Exploration of Teaching Reform on Interpersonal Relationship Themes in College Mental Health Education Courses

Abstract

There are some problems with the theme of interpersonal relationships in college mental health education courses, such as fixed teaching content, failure to recognize cognitive biases, and a lack of correspondence with changes in relationships. Based on the theory of social and emotional learning and relational development psychology, the three-dimensional structure of core competencies in interpersonal relationships (relationship cognition, relationship regulation and relationship construction) will be broken down in this paper first. Therefore, it can be seen that there are too few links in the current curriculum and teaching blind spots that align with students' cognitive misunderstandings. Some suggestions for organising the teaching logic in this paper are to move from fixed knowledge to creating relational situations, structurally integrate the analysis of interaction scripts, and align the sequence of teaching with the development stages of relational tension. Based on the above, an integrated and progressive teaching intervention model with reversible regulation paths according to conflict nodes has been developed, and a dual-trigger system of self-referential and empathetic loops and a hierarchically embedded logic of relationship boundary awareness have also been created. The goal of this model is to enhance the practicality of course content in light of real life and foster students' sense of situation awareness in their studies and self-management.