对当前高校心理咨询工作存在问题的探讨--基于对温州大学心理咨询工作现状的问卷调查

对温州大学当前心理咨询工作现状进行问卷调查,结果表明:当前高校心理咨询工作中存在学生获得心理咨询服务不足与学校提供心理咨询服务资源浪费;学校心理咨询的高来访率与低效益;学生对心理咨询的趋避矛盾态度等问题。并提出加强宣传,提高咨询师队伍素质,关心男生群体和成绩差学生群体等对策建议。     

论在高校学生心理咨询中进行价值干预的必要性

高校的学生心理咨询,无论是从心理咨询存在的前提和基础来看,还是从学校心理咨询的突出特点、党和国家对高校学生心理咨询工作性质的定位、高校学生心理发展的特点、当前我国社会发展的特点以及贯彻心理咨询原则的要求等方面来看,咨询员对来访学生进行价值干预都具有必要性.     

高校心理咨询中的咨询关系及其建立

心理咨询中的咨询关系是一种崭新的人际关系,高校心理咨询老师与来访学生的独特身份使咨询关系具有特殊性,从而对咨询效果产生影响。要对心理咨询人员进行专业培训,以取得良好咨询效果,促进学生心理健康水平的提高。     

论在高校学生心理咨询中实施有效价值干预的条件

在高校学生心理咨询中,心理咨询员对来访学生进行必要的价值干预有助于增进心理咨询的效果。心理咨询员实施有效的价值干预需要对自己的角色进行准确定位,自觉进行角色转换,避免角色错位或越位;需要自觉加强自身的价值观建设,努力形成比较完善、积极和健康的价值观;需要与来访学生建立良好的咨访关系;需要培养和提高进行价值干预的一些基本的素质。     

“老师,我想请您吃饭“——学校心理咨询中的移情

"老师,我想请您吃饭!"作为学校心理咨询人员可能会遇到类似的问题,常使咨询人员感到困惑:一方面,咨询人员与来访学生建立了良好的咨询关系,使对方的不良情绪与表现有了很大的好转;但另一方面,对方也可能对咨询人员产生日益深重的感情依恋,使心理咨询关系难以维持,即来访学生对咨询者产生了移情.     

地方高校心理咨询工作存在的问题与对策

当前地方高校心理咨询工作中存在如下矛盾:学生获得心理咨询服务不足与学校提供心理咨询服务资源浪费之间的矛盾;学校心理咨询的高来访率与低效益之间的矛盾;学生对心理咨询存在既趋近又回避的矛盾;某些弱势群体更需心理咨询帮助与其求询意识相对较低之间的矛盾,等等。对这些问题进行讨论分析后,建议通过普及化的教育、专业化的建设和主动化的服务,提升地方高校心理咨询工作的质量与水平,促进大学生的健康成长。     

学校心理健康咨询的实践

青少年时期是人生成长的关键时期,容易受到各方面的影响。青少年的心理活动在当今时代同成年人相比,更具有复杂性,因此对中学生进行心理健康教育是十分必要的。开展学校心理咨询是对中学生进行心理健康教育的一种有效途径。我自1997年11月以来,一直是学校心理健康教育小组成员,主要负责学校心理咨询工作和接待来信来访的同学,先后接到学生来信400多封,接待来访师生600多人次,组织心灵有约广播百余次,多次开办了年级心理讲座、班级心理辅导和心理咨询现场会以及家长心理讲座。经过近10年的心理咨询实践,我主要有以下体会:1.重视开头与来访学…     

师专学生心理测验的反馈与分析

采用卡特尔16种个性因素问卷与自评症状量表,对台州师专95级470名学生作了为期二年的心理测验。把自愿来访与不愿来访的学生分为来访组与未访组,进行比较分析。结果表明:来访组通过心理咨询和心理治疗,心理障碍有所减少,心理健康水平明显提高,与未访组有显著5”K异。这表明心理测验与其信息反馈,具有相应的成效。     

在高校学生心理咨询中进行价值干预应注意的几个问题

在高校学生心理咨询中,咨询员对来访学生进行价值干预要注意以下几个问题:应该在咨询员与来访学生的咨访关系建立起来以后再开展;应该以功能干预为主,同时也要进行内容干预;应该运用协商和引导的方式与方法进行干预;应该以不替来访学生作决定为最终限度;应该谨慎做好"事后告知"工作;咨询员应该自觉加强自身的人生观修养和价值观建设.     

中小学心理教师如何灵活运用保密原则简

咨询人员必须遵守心理咨询的保密原则,对咨询内容进行保密,不向咨询双方以外的人披露,这是心理咨询必须严格遵守的道德标准。中小学心理咨询教师也不能例外,保护来访学生的隐私及其他应该保密的资料,是中小学心理教师应该严格遵照执行的原则,是心理教师职业道德的一部分。     

Expectations of higher education students: a comparison between the perception of student and teachers

Higher education institutions are ever more interested in the development of tools that enable them to evaluate and manage the expectations of their students with the purpose of attracting and keeping them satisfied. This research compares what the faculty believes the students expect from a higher education institution with the expectations of students entering higher education. A quantitative study was performed with students from a higher education institution through the application of a questionnaire covering 32 different expectations. The perceptions of the faculty were also collected through the same questionnaire, suitably adapted. The results of the investigation demonstrated differences in thinking between students and professors, with 19 variables representing student expectations that showed statistically significant mean differences. In 13 variables the students had greater expectations than the faculty believed, while for six variables the faculty indicated higher expectations than the students declared. Identifying the existence of this gap in knowledge will allow the higher education institution to adjust its services to the expectations of students, leading them to greater satisfaction.     

Educator Expectations in Full-Day Kindergarten: Comparing the Factors That Contribute to the Formation of Early Childhood Educator and Teacher Expectations

Teachers incorporate information from various sources as they form their academic expectations for students. The student record of prior achievement is the most salient factor that educators use to form their expectations for children’s achievement. Research on the factors that influence educator expectations has primarily focused on the ways teachers assimilate various pieces of information about students. More recently, there is an interest in moving away from this perspective and focusing more on teacher factors that may influence these differing expectations. The purpose of this research was to explore the factors that contribute to the formation of educator expectations in Full-Day Kindergarten. This study presents an in-depth examination of reports from Early Childhood Educators (ECEs) and teachers on their teaching philosophies, roles, teaching practices, and interactions that support students in meeting curriculum expectations. This study elucidates the differences in the two groups in terms of how their expectations are formed and in turn how they may affect processes leading to child outcomes. Furthermore, this research responds to existing gaps in the educator expectation field by extending the research to include the early years.     

Self-fulfilling prophecies in the classroom: Teacher expectations,teacher feedback and student achievement

This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms and 1026 first-grade students in Germany. Further, based on a subsample of 19 classrooms with 354 students, we explored the mediating role of three characteristics of teacher feedback rated in video-recorded school lessons. The results showed that teacher expectations were inaccurate to some extent; that is, they did not entirely agree with students' current achievement, general cognitive abilities and motivations. In addition, this inaccuracy in teacher expectations significantly predicted students’ end-of-year achievement, even after prior achievement, general cognitive abilities, motivation, and student background characteristics were considered. Specifically, inaccurately high teacher expectations were associated with greater achievement in reading and mathematics, whereas inaccurately low teacher expectations were associated with lower achievement in reading only. Furthermore, teacher feedback varied significantly with inaccurate teacher expectations but did not substantially mediate teacher expectancy effects.     

Social influence or selection? Peer effects on the development of adolescents’ educational expectations in Germany

Abstract

Educational expectations are a key predictor of educational attainment. Throughout adolescence, friends increasingly function as ‘significant others’ and, thus, can affect the development of these expectations. Although scholars often interpret the clustering of students with similar expectations within friendship networks as the outcome of peer influence, a similarity of friends can also be a result of friendship selection processes and preselection due to ability tracking. We apply multilevel social network models to panel data of adolescents from Germany (1,992 ninth-grade students in 91 classes) to disentangle these mechanisms. Beyond selecting similar friends (homophily), we find that adolescents adapt their expectations towards the average expectations of their friends (social influence) but only in secondary-school tracks that support diverse educational paths. We conclude that peer socialization is important for the development of students’ educational expectations in contexts that are sufficiently heterogeneous to allow for the emergence of distinct peer milieus.     

欧洲博士研究生培养模式小议

本文根据笔者在欧洲的访学经历和调研,对欧洲博士研究生培养模式进行简要介绍和评述,发现导师在博士研究生培养过程中起着决定性作用,同时博士研究生的主观能动性也发挥着重要作用。欧洲博士研究生的培养模式对于国内的博士研究生培养具有较好的指导和借鉴意义。     

The educational expectations of Italian children: the role of social interactions with the children of immigrants

This paper aims to investigate to what extent the growing presence of children with immigrant background in the Italian school system has an impact on the educational expectations of Italian students in eighth grade. Educational expectations are individuals’ plans for their future educational career, adjusted to the subjectively estimated probabilities of achieving a given outcome. Multilevel analyses are performed using data from ITAGEN2 (Italian Second Generation) survey, the first nationwide survey on natives, first- and second-generation immigrants. Results demonstrate that attending a school with a high proportion of children of immigrants has no impact on realistic expectations about secondary education. In addition, students attending schools with high level of interethnic integration are more prone to having high educational expectations.     

Using expectations and satisfaction to measure the frontiers of efficiency in public universities

Students’ satisfaction with their university and course is of fundamental importance to retain students and promote their positive worth-of-mouth. The objective of this research is to analyse the level of efficiency of Portuguese public universities, according to the expectations and satisfaction of their students. To accomplish the objective, this article uses data envelopment analysis methodology. As our unit of analysis, we selected the faculties making up the universities researched. The analytical input came from the expectations of 1669 students regarding their study programme and their universities. The outputs stem from their satisfaction with their study programmes and their universities. We conclude that university practices do not currently guarantee efficiency. We also observe that efficiency in the relationship between expectations and general satisfaction with the study programme does not represent efficiency in the relationship between expectations and general satisfaction with the university, and vice versa.     

The Influence of Teacher Expectations about Twice-Exceptional Students on the Use of High Quality Gifted Curriculum: A Case Study Approach

Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional students held by teachers. While researchers have begun to investigate the curricular models and instructional strategies that are effective for twice-exceptional students, little research addresses how teacher beliefs and expectations about student ability are reflected in the ways teachers implement such models and strategies for twice-exceptional students in gifted classrooms. Even less research addresses gifted students with emotional and behavioral disabilities. We used a case study of a third-grade teacher using a structured, model-based language arts curriculum to better understand how her expectations about a gifted student with an emotional disability influenced her instructional choices. Using observational and interview data, the case study approach allowed the researchers to personalize the experiences of this teacher and provided a context in which to examine the subtleties of teacher expectations when teaching a gifted student with an emotional disability. Implications for educational practice, particularly the need for comprehensive school-based support systems for students with emotional disabilities, are discussed.     

Set Your Sights Far to Appreciate the Scenery—An Interview with Members of the Visiting and Report-back Delegation of Chinese Students Abroad

Beijing dispatch—At the invitation of the State Education Commission, a 49-member visiting and report-back delegation of Chinese students returning from different countries in the world spent twenty days visiting different parts of the country.