Coping with difficult teachers

Conclusion In conclusion, this article has briefly reviewed the findings of the media management survey and has examined coping strategies. While it is true that the major obstacle to your fulfillment and feeling of well-being and excitement at work may or may not be difficult teachers, work is an evolving interaction between yourself and others. It is probably one of the most important roles in your life. An analysis of your management style and personality traits, along with a caring, understanding attitude toward staff and teachers, can go a long way in facilitating teamwork and an effective school media services program.     

Coping with separation anxiety

Whether beginning nursery school, kindergarten, or first grade, many children commonly experience fear at being separated from their parents and at being in a new place for the first time for an extended period. For example, Albert lived across the street from the school where he was to attend first grade. Taken by his brothers and sisters to the school on the first day, Albert was left in a room with a teacher and forty-five other children.Betty Lou Land is an Associate Professor of Reading at Winthrop College and Terry Norton is an Instructor of Reading.     

Coping with Disruptive Behaviour

Three self help programmes to reduce disruption in secondary schools are outlined by Jean Lawrence and David Steed Goldsmiths'College, London University, and Pamela Young, Institute of Education London University     

Coping with life transitions

Life transitions are sharp discontinuities with the previous life events. They have identifiable beginnings, turning points, and endings. Coping skills learned earlier are mobilized during the transition to help the person manage the transition process. A process conception of transitions includes a series of stages from entry through final resolution and growth. The primary dynamic is the process of letting go of the old value, relationship, or belief to taking hold of a new one. Coping skills consisting of support networking, cognitive restructuring, problem solving, and stress management are key mediating variables that determine the course and emotional intensity of the transition. Attitudes that influence the process are extent of perceived control of the event, perceptions of challenge, and commitment to change. perceiving the change event as a normal part of living helps to alleviate much of the distress of the transition. Transition theory offers a kind of map that helps counsellors and their clients to conceptualize what is happening to them during intensive life changes.     

体育赛事突发事件处理中的媒体应对策略研究

在当今社会,体育赛事拥有极高的社会价值,在社会的发展和进步中扮演着其他社会活动无法替代的角色。良好的赛事安全对赛事各种积极效益的发挥至关重要,为实现赛事安全,应对体育赛事突发事件成为体育赛事管理中一项十分重要的工作。针对体育赛事突发事件应对策略薄弱的现状,通过对大量资料的分析及对比,提出了应对媒体的几点策略,可以作为现阶段我国体育赛事突发事件应对策略研究的参考依据。     

Coping with Disruption at School

Elizabeth an aggressive 10 year old, is chosen by Barrie Wade, Faculty of Education, Birmingham University, Maggie Moore, assessment unit, Tiverton School, Birmingham, to illustrate approaches to disruptive behaviour in the ordinary school     

Coping with Stress in School

With growing demands being made on teachers in both ordinary and special schools, stress is likely to be experienced by more staff in the future. Dr Jack Dunham, lecturer in psychology, Bath University, suggests ways of reducing stress levels     

Eating Disorders as Coping Mechanisms

This article focuses on the complex nature of eating disorders, specifically highlighting their use as coping mechanisms for underlying emotional and psychological concerns. Case examples of college counseling center clients are discussed in order to illustrate common ways in which eating disorders are utilized by clients with varying symptomatology. Offering reflections on their work with clients in the college setting, the authors discuss implications for counselors who work with similar clients.     

大学新生的应激及其应对

应激和应对同人的心理适应和身心健康密切相关,是当代心理学的研究热点之一。它们是影响大学新生心理健康的重要因素。大学新生入学后,会面临一系列生活环境、学习方式和人际交往方面的变化,极易产生应激。本文从应激的定义入手,分析了大学新生所面临的角色变化及其自身的心理特点所造成的应激影响,最后从应激反应过程中,伴随着频繁的积极情绪的发生这一现象出发,来提出引导大学新生尽快适应环境变化的方法。     

"3+2"大学生心理健康、社会支持及应对方式调查

调查结果显示,“3＋2”大学生获得的客观支持和主观支持显著低于普通高招大学生;在心理健康状况方面,“3＋2”大学生得分显著高于普通高招大学生;社会支持三个因子及总分与孤独倾向、冲动倾向显著负相关;以社会支持总分为因变量进行逐步回归分析,依次进入方程的变量有孤独倾向、性别、NC（消极应对）三个因子。为此,必须加强“3＋2”大学生心理健康教育,以利于其健康全面发展。     

应对效能在定向运动与高职学生应对方式关系中的中介作用

选取江苏经贸职业技术学院选修定向课的90名学生作为被试,进行定向运动干预,探讨应对效能在定向运动与高职学生应对方式关系中的中介作用。实验前后均采用应对效能量表和应对方式量表对被试进行测量。结果表明:应对效能是研究定向运动与高职学生应对方式关系中的中介变量。     

大学生压力应对动态模型法研究

随着社会的发展,以网络为代表的现代传媒网络触及社会各个角落,多层次多渠道的交流沟通活动在校园生活中呈常态化、深入化趋势,校园生活作为社会生活的切片,社会转型所产生的诸多矛盾在校园生活中亦有所体现,大学生要面对各种纷繁复杂的问题,不可避免要产生困惑和压力。通过采用动态模型法直观地对大学生承受压力时的各类反应状态进行分析,提出了干预的策略,为整体的探讨压力过程中各环节间的关系提供理论补充,也为大学生思想教育工作提供了新的思路和方法。