中学生自我概念与心理健康研究

采用《田纳西自我概念量表》和《中学生心理健康量表》对重庆市两所中学305名学生进行调查,探讨中学生自我概念与心理健康影响因素及其相互关系。结果表明:中学生具有较积极的自我概念,但心理健康状况不容乐观。心理健康问题突出表现在情绪不平和学习压力两个方面,其次是焦虑和人际关系紧张与敏感;自我概念正向因子与心理健康问题呈负相关,负向因子与心理健康问题呈正相关;心理自我、社会自我、自我批评、家庭自我、自我满意对心理健康问题有显著的预测作用。     

Developing a student-led school mental health strategy

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.     

中小学开展心理健康教育应注意的几个问题

本阐述了中小学开展心理健康教育的重要性，并提出了在中小学开展心理健康教育工作应注意的六个问题。     

Reframing mental health in schools and expanding school reform

Explored in this article are (a) the long-standing relation between mental health and schools, (b) the current status of mental health programs and services in schools, (c) efforts to establish school-community collaboration, and (d) work related to reframing the approach to mental health in schools.     

学校心理健康教育潜在课程设计

阐述学校心理健康教育潜在课程的重要作用.通过对心理健康教育潜在课程目标、原则、内容和评价的分析,提出其建设的基本策略.     

中学生应付方式与心理健康水平

对中学生及家长的应付方式与心理健康水平进行测量,证实学生的心理健康与其应付方式存在高相关,学生的应付方式与其家长的应付方式存在一定的关系。建议学校设计一系列的心理教育活动,以影响家长、教育学生,提高学生的抗挫能力。     

中职学生心理健康状况的调查报告

为了解当前中职学生的心理健康情况,笔者对山东省日照市的七所中职学校学生的心理健康状况进行了抽样问卷调查,调查发现学生对心理健康的知识了解较少,学生的心理存在健康隐患,其中人际交往和沟通、恋爱问题成最大隐患,需进一步加强指导和帮助,在调查和分析的基础上提出了有针对性的建议。     

Integrating expanded school mental health programs and school‐based health centers

This article provides background on national movements toward expanded school mental health (ESMH) programs and school‐based health centers (SBHCs), and presents advantages and challenges of joining these two systems of child and adolescent health care. Delivering ESMH through SBHCs promotes an interdisciplinary approach, health–mental health care integration, and benefits including enhancing referral bases, improving screening of problems, and enhanced confidentiality and privacy. But this integrated approach also presents challenges including managing referrals and significant needs, handling crises, building a focus on prevention and mental health promotion, handling administrative demands, and coping with limited resources. These challenges, ideas for overcoming them, and future directions for this promising service delivery approach are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 297–308, 2003.     

中学生心理健康教育补偿训练模式探析

自卑心理是每个人在成长过程中出现的不可避免的心理现象,对于自卑心理的不同处理会产生不同的结果,在中学阶段学生所出现的心理问题都可以找到自卑的根源．所有的心理问题也都可以理解为是对自卑的错误补偿。通过以团队精神为主旨的心理训练活动能够起到对学生自卑心理的补偿作用,可以促进学生心理问题的解决和维持学生的心理平衡,同时也能够增强学生应对心理危机的能力。     

Promoting ecologic health resilience for minority youth: Enhancing health care access through the school health center

Ethnic minority youth experience problems in access to healthcare, yet little is known about how to enhance utilization. This article will discuss the demographic realities of children of color in the United States, with a focus on health care needs and access issues that have an enormous influence on health status. The article will consider health policy as it describes the considerable barriers to quality health care for minority youth such as a lack of a usual source of care and limited health insurance. An ecologic model is presented that incorporates cultural values and community structures into the school health center. Enhancing access and utilization through the school setting is viewed as promoting ecologic resilience in youth. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 265–278, 2003.     

Closing the gap in school mental health: A community‐centered model for school psychology

Disciplines involved in the development and/or provision of services in school mental health have recognized the promise of evidence‐based practices in meeting the growing unmet mental health needs of children, adolescents, and families in this country. As a result, School Psychology has strongly emphasized the development and dissemination of evidence‐based practices through professional development opportunities and published literature. Despite these efforts, evidence‐based practices are not implemented as widely or as effectively as intended. This article describes a community‐centered (CC) model for closing the research‐to‐practice gap in school mental health. CC models emphasize both adopting new practices successfully and improving existing practices through a process of planning, implementation, and evaluation, and an exemplar framework based in a CC model is presented and applied to school mental health. The role of school psychologists in leading schools to adopt CC models is discussed, and next steps for changes to training, practice, and research paradigms are presented. © 2011 Wiley Periodicals, Inc.     

Project motivation: a mental health programme for primary school children

One of India's main problems in achieving universalisation of primary education is the inability of the schools to hold the children for a required minimum period of five years. Much of the drop‐out, nearly 30–35%, occurs in classes I and II almost immediately after children are enrolled. Project Motivation is an attempt to help young primary school children from disadvantaged homes develop an interest in learning and acquire the required competencies through a Child‐to‐Child approach. The middle school children were oriented to work with primary school children on a one‐to‐one basis. The findings show that as a result of this interaction younger children acquired some of the basic competencies over which they initially had problems and older children developed a positive self‐concept and a better sense of concern for younger children.

In our schools where one teacher has to struggle with 50‐60 children, this one‐to‐one approach should go a long way in giving the little children the required support and motivation to learn.     

谈中小学开展心理健康教育的教和育

正确理解和运用心理健康教育中的教与育,是实现中小学心理健康教育目标的根本保障。文章阐述了中小学开展心理健康教育中教和育的特点与功用,分析了当前中小学心理健康教育中在教和育方面存在的问题,提出了以育为主、以教为辅的基本理念和具体措施。     

论复杂性科学视野下的学校心理健康教育

在复杂性科学视野下统观学校心理健康教育系统,可以看到,学校心理健康教育系统具有非线性、不确定性、自组织性、开放性等特征.借鉴复杂性科学的复杂性理论,可指导我们树立学校心理健康教育新理念,构建心理教育大系统,以增强学校心理健康教育的科学性和实效性.     

和谐社会视野下的学校心理健康教育

和谐社会指的是人与社会、人与人、人与自然和谐相处的社会,它是以健康稳定的社会心理机制为基础的,其本质是人的和谐.学校是一个特殊的群体,有效地发挥学校的心理健康教育功能,对构建和谐社会有十分重要的意义.目前我国学校心理健康教育还存在着诸多问题,有待干进一步完善.