初中生学业求助特点及对策研究

采用《学业求助量表》对633名初中学生进行了调查,结果表明：1.初二、初三年级学生的执行性求助极显著高于初一学生,初二、初三年级间差异不显著;2.重点学校学生的工具性求助极显著高于普通学校学生,而普通学校学生的执行性求助、回避求助却极显著高于重点学校;3.女生的工具性求助极显著高于男生,男生的回避求助显著高于女生。     

高职毕业生心理求助对象调查与分析

为了解当前高职毕业生在心理求助时选择求助对象的情况,课题组采用《心理求助调查问卷》针对457名重庆地区高职毕业生进行的调查与访谈,结果表明:高职毕业生求职过程中心理求助状况总体不容乐观,虽然求助渠道多样化但网络安全意识不强。     

大学生学业求助与学习倦怠的关系研究

以广西高校683名本科生为被试对象,采用问卷法考察其学业求助和学习倦怠之间的关系。结果表明:大学生执行性求助和回避求助与学习倦怠及其各维度正相关,工具性求助与学习倦怠及其各维度为负相关。进一步阶层回归分析显示,学业求助中的工具性求助行为对大学生的学习倦怠具有显著的负向预测作用,执行性求助和回避求助对大学生的学习倦怠有显著的正向预测作用。     

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.     

Preparing Tomorrow’s Teachers to use Technology (PT3) at Boston University through faculty development: assessment of three years of the project

The Boston University PT3 grant project proposed first to train faculty to use technology and then to sustain the gained expertise in a curriculum development project. Education faculty gains in integrating technology into their teaching and their modeling of that use were clearly demonstrated in phase one of the project (the initial two years of the project). In phase two (the third year), faculty were challenged to produce innovative, interdisciplinary curriculum development projects investigating judgment in their discipline. Prototypes of the Judgment Curriculum produced in phase two of the project demonstrate an intersection of technology competence and innovative, question‐driven instruction. Preliminary data show strong gains in faculty use of technology in their teaching and in faculty requirements that their students use technology in education coursework. However, continued development of the Judgment Curriculum lessons remains a challenge.     

Do College Students Use Online Self-Help? A Survey of Intentions and Use of Mental Health Resources

Online self-help may help increase the reach of mental health services for college students, but little research has examined students’ actual interest/use of these resources. An online survey of 389 college students examined intentions and use of online mental health resources as compared with other support options. Findings indicated the highest intentions/use of informal supports (e.g., parents, friends) for mental health problems and lowest intentions/use for online self-help. However, a subset of students showed a preference for online self-help over other forms of support. Participants were also more likely to request online self-help resources (21%) than in-person therapy resources (9%) when offered these options. Reported barriers were also identified for using mobile applications (apps) specifically (e.g., stigma, credibility, privacy). Overall, results suggest mixed findings and relatively low interest for use of online self-help among college students, while highlighting potential barriers that might be addressed to increase engagement.     

Developing a Scale of Attitudes Toward Seeking Psychological Help: Validity and Reliability Analyses

The present study was conducted to develop the scale for Attitudes Toward Seeking Psychological Help (ASPH). Four dimensions of ASPH were determined by using factor analysis, which was conducted with 356 participants. The dimensions were named as confidence for getting psychological help; beliefs about the functions of psychological help; endurance against labelling, and self-disclosure. Reliability coefficient was found as satisfactory in the scale (.88) and subscales (.76, .77, .76, and .68). Test-retest reliability was .99. Validity of the scale was examined by using discriminant validity analysis and it was observed as sufficient. The results of the study showed that ASPH has an identifiable factor structure and it is a reliable and valid scale.     

大学生心理求助行为的现状与对策

大学生在遇到心理问题时,其中只有少数人主动寻求帮助,且学生的个体差异、事件特点和环境因素都会影响求助行为的发生。因此,要促进大学生主动进行专业心理求助,需要从创造咨询预约渠道、丰富咨询形式、加强中心宣传、提升机构专业性、普及健康知识以及强化多方力量等方面提高高校心理咨询服务利用率。     

社会工作理念与方法在高职学生工作中的应用

社会工作领域中“以人为本、助人自助的专业理念与个案工作、小组工作的方法”是和我们党“以人为本、落实科学发展观、构建社会主义和谐社会”的总体要求相一致的,对高职字生工作有很重要的借鉴意义。     

Avoiding Seeking Help in the Classroom: Who and Why?

Why do some students avoid seeking help in the classroom when they need it? When students do not seek the help they need, they put themselves at a disadvantage for learning. We discuss how students' personal motivational characteristics relate to their avoidance of help seeking. In particular, we discuss our work regarding perceived academic and social competence and achievement- and social-goal orientations. We also discuss how various dimensions of the classroom context relate to help avoidance. Specifically, we discuss rules and norms of classrooms as well as our work examining the achievement goal structure and social climate of classrooms. We conclude by discussing how new developments in achievement goal theory distinguishing between approach- and avoidance-goal orientations might add to psychologists' understanding of help avoidance. We also consider how students' strivings for autonomy and different aspects of the social climate might be incorporated into theories of students' help avoidance behavior.