mental health experts
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Psychological absence from class – this means children may be physically present in the
classroom but their minds are elsewhere, that is, they do not concentrate in class
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Too much noise and disruptive behaviour – children may act out and disrupt the
teaching-learning episodes since thy may not see much sense inbeing in school
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Stealing and cheating – children may steal and cheat in order to gain attention
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They do not believe they can be able to
pass exams
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R
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Introduction to Psychology
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(1996)
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New York: Harper and Row
Publishers
LeFrancois, G
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(1994)
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USA: Wadsworth Publishing
Company
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(1980)
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New Jersey: Prentice Hall
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G
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Exploring Psychology
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Santrock, J
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(2004)
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USA: McGraw-Hill
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E
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Psychology
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