Major breakthroughs have been made in the treatment of neurosis and learning disabilities. The metacognitive intervention technology developed by Professor Jin Hongyuan of Liaoning Normal University and his research group for more than 20 years has been praised by domestic experts as a Chinese psychological clinical method and theory suitable for solving the China problem and with high clinical application efficiency. This technology has been recognized by professors from Miami University, Morey from South China Normal University and Southwest Normal University, and also by President Qian of Beijing International Psychotherapy Association. Meta-cognitive intervention technology clarifies all kinds of misunderstandings about subconscious psychological phenomena in traditional psychotherapy, and at the same time finds an effective way to intervene and treat subconscious psychological disorders-to promote the development of meta-cognitive ability of help-seekers, so that the proportion of components passively influenced by the subconscious in psychological activities such as neurotic patients and people with learning behavior disorders is getting smaller and smaller, until they reach the realm of consciousness, autonomy and freedom of what they want to learn, do and let go. Metacognitive intervention technology is an efficient and broad-spectrum clinical psychological technology system. There are at least three meanings: first, in the sense of treating difficult psychological disorders such as obsessive-compulsive disorder, depression, mental illness, etc., metacognitive intervention technology is a technology to completely cure intractable psychological disorders and prevent their recurrence by improving the conscious ability of the parties. The key reason for complete cure and non-recurrence lies in the whole treatment process, which enables patients to form metacognitive wisdom ability-patients have their own understanding and control skills on the formation principle and intervention skills of their own psychological obstacles, form their own understanding ability and skills to effectively adapt to their own living environment, and finally completely eliminate their psychological symptoms in effective and positive adaptation to life and efficient self-regulation. Secondly, in the sense of how to make patients heal quickly in clinic, metacognitive intervention technology is a technology to find efficient understanding and efficient clinical intervention for their psychological activities. People often explain and intervene a psychological disorder from different levels, angles and meanings, and they all have their own theoretical explanations and self-defense of the effect. Among them, there are efficient explanations and interventions; There are inefficient, ineffective and ineffective explanations and interventions. Metacognitive intervention technology consciously understands and solves this limitation in psychotherapy methods, reinterprets hypnosis, reinterprets thinking, reinterprets metacognition, reinterprets the relationship between subconscious, consciousness and knowledge ... Finally, only by mastering efficient theoretical explanation and implementing technical intervention can we get the best clinical diagnosis and intervention effect. Thirdly, metacognitive intervention technology is a standardized wisdom of clinical consultation, diagnosis and treatment, which can be taught to others, that is, training many ordinary people to engage in the same standardized clinical technical operation and achieve the same clinical effect. We call this clinical method technology because it is not a set of things called art by educators, ideological and political workers and some excellent consultants. Because every major operation step has sufficient theoretical basis, logical thinking and operating procedures; Everyone who succeeds or fails in clinic has a clear technical route as the basis. Fourthly, metacognitive intervention technology is a broad-spectrum psychological intervention technology. It can not only effectively diagnose and treat neurotic psychological disorders such as obsessive-compulsive disorder, depression and anxiety, but also effectively solve the learning psychological disorders and personality correction of college students and middle school students, and has obvious clinical intervention effect. At present, it has been applied to the fields of cultivating outstanding talents and solving marriage and love problems, and has achieved remarkable success. Since the first training course of metacognitive intervention technology named "New Technology Training Course for School Psychological Counselors" was held in Beijing from June 5th to October 20th, 2005, several training courses have been held in Beijing, Shenzhen, Jilin, Hebei, Liaoning and other places. The new psychological technology taught is simple, efficient and practical, which has aroused strong response from students and domestic professionals. In particular, the fact that some excellent students have successfully cured obsessive-compulsive disorder and various learning disabilities by using this technology makes us full of confidence in the bright future of the new technology system. In April, 2006, Professor Zhang visited the metacognitive intervention technology training class of China Psychological Network and took a group photo with the students. He also personally established the "National Neurosis Treatment New Technology Cooperation Group", and proposed to establish a national psychological new technology cooperation network with China Psychological Network as the platform and Liaoning Normal University Psychological Counseling Center as the leading institution of psychological technology. In order to effectively promote the diagnosis and treatment of neurosis and other psychological disorders to a new historical level and promote the healthy development of psychotherapy in China in the direction of technology and efficiency. The details of this training course are hereby notified as follows: 1. Lecturer of the training course: the developer of metacognitive intervention technology, Professor Jin Hongyuan of Liaoning Normal University. 2. Training time: July 2, 20081-26. Third, the training object and treatment: professional psychological counseling workers; Teachers in universities, middle schools and primary schools; College students, undergraduate tutors, etc. People who are interested in psychological technical services. Undergraduates and postgraduates suffering from intractable obsessive-compulsive disorder, anxiety, depression and sleep disorder have achieved remarkable results in self-treatment (i.e. metacognitive behavior therapy) after training. Four, students encountered technical problems in clinical operation within six months after receiving training, can receive follow-up technical guidance. Excellent students can participate in the "National New Technology Cooperation Group for the Treatment of Obsessive-compulsive Disorder and Depression" based on China Psychological Network; According to the nature and level of cooperation, the results were published in different journals or China Psychological Network. V. Tuition standard: 65,438+0, 680 yuan (including book fees) VI. Tuition standard. Textbooks: Jin Hongyuan: Diagnosis and Counseling of Learning Behavior Disorders and Diagnosis and Counseling of Learning Disabilities in Subject 7. Training place: Grade 8, Zhong Bo Psychological Counseling School, Jiamusi. Registration place: 9th floor, 30m east of Chang 'an Police Station, Jiamusi City Tel: 865667868866 Attachment: Teaching Catalogue of Training Course-Efficient Clinical Technical Intervention for Students' Learning Psychological Obstacles Lecture 1 Discovery and Clinical Application of Conditional Emotional Learning Mechanism-the first factor to promote the formation of metacognitive intervention technology. 1. Understand the structure and simplicity of mental disorder. 2. Conditional emotional psychological mechanism for the formation of psychological barriers-the essence of the subconscious from the perspective of emotional learning theory. 3. Subconscious conditioned emotional reflex-reinterpreting the classic experiment of psychology. The second lecture: the formation of learning-weariness and love behavior and its clinical technical intervention. 1. Students learn under different emotional conditions (for example). 2. All negative emotions may lead to the formation of weariness (for example). 3. The main factors that lead to learning-weariness and learning-loving behaviors and their systematicness-knowledge learning, emotion, personality and metacognitive strategies. Enhance the circulatory effect in the process of psychological disorder formation —— Surface solution and lever solution in the process of clinical technical intervention V. Clinical technical treatment of allergic weariness behavior VI. Subconscious Technology Cultivation of Self-learning Beliefs —— The tortuous growth process of a high school girl. Clinical suggestion training technology and its application —— Intervention of allergic weariness, learning inefficiency personality and obsessive-compulsive disorder 1. The essence of hypnotherapy is suggestion learning process 2. Matters needing attention in the application of suggestive learning therapy. Design and implementation of clinical technology. Clinical technical limitations and reflection of traditional psychotherapy. Clinical operation of metacognitive intervention technology I. Key points, procedures and methods of clinical technical operation-clinical diagnosis and technical operation with learning-weariness behavior (evening class) II. Diagnostic thinking and technical route design in clinical technical operation. Demonstration of clinical technical operation-taking the diagnosis and treatment of allergic test anxiety as an example (evening class) Lecture 5 Diagnosis and technical control of forced distraction in classroom and self-study-subconscious behavior regulation and operation of procedural knowledge 1. The true meaning of the subconscious is unconsciousness II. The principle of automatic knowledge operation of subconscious behavior-the so-called "connecting the subconscious" is the operation of procedural knowledge 3. Learn the diagnosis and clinical correction of "distracted" behavior. Initiating self-behavior training for students with self-learning difficulties V. Clinical application of procedural knowledge operation principles in learning process —— Taking the diagnosis and treatment of suggestive memory learning disabilities as an example VI. The Formation and Educational Methods of Learning-weariness and Learning-weariness Thinking —— The Operating Principle of Procedural Knowledge in the Thinking Process I. The Development Trend of Subconscious Learning-weariness Behavior II. How did the profound and systematic thinking of weariness of learning and weariness of learning come about? Third, reflection and suggestions on the education methods of teachers and parents. Effective clinical technical intervention on mental disorders such as neurosis ⅶ. Emotional mechanism and diagnosis of neurosis and personality disorder I. Emotional allergic psychological stress and its essence II. Diagnosis and technical correction of emotional allergic personality. The fourth exploration of the psychological mechanism of neurosis. Emotional index and its application in clinical diagnosis. Radical treatment of anxiety disorder and intervention of metacognitive technology I. Psychological mechanism and clinical diagnosis of anxiety disorder II. The adaptation concept of new psychological technology and traditional catharsis theory III. Meta-cognitive therapy for anxiety disorder I. Consciousness, knowledge and subconscious II. Meta-cognitive strategies of self-intervention for patients with anxiety disorder. Re-diagnosis and non-drug clinical treatment of obsessive-compulsive disorder I. The meaning of obsessive-compulsive disorder II. Treatment direction three. Psychotherapy. Re-interpretation and clinical diagnosis of psychological mechanism of obsessive-compulsive disorder V. Treatment scheme of obsessive-compulsive disorder VI. Clinical Examples and Analysis Lecture 10 "Personality Training" Treatment of Insomnia —— Clinical training of subconscious positive procedural knowledge I. Types and causes of insomnia among students. Analysis of psychological components of various types of insomnia. Clinical Psychological Counseling for Insomnia Lecture 11: Diagnosis Examples and Analysis of Depression I. Treatment Orientation of Depression II. Analysis of clinical manifestations and psychological mechanism. Specific clinical operation procedures. Therapeutic Effect and Reflection: Diagnosis and Counseling of Three Subjects with Learning Disabilities Lecture 12: Knowledge Representation Thinking View and Efficiency of Clinical Intervention I. Formal Training Knowledge View and Knowledge Representation Intelligence View II. Knowledge representation and thinking. Knowledge representation mechanism and subject ability diagnosis Lecture 13 Assimilation representation of knowledge and its intelligent effect I. Assimilation learning principle II. Principles of Upper Assimilation Learning III. Clinical Diagnosis and Intervention of Intelligence Types Lecture 14: The Representation Mechanism of Epiphany Thinking and the Diagnosis of Subject Problem-solving Ability I, The Study of Classical Epiphany Thinking II, The Principle of Knowledge Representation Epiphany Thinking III, Clinical Application and Example Practice Lecture 15: Thinking Ability and Knowledge Classification-Clinical Diagnosis and Consultation I, Declarative Knowledge and Its Significance in Epiphany II, Procedural Knowledge and Its Significance in Epiphany III, Metacognitive Strategy Knowledge and Wisdom IV, Enlightening Thinking and Its Effective Adjustment in Practice.