民办高校大学生的心理特点及心理健康教育现状的思考

加强民办高校的大学生心理健康教育,提高他们的心理健康水平,培养他们良好的心理素质是民办高校的一项重要任务。本文研究民办高校大学生的心理特点以及民办高校心理健康教育现状,认为整个教育界甚至全社会应该给与民办高校更大的包容,运用集体的力量去营造更好氛围,凝聚成行之有效的合力,促进民办高校大学生心理健康发展,培养身心健康、技能娴熟的应用型人才。     

“职教特质、地方特色”校园文化的构建

职业学校校园文化建设是一项长期而复杂的系统工程。只有全面认识＂职教特质、地方特色＂校园文化的内涵,遵循＂育人为本、整体规划、全员共建、彰显特色、与时俱进＂的原则,从营造校园环境、创设校园秩序、开展校园活动和培育校园精神入手,才能打造出具有＂职教特质、地方特色＂的职业学校校园文化。     

心理教育的目标和心理健康的特征

本文作者认为关注学生心理教育 ,特别是关注健全人格和高尚情操的培养是当今教育界的重要课题。因此 ,认清心理教育的目标和心理健康的特征是当前心理教育的重要方面。     

部分行为偏差生的心理特点、成因及辅导策略

当前,由于社会快速的发展,部分在校学生的行为上出现了偏差。本文以该校学生偏差行为为研究对象,阐述了形成中职学生行为偏差的心理特点和成因,从家庭、学校、社会等三个方面因素进行分析,从心理学的角度出发,针对如何解决学生偏差行为问题提出有效的辅导策略。     

Vocational/career assessment in school psychological evaluations: Rationale,definition, and purpose

This article suggests that a need exists in schools for the vocational, as well as academic, preparation of students, and that this need is especially prevalent among the handicapped. A rationale is offered for the involvement of the school psychologist in facilitating vocational/career development via the assessment process. Definition and purposes of vocational assessment as they relate to school psychological evaluations also are presented.     

高职院校学生心理特点与教育

高职生的心理健康问题给高职院校的心理健康教育带来了严峻的挑战。本文通过对漳州职业技术学院和漳州卫生职业学院两所高职院校的学生心理压力及其来源、排解方式的问卷研究,分析高职院校学生的心理特点,提出高职院校心理健康教育对策,综合采取灵活多样的教育方式,以培养学生健康的心理和良好的心理素质。     

高职新生心理特征及应对策略研究

受社会上普遍认为高职生是高考失败者等不正确看法的影响,高职新生存在着怅惘、失望、沮丧、失落、惶恐等心理特征。针对这些心理特征,本文提出了通过针对性的引导,使他们能够客观的定位、正确认识自己的策略,从而保证高职新生更好更快的适应大学生活,为最终成为社会主义建设的合格人才奠定坚实的基础。     

高职院校心理健康教育的不足及对策

教育部多次下发文件,要求加强高等院校学生心理健康教育工作。高职院校作为普通高校的重要组成部分,积极响应文件精神,经过多年的探索与实践,在心理健康教育领域取得了不小的成绩。但到目前为止,为高职大学生“量身定做”的高职高专特色的心理健康教育模式仍存在很多不足。总结经验,探讨如何进一步完善高职院校心理健康教育体系,是本文的思想主旨。     

Samples of stimuli,responses, and reinforcers: Effect of incongruent sample type,serial position,and mode of presentation

In two matching-to-sample experiments, pigeons’ performance with samples of stimuli (red and green), number of responses (1 and 20), and reinforcers (food and no food) was assessed. Samples of red, 20 responses, and food were associated with the red comparison stimulus, and samples of green, 1 response, and no food were associated with the green comparison stimulus. On interference trials, three sample types were presented on each trial, and two of the samples (congruent) were associated with the correct comparison and the third sample (incongruent), with the incorrect comparison. Performance on interference trials was compared with that on control trials in which either two (Experiment 1) or three (Experiment 2) congruent samples were presented. It was found that presentation of an incongruent sample reduced matching accuracy markedly, and about equally, whether samples were presented successively or in compound. Although the type of sample that was incongruent was without effect, matching accuracy declined strongly as the recency of the incongruent sample increased. Serial position of the incongruent sample also influenced the shape of the retention function on interference trials. Presentation of the incongruent sample either first or second resulted in accuracy decreasing across the retention interval, whereas presentation of the incongruent sample last in the input sequence resulted in increasing accuracy across the retention interval. The theoretical implications of the findings are considered.     

Predictors of psychological distress and positive resources among Palestinian adolescents: trauma, child, and mothering characteristics

OBJECTIVE: The aim was to examine how traumatic and stressful events, responses to violence, child characteristics, and mothering quality, as measured in middle childhood predict psychological distress and positive resources in adolescence. METHOD: The participants were 65 Palestinian adolescents (17+/-.85 years; 52% girls), who had been studied during the First Intifada (T1), during the Palestinian Authority rule (T2) and before the Second Al Aqsa Intifada (T3) in Gaza. Psychological distress was indicated by PTSD, and depressive symptoms and positive resources by resilient attitudes and satisfaction with quality of life, all measured at T3. The predictors that were measured at T1 were exposure to military violence, active coping with violence and children's intelligence, cognitive capacity, and neuroticism. Mothering quality and stressful life-events were measured at T2, the former reported by both the mother and the child, and the latter by the mother. RESULTS: Adolescents' PTSD symptoms were most likely if they had been exposed to high levels of traumatic and stressful experiences and had poor cognitive capacity and high neuroticism in middle childhood. Only high levels of childhood military violence and stressful life-events predicted high depressive symptoms and low satisfaction with quality of life in adolescence. CONCLUSIONS: Military violence in childhood forms risks for both increased psychological distress and decreased positive resources. However, child characteristics such as cognitive capacity and personality are important determinants of psychological vulnerability in military trauma.     

Multivariate correlates of childhood psychological and physical maltreatment among university women

Little is known about the long-term effects of psychological or physical child abuse, despite recent advances in the related area of childhood sexual victimization. The present study used multivariate techniques to examine the relationship between four newly devised scales, measuring extent of psychological and physical maltreatment by mothers and fathers and a variety of current psychological symptoms in 251 university women. Results suggest two independent relationships: a global association between all four forms of maltreatment and almost all symptom variables and specific connections between paternal psychological and physical maltreatment, maternal physical maltreatment, and smaller subsets of symptoms. The data are interpreted as supporting an "ecological" perspective on abuse effects as well as demonstrating the value of multivariate methodologies in this area.     

女科技工作者的心理健康及教育

调查显示女科技工作的心理健康水平高于职业女性整体水平。影响女科技工作心理健康的因素主要是家庭和事业矛盾、传统的社会观念、多方面的精神压力、社会交往能力偏低和消极的人格心态。为了提高的心理健康水平,女科技工作必须提高自身的政治水平;克服消极心理、培养健康人格;培养坚强的意志品质和加强心理健康的教育和自我教育。     

高职院校学生心理问题分析及教育目标体系建构

高职学生心理健康问题有其自身特点,在分析高职学生心理状况的基础上,提出了合理的高职院校心理健康教育工作目标体系,以期对目前高职院校心理健康教育工作有所启示。     

关注新时期运动员特点,提高教练员思想文化素养及心理素质

新时期的运动员在思想上,对生活、事物的认知上,与当代教练员思想存在很大的不同,当代的教练员必须更多地关注新时期运动员的特点,不断提高自身思想道德水平、科学文化素养和心理素质,才能在生活、训练、比赛中更好地管理运动员。     

高校家庭经济困难学生的心理特征及教育引导

当前高校中的家庭经济困难学生的数量与日剧增,家庭经济困难学生问题成为我国高校普遍存在的一个突出问题,这不仅仅是物质问题,更重要的是精神问题。因此把握他们的心理和思想特点,通过思想教育、心理疏导、真诚的关爱等使他们深刻的体会到我国社会主义制度下高等教育的指导思想和工作特色,对学校的整体发展乃至整个社会的繁荣稳定有着深远的意义。     

职业院校学生心理特点与足球教学

调查显示,绝大多数的职业院校学生的年龄集中于16-24岁之间,这正是青春期即将结束,迈向青年中后期的关键期。在这一段时期内,职业院校的学生的身体及各项机能迅猛发展,并逐渐接近成熟。他们的成人感、自我意识逐渐达到高峰,但同时也会在心理上形成一个断乳期①。而随着职业教育规模的不断扩大,越来越多的职业院校学生不但要经历断乳期,而且也要过早的面对各种家庭、社会的问题,承担了许多的心理压力,这些心理状况会对其学习产生很大的影响,因此,在足球教学中,只有关注职业院校学生的心理特点,才能有针对性地进行教学实践,也才能取得良好的教学效果。     

少数民族大学生的心理特征及教育方法探析

少数民族大学生在高校是一个特殊的群体,他们在心理、学习与生活等方面有着明显的特征。本文针对四川民族学院少数民族大学生的心理特征,以建设“和谐校园”的教育理念为指导,以长期的教育实践与探索为依托,探讨有效的教育方法,为西部地区民族院校的少数民族大学生教育和管理工作提供建设性的思路与实践措施。