应用心理学

专业解读 应用心理学是心理学中迅速发展的一个重要专业方向。它研究心理学基本原理在各种实际领域的应用,包括工业、工程、组织管理、市场消费、社会生活、医疗保健、体育运动以及军事、司法、环境等各个领域。应用心理学主要包括教育心理学、管理心理学、消费心理学、环境心理学、法律心理学、咨询心理学六大类。     

中国城乡跨文化心理学和区域心理学与心理学本土化

中国城乡跨文化心理学的母体是跨文化心理学,其研究的目的在于揭示个体或群体在城乡两种亚文化背景下心理活动的普遍规律,以获得文化学和心理学两方面的意义。区域心理学是指在中国文化背景下,开展系统的文化与社会心理学研究的心理学分支学科。中国是一个历史悠久、地域辽阔的人口大国,城市和乡村的文化差异较大,不同历史区域、地理区域、文化区域、生态区域生活的民众在文化社会心理方面形成了很大差异,研究中国城乡跨文化心理学和区域心理学是心理学本土化的必然要求,也是世界心理学研究的需要。     

积极心理学述评

积极心理学是上世纪末兴起的心理学的一个新研究方向,也是当今心理学研究中比较活跃的领域之一。本文从积极心理学概念及产生背景出发,分析了积极心理学与传统主流心理学、人本主义心理学的关系,介绍了当前积极心理学研究的目的、主要内容、方法和意义,并对积极心理学的发展趋势做了展望。     

传统心理学的困境与心理学研究的新视野——文化心理学的发展

笔者在讨论了传统心理学在发展过程中遇到困境的基础上认为 ,时代精神、实证研究的缺陷以及相关学科的渗透导致了传统心理学的困境 ;在此基础上从实证研究的存在价值、理论心理学发展的必要性、心理学研究中的整体系统观和心理学发展的多元化趋向等方面讨论了心理学发展的整合路径 ;最后在理性分析的基础上 ,提出心理学的发展中 ,文化心理学应成为新视野     

浅析积极心理学

介绍积极心理学的背景和发展现状、理论领域和应用领域的相关研究,分析积极心理学与人本主义心理学的关系,指出积极心理学研究的积极意义和不足之处.     

传统心理学的困境与心理学研究的新视野－文化心理学的发展

笔者在讨论了传统心理学在发展过程中遇到困境的基础上认为，时代精神、实证研究的缺陷以及相关学科的渗透导致了传统心理学的困境；在此基础上从实证研究的存在价值、理论心理学发展的必要性、心理学研究中的整体系统观和心理学发展的多元化趋向等方面讨论了心理学发展的整合路径；最后在理性分析的基础上，提出心理学的发展中，文化心理学应成为新视野。     

积极心理学：当代心理学使命的回归

积极心理学是当代心理学研究的新方向，它着力于使普通人的生活更加丰富充实。当代心理学研究领域长期为消极心理学所占领，它的三项使命中，只余一项被人长期关注。积极心理学欣然接手另两项使命的研究，并在历史发展、社会及个人发展与其自身特点的要求下，顺利地完成了当代心理学使命的回归。     

本土心理学研究与心理学本土化的反思

本土心理学与心理学的本土化是两个不同的概念,本土心理学是一种新兴力量,心理学的本土化最终体现为本土心理学。本文旨在论述本土心理学研究与心理学本土化的问题。探讨我国本土心理学研究的现状及存在问题．以及心理学本土化中的误区。     

全人心理学——中医心理学发展的新机遇

在全人心理学诞生之前，西方心理学的发展经历了四大势力的交替。全人心理学在本体论上具备了和中医心理学平等对话的地位，此前的中医心理学研究只能对西方心理学的概念进行简单的比附。本文从研究对象、研究方法、人本观念三个方面论述了这种比附现象，并指出全人心理学是中医心理学发展的机遇。     

现象学心理学和生态心理学的比较研究

作为西方心理学人文取向的现象学心理学与代表心理学生态学研究取向的生态心理学，在心理学人性基础、心理学研究根基、主客体相互作用关系、整体性指导思想上存在共性，但同时在心理学背景、学术重心、心理学方法论等方面又存在较大的差异。     

The lack of representation of educational psychology and school psychology in introductory psychology textbooks

The first goal of this study was to look at the representation of educational and school psychology in introductory psychology textbooks. Research into the representation of other sub‐fields of psychology has been conducted but no research has looked specifically at educational or school psychology. The second goal was to compare the representation of educational and school psychology in introductory psychology textbooks to see if one or the other is receiving more coverage. Third, the textbooks with the most coverage were listed in order to aid educational and school psychologists teaching introductory psychology courses in selecting textbooks that adequately cover material from their sub‐fields. A total of 57 introductory psychology textbooks were content analyzed: 65% of the introductory psychology textbooks had educational psychology material and 65% had school psychology material. However, in the textbooks containing this material the educational and school psychology material made up only .29% and .19% of the textbooks’ total content.     

Cultural psychology as a transformative agent for vocational psychology

Vocational psychology is need of reinvigoration and one way to achieve this goal is by re-examining vocational psychology in the light of cultural psychology. Vocational psychology is a cultural enterprise and the embeddedness of culture needs to be more fully incorporated into career theory and research. Cross-cultural and cultural psychology are described. Specific reference is made as to how core vocational concepts, such as development and the self, can be re-interpreted through cultural lenses.     

Introducing positive psychology: Finding a place within school psychology

An introduction to the special issue addressing positive psychology and its “place” in and implications for schools is provided. The articles contained within the issue are described within the context of our perspective regarding positive psychology in schools. As the study of positive psychology continues to evolve, it is likely that its application within other fields (including school psychology) will be more clearly expressed. We contend that the “success” of introducing, implementing, and sustaining positive psychology within schools may be dependent on its early yet also sustained integration across multiple contexts. And, a “positive” school psychology will require attention to the convergence of multiple, diverse areas of literature. The articles within this special issue begin this movement toward finding either a place for positive psychology within school psychology or a place for school psychology within positive psychology. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 1–5, 2004.     

浅论生态心理学

生态心理学是一门综合的学科,涉及到环境哲学、心理学和生态学等。生态心理学对由于环境的改变、恶化对人生理和心理上的影响或者良好的生态环境对心理以及生理疾病治愈的促进作用进行研究。生态心理学是从人类心理的角度呼吁保护环境,使人与自然能够和谐相处。     

Evolutionary developmental psychology

Evolutionary developmental psychology is the study of the genetic and ecological mechanisms that govern the development of social and cognitive competencies common to all human beings and the epigenetic (gene-environment interactions) processes that adapt these competencies to local conditions. The basic assumptions and domains of this emerging field, as related to human life history and social and cognitive development, are outlined, as are implications for issues of importance in contemporary society.     

Training psychology students to think critically: Revisiting psychology as science

Abstract

This article argues that South African psychology lecturers do not place sufficient emphasis in their teaching on critical thinking skills and on the application of these skills in the discipline of psychology. Students therefore often commit various errors in thinking such as hindsight bias, confirmation bias, the availability heuristic, the notion of “post hoc ergo propter hoc”, the idea that correlation equals causation, a reliance on an intuitive sense, reversed burden of proof, and over-reliance on testimonial and anecdotal evidence. Also, little emphasis is placed on scepticism, considering alternative explanations for phenomena, and demanding evidence for claims about human behaviour, creating conditions for unscientific and pseudoscientific beliefs to have credibility among psychology graduates. It is proposed that critical skills need to be taught in psychology courses, including rooting out gullibility and replacing it with skepticism, the principle of falsification, demanding evidence to support a claim, understanding the hierarchy of evidence, and engaging in probabilistic thinking.     

Perspectives on educational psychology

As a background, the views are presented of Jean Jacques Rousseau, Johann Heinrich Pestalozzi, Friedrich Froebel, and Johann Friedrich Herbart, who had a five-step proposal for teaching. I then review briefly the new psychology of G. Stanley Hall and William James, followed by trends in psychology and education in the early twentieth century. The influences of psychoanalysis and Gestalt psychology are addressed, as well as the development of educational psychology textbooks and the growth of instructional psychology.