大学生发展性学业辅导探究

发展性学业辅导是新形势下高校学生事务管理的重要内容.发展性学业辅导具有连续性、均衡性、差异性和专业性特点.要通过多个途径来丰富发展性学业辅导的内涵,提高学业辅导的水平,为大学生提供更加专业化、个性化的学业辅导服务.     

论发展性辅导视角下大学生厌学问题的干预对策

文章深入调查大学生厌学现象,客观分析厌学现象的原因,提出发展性辅导视角下大学生厌学问题的干预对策。为使高校大学生厌学现象得到标本兼治,高校应主动适应发展性辅导的要求,树立发展性教育理念,以人格辅导、学业辅导和生涯辅导为主要内容开展发展性辅导,全面提高大学生学习的主动性、自觉性和积极性,促进所有学生个体最大的发展。     

学业发展辅导的“三维框架”模式探究和实践

学业辅导是大学生成长成才过程中重要的一环,运用发展性的眼光进行学业辅导尤为重要。北京化工大学化学工程学院通过构建"三维框架"视角,从学习阶段、学生群体和发展方向三个维度实践学业发展辅导的"三加强、三着力、三突出"模式,并运用历史比较法对学生的学业进行定性与定量相结合的360度评估。该模式在学生学业生涯的教育和辅导中起到了良好的效果。     

发展性辅导视角下高校辅导员的培养

发展性辅导代表着世界学生事务管理工作的发展潮流,它符合教育的本质,反映学校工作的特色。发展性辅导的主要内容包括学业辅导、人格辅导、生涯辅导等。辅导员要适应发展性辅导工作的要求,就要转变教育观念、准确定位角色、提高心理素质,重构知识结构和掌握实践技能。高校应努力搭建辅导员培训平台和科研平台,促进辅导员逐步适应和胜任发展性辅导的需要。     

对高校经济困难学生开展发展性辅导的意义及模式研究

本文从发展性辅导的角度进行经济困难生管理工作的研究,首先介绍了发展性辅导的理念和内容以及对经济困难生管理工作的意义。从辅导队伍、辅导内容、辅导平台、辅导评价四个方面提出发展性辅导的模式。     

对高校经济困难学生开展发展性辅导的意义及模式研究简

本文从发展性辅导的角度进行经济困难生管理工作的研究,首先介绍了发展性辅导的理念和内容以及对经济困难生管理工作的意义。从辅导队伍、辅导内容、辅导平台、辅导评价四个方面提出发展性辅导的模式。     

中高考考生心理辅导的实践探索

以群体动力学、积极心理学理论作为中高考心理辅导的理论依据,以发展性、服务性为基本理念,以解决中高考考生面临的考试焦虑、考试需求等问题为基本着眼点,遵循学生发展的身心规律,初步构建了"3-4-5"中高考考生心理辅导"彩虹模型"."彩虹模型"的实施形成了团体辅导、大型讲座、拓展训练、个别辅导、微课辅导的"五位一体"中高考心理辅导策略.     

高职院校扩招背景下学生学业现状及其辅导需求的实证分析

通过对扩招背景下高职学生的问卷调查,了解高职学生的学业适应、学业发展及学业情绪现状,在此基础上分析了高职学生学业适应、学业发展及学业情绪存在的问题及其产生的原因,并进一步分析学生对学业辅导的需求。在实证分析基础上指出了解高职学生的学业问题是学业辅导的前提。针对高职学生的学业辅导,要树立人人可教、皆可成才,精准辅导、各尽其才,三方联动、促进成才的辅导理念。制定高职学生的学业辅导方案要注意甄选辅导团队、优选辅导方式、精选辅导内容。     

班主任心理辅导模式的理论研究

学校心理辅导包括发展性心理辅导与矫治性心理辅导,班主任心理辅导属于发展性心理辅导模式。发展性心理辅导有三个要点:面向全体学生;促进学生的人格健全发展;促进学生的个体潜能发挥。学校心理辅导是德育的组成部分和现代教育的重要内容。与理论内涵对应,班主任在涉入心理辅导领域时,也要涉入德育领域和教育领域。因此,班主任应具备三种角色的品质:教育内涵的教师、德育内涵的班主任、心理辅导内涵的心理辅导员。     

高校辅导员开展大学生学业辅导工作的方法探究

大学生学业辅导的核心是使每个学生在适应的基础上获得最有效的学业发展,使学生的学习潜能得到充分的发挥,具体包括环境适应辅导、学习方法辅导、思想意识辅导、发展规划辅导等多个方面。学生辅导员在学生管理工作的一线,有效的提高和完善辅导员学业辅导技能对实现全员育人的效果有重要影响。     

Commentary on "Between Cordelia and Guido:

This commentary addresses several of the administrative issues raised in the preceding paper, and comments on the three case examples. The issues include the importance of developing ongoing collegial relationships with deans, delineation of different areas of responsibility for mental health services and the deans, confidentiality issues in campus "crisis" situations, required evaluations and treatment, and learning the mental health service consultant's role.     

Career counseling centers in higher education: A study of cross-cultural applications from the United States to Korea

Interest in career development and career counseling is growing in Korea. Nevertheless, neither the research nor the literature adequately address the question as to what applications can be cross-culturally transferred from career counseling centers in the United States to Korea. This study qualitatively examines the practice of career counseling in seven university career counseling centers in the United States in a search for concepts and methods that may be cross-culturally applied to Korean universities. Nine categories of data emerged in our qualitative analysis of information gathered: (a) types of systems; (b) staff; (c) services provided; (d) career assessments; (e) alumni networks; (f) workshops and outreach; (g) publicity; (h) information technology; and (i) facilities. Applications and ideas for the Korean context, limitations, and suggestions for future research are discussed.     

Role Behavior Profiles of Israeli School Counselors

This study of 681 school counselors in Israel examines how counselors allocate their time between counseling tasks and whether their role behavior can be characterized according to distinctive profiles. Three distinctive profiles of role behavior were identified: The traditional profile (40% of the sample), in which individual counseling to students was prominent; the prevention profile (20% of the sample), in which a guidance curriculum with an emphasis on prevention programs was preva1ent; and the balanced profile (40% of the sample), in which the time devoted to the main counseling responsibilities is allocated in relatively equal proportions. Three variables were found to affect the profiles: the school setting (i.e., level), the principals expectations from the counselor and the counselors personal preferences. The findings of this study can contribute to the effort of defining and clarifying the role and function of school counseling in Israel and other countries.     

Factors for Personal Counseling Among Counseling Trainees

The present study explored the use of counseling among counselor trainees and the characteristics of consumers and nonconsumers. Approximately 61% of those surveyed (n = 85) reported that they had received counseling, with the majority being mental health counseling trainees. Nonconsumers (n = 54) indicated that they coped with problems in other ways but would consider counseling if they experienced trauma.     

BOOK REVIEW

No abstract available for this article.     

美国学校咨询标准及其启示

本文系统介绍了美国关于学校咨询标准的具体内容、制定的原因、背景以及实施的情况,并指出美国关于学校咨询标准的研究对我国学校咨询工作的启示,以期指导我国学校咨询标准研究的顺利开展。     

一例大学班级哀伤辅导实例及思考

某大二学生因病突然在寝室逝世,此后其所在班级的同学陷入了情绪和行为困扰中。该校学生心理辅导中心的老师在了解事件背景后,设计并实施了一次哀伤辅导,协助该班同学处理了丧失和哀伤,合理宣泄,从负性事件中获取正面意义,取得良好效果。该文呈现了完整的哀伤辅导过程,可为学校处理类似事件提供参考,并进一步探讨了高校在应对和处理此类突发事件中的相关事宜。     

Happiness as a Goal of Counseling: Cross-cultural Implications

The article examines the construct of happiness within the context of counseling and holistic health (body, mind and spirit). It discusses happiness as a goal of counseling as reflected in selected counseling theories that focus on humanistic principles, holistic health, positive psychology, personal growth and the client’s intentional choice-making in life. Moreover, the article considers within-cultural and cross-cultural implications of happiness, and presents recommendations for counseling professionals who counsel clients or train future counselors.