老年人对休闲治疗的认知与接受意愿调查研究——以浙江省为例

针对当前社会老龄化背景,为了更好地实现老龄健康化,提升老年人晚年生命质量,文章以休闲治疗为切入点,以浙江省老年人为研究对象,通过问卷调查和实地访谈相结合的方法,调查了老年人对“休闲治疗”这一新兴领域的认知和接受意愿,为未来在中国导入休闲治疗服务提供科学依据.调查发现：老年人对休闲治疗的认知程度普遍不高.性别、年龄、月收入、健康状况不同的老年人对休闲治疗的认知皆不存在差异,但文化程度不同的老年人在休闲治疗的概念和服务对象两个维度存在差异.70.69％以上的老年人会愿意接受休闲治疗,在愿意接受支付一定费用的老年人中,90％以上老年人心理价位是1000元/月以下.影响老年人接受休闲治疗的因素除了价格,还有服务的便捷以及休闲治疗的成效.     

Novice Counselors’ Conceptualizations and Experiences of Therapeutic Relationships

This qualitative study investigated three novice counselors’ experiences and characterizations of therapeutic relationships. Thematic analyses of interviews and diaries revealed six common themes: (a) the centrality of supervision and training experiences to navigating interpersonal experiences with clients; (b) anxiety about counselors’ roles in therapeutic relationships; (c) the perception of the therapeutic relationship as less directive than outside (lay) helping relationships; (d) experimentation with different interpersonal styles; (e) awareness of countertransference; and, (f) impact of therapeutic relationships on outside relationships. Findings expand upon the therapeutic relationship as a focal point for the training and supervision of novice counselors.     

Initial Exploration of Therapeutic Presence Pedagogy in Counselor Education

A qualitatively modified Delphi approach was used to operationalize therapeutic presence so that it can be further studied as it relates to counselor training and therapeutic outcomes. A total of 12 counselors and counselor educators with over 200 combined years of experience in counselor education participated in this study. The results include a definition of therapeutic presence geared toward counselors-in-training, 13 recognizable signs of students’ expressed therapeutic presence in session, and 17 suggestions for counselor educators to help students develop therapeutic presence. We also discuss implications and recommendations for further investigation.     

Academic motivation in children with dyslexia

The authors' purpose was to determine which form of therapeutic aid may influence academic approach and avoidance motivation in children with dyslexia. There were 165 children with dyslexia assessed with the use of ”I and my school” questionnaire. The authors considered the children's previous therapeutic experience and on its basis they were divided into three groups. Children receiving systematic therapeutic treatment display a significantly higher level of academic approach motivation as compared to those from the two other groups. Those children also manifest a lower level of academic avoidance motivation compared to those receiving no form of specialist treatment. Girls, regardless of their therapeutic experience, demonstrate a higher level of approach motivation; boys, on the other hand, display a higher level of avoidance motivation. The study shows that the quality of provided therapeutic aid affects emotional-motivational sphere of children with dyslexia. Systematic therapeutic aid increases academic approach motivation and reduces avoidance motivation.     

人的克隆:支持和反对的论证

支持和反对人的生殖性克隆及治疗性克隆的有各种伦理论证,综述这些论证并提出反论证,即可在此基础上得出结论：反对生殖性克隆的站得住脚的主要论证是不伤害论证和人类尊严论证;支持治疗性克隆的主要论证是其对治愈多种疾病的巨大潜力,而且人类胚胎的伦理学地位并不妨碍有控制地利用胚胎于治病救人的人道目的。     

Enablers and barriers to Educational Psychologists’ use of therapeutic interventions in an Irish context

Recent years have seen a revived interest in therapeutic educational psychology practice. The aim of this research is to identify the range of therapeutic approaches being delivered by Educational Psychologists (EPs) in an Irish context and to elicit the views of practitioners on the facilitators and barriers to therapeutic provision. Twelve participants were recruited from a total of 22 EPs working within one region of the National Educational Psychological Service (NEPS). Individual semi-structured interviews were held, and thematic analysis was used to examine the data gathered. Therapeutic approaches most commonly used by participants were Cognitive Behavioural Therapy (CBT) and Solution Focused Brief Therapy (SFBT). Barriers perceived by EPs as impacting therapeutic practice related to time, government policy, school factors, EP role, and training. Facilitators included service support, intervention outcomes and media interest. Findings suggest that many EPs are applying therapeutic approaches and are keen to provide more within their professional role.     

Exploring Animal-Assisted Programs with Children in School and Therapeutic Contexts

Animal-Assisted programs with children are becoming increasingly popular in school and therapeutic settings. This article provides an overview of the benefits accrued by children as well as the concerns with programs which involve animals, and therapy dogs in particular, in these environments. Research over the past 30 years indicates that therapy dogs may offer physiological, emotional, social, and physical support for children. The distinguishing features of Animal-Assisted Therapy (AAT) are characterized by the supplemental inclusion of a trained therapy dog in reaching an intervention goal in therapeutic environments, and as a supplement to an educational objective in school contexts. The general assumptions underlying AAT with children are that although therapy dogs are interactive, children seem to perceive them as non-judgemental participants who are outside of the complications and expectations of human relationships. This unique interaction may offer children a valuable form of social and emotional support in educational and therapeutic settings.     

Serum macrophage migration inhibitory factor as a potential biomarker to evaluate therapeutic response in patients with allergic asthma: an exploratory study

Background: Previous studies have shown that macrophage migration inhibitory factor(MIF) is involved in the pathogenesis of asthma. This study aimed to investigate whether serum MIF reflects a therapeutic response in allergic asthma.Methods: We enrolled 30 asthmatic patients with mild-to-moderate exacerbations and 20 healthy controls, analyzing the parameter levels of serum MIF, serum total immunoglobulin E(tIgE), peripheral blood eosinophil percentage(EOS%), and fractional exhaled nitric oxide(FeNO). Lung function indices were used to identify disease severity and therapeutic response.Results: Our study showed that all measured parameters in patients were at higher levels than those of controls. After one week of treatment, most parameter levels decreased significantly except for serum tIgE. Furthermore, we found that serum MIF positively correlated with EOS% as well as FeNO, but negatively correlated with lung function indices. Receiver operator characteristic(ROC) curve analysis indicated that among the parameters, serum MIF exhibited a higher capacity to evaluate therapeutic response. The area under the curve(AUC) of MIF was 0.931, with a sensitivity of 0.967 and a specificity of 0.800.Conclusions: Our results suggested that serum MIF may serve as a potential biomarker for evaluating therapeutic response in allergic asthma with mild-to-moderate exacerbations.     

Using Popular Quotations to Enhance Therapeutic Writing

The authors describe the use of therapeutic writing as a technique for managing personal problems. It was hypothesized that having individuals intermittently read inspirational/motivational sayings would further enhance the benefit of therapeutic writing. The results indicate that popular quotations can be used with therapeutic writing to make the process more interesting and enjoyable. Recommendations are provided to counselors who may want to use this technique with clients.     

Preoccupied with the self: towards self-responsible,enterprising, flexible and self-centred subjectivity in education

In the neoliberal order, the ideal self is self-responsible, enterprising, flexible and self-centred. Regarding this ideal we argue that the rise of therapisation in society, and in education, particularly, links both the therapeutic and enterprising discourses. The article examines how these discourses jointly produce and legitimate the ideal, and thus, the preoccupied subjectivity of the neoliberal order. As a discursive form of power therapisation is observed here to work by directing students to focus on their inner selves – including their problems, vulnerabilities, dependencies as well as reactions to life events – in a therapeutic mode. And it does not stop there. Therapeutic discourses offer a seemingly empowering and flexible subjectivity, which is central in enterprising discourses. At the same time, however, selfhood tends to diminish to the extent that we argue for a need to understand more about the subjectivities that emerge from the alliance between therapeutic and enterprising discourses.     

Preventing sexually abused young people from becoming abusers,and treating the victimization experiences of young people who offend sexually

OBJECTIVE: This study was designed to determine whether it is possible to prevent those sexually abused boys who are at risk of abusing other children from doing so, and to assess whether factors associated with an experience of sexual abuse in young people who are offending can be dealt with as a key aspect of therapeutic work alongside treatment of offending behavior. METHOD: The author examined cross-sectional and longitudinal research which demonstrates the impact on sexually abused children of living in a climate of violence, suffering physical abuse, exposure to abuse of maternal figures, and suffering disruption and poor quality of care and supervision. These factors are confirmed in prospective research. RESULTS: The application of these findings to therapeutic programs for boys who are sexually abused is described, including the assessment of care needs as well as the specific therapeutic work with the young person, and work to modify the family context. The specific treatment of victimization experiences in young people who have committed sexual offenses is also examined, with recommendations for modification of treatment approaches suggested. CONCLUSION: It is vital in therapeutic work with boy victims of sexual abuse that the issue of their abusive potential be considered, even if a relatively small proportion of such boys will go on to abuse others. Given that boys who do sexually abuse are likely to have grown up in a climate of violence and poor care, methods of dealing with such victimization experiences need to be developed alongside offending focused treatments.     

Psychodrama research—therapy and theory: A critical analysis of an arrested modality

A critical review of psychodrama was presented. Psychodrama was defined as a therapy that utilizes theatrical principles as clients act out their problems. The need for a clear delineation of the method was discussed. Both the theoretical foundation and therapeutic implications were reviewed. Relevant research was examined from both social psychological and psychodramatic perspectives. The research in psychodrama was evaluated in the three general areas of: (a) therapeutic strategies, (b) case illustration reports, and (c) controlled research. The need for empirical research, to answer questions that have long been ignored, was clear.     

Using Human Givens therapy to support the well‐being of adolescents: a case example

This article outlines the use of Human Givens (HG) therapy with adolescents reporting poor subjective well‐being. HG therapy is based on the assumption that human beings have innate needs, which, if unmet, lead to emotional distress and mental health problems. Hitherto, there has been no independently published empirical research into the efficacy of HG as a therapeutic intervention with young people. The article examines the theory and background to HG therapy; the emotional well‐being of children; and young people and counselling and therapeutic interventions in schools, before describing an exploratory case study into the effectiveness of the HG approach. This involves assessing the efficacy of an individual HG intervention for three young people reporting high anxiety or depression and/or low self concept. The HG process and therapy structure are detailed through an illustrative case study regarding a 16‐year‐old girl with moderate levels of anxiety and low self‐concept. Positive outcomes are observed for all three young people, providing tentative evidence that HG therapy might be useful to practitioners delivering therapeutic interventions in schools, although limitations of the small‐scale research design are highlighted. Issues relating to the provision of individual therapeutic interventions in school are discussed more widely, as are other possible applications of the HG approach in schools.     

Using contact with nature,creativity and rituals as a therapeutic medium with children with learning difficulties: a case study

In most cases therapy is addressed as an indoor verbal activity in which the relationship between therapist and client stands at its centre. This article proposes a different approach to therapy: conducting it creatively in nature, with the environment being used not only as a therapeutic setting but also as a medium and a partner in the process. The article is based on a case study carried out with a group of children with special needs within a school setting. It explores the therapeutic and educational impact that this approach had on the participants and on nature's role in it. The article also aims to initiate a dialogue around the option of working with this population in non‐verbal and experiential ways, illustrating the potential that the use of group work, creativity and contact with nature may offer.     

Freedom: Toward an Integration of the Counseling Profession

Freedom is presented as an overarching paradigm that may align and bring together the counseling profession's diverse counseling theories and open a doorway to a new generation of counseling techniques. Freedom is defined and discussed in terms of its 4 modalities: freedom from, freedom to, freedom with, and freedom for. The long‐standing problem of theoretical integration of counseling and psychotherapy is explored in combination with the phenomenon of therapeutic change in the context of freedom. The new paradigm generates new and possibly more effective counseling techniques by aligning and incorporating freedom with such ideas as agency, self‐determination, metacognition, mindfulness, and often unexamined Asian therapeutic techniques from yoga and Buddhism.     

How (not) to feel: culture and the politics of emotion in the American parenting advice literature

This interpretive critique of the US parenting advice literature explores the underlying cultural values and assumptions concerning emotion and power that are revealed in discourses on child behavior management. The analysis reveals a clear emphasis on the pedagogical and therapeutic role of an emotionally knowledgeable parent in relation to a deficient child. Parents are supposed to teach the child how to handle negative emotions through explicit strategies such as labeling, verbalization, and therapeutic listening, many of which are imbued with cultural and class bias. While emotions appear to be valued, the underlying subtext is one of emotional control and disengagement. The discourse can be read as a window on a contemporary politics of emotion in which freedom of expression and regulation of the self exist in uneasy tension, and in which emotions represent a dangerous terrain of social dis/order.     

Educational psychologists' use of therapeutic interventions: issues arising from two exploratory case studies

This article considers the evolving role of the educational psychologist (EP) in providing therapeutic support to children and young people. Through two small‐scale research studies, EPs' use of therapeutic interventions and issues in delivering them are explored. Findings reveal use of a range of therapeutic interventions in different contexts with schools and multi‐agency partners. Issues relate to opportunities to practise therapeutic interventions due to competing pressures, access to supervision and perceptions of the EP role. Themes emerging from the studies are explored systematically using a SWOT framework to identify strengths, weaknesses, opportunities and threats to EPs' use of therapeutic interventions. It is hoped that a forthcoming UK‐wide study into EPs' use of therapy will provide a more sophisticated picture about some of the issues raised in this article.     

Psychotherapy Referral as a Therapeutic Goal of College Counseling

The task of referring college students to pscyhotherapy outside of the college setting is an opportunity for useful therapeutic intervention. Different meanings may be attached to counseling within the college and therapy outside. The decision to enter psychotherapy is a devleopmentally significant event in terms of the process of separation/individuation during the college years. The author distinguishes three therapeutic components of the referral process: (1) a cognitive component; (2) an experiential component; and (3) an interpretative component in which therapy is addressed as a developmental step. Case examples are used to illustrate.