Enhancing School-Based Mental Health Services With a Preventive and Promotive Approach to Universal Screening for Complete Mental Health

Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided.     

精神健康的伦理探索

精神健康目前已成为公共健康领域面临的世界性难题,并对人口健康和社会经济发展产生巨大的影响。本文试图从精神健康的概念、精神健康保健制度中的伦理问题、精神健康的伦理促进三个方面对精神健康问题进行伦理探索,旨在呼吁全社会重视精神健康问题。     

研究生心理健康教育有效途径的新探索——以“小凡倾听”团体心理辅导活动为例

从当前研究生心理健康教育中存在的问题出发,探讨了增强研究生心理健康教育的一种有效途径--团体心理辅导,并以上海交通大学"小凡倾听--美好情感的发现之旅"为案例,具体介绍了其设计初衷、实施过程、步骤和实际效果.     

Child Guidance and Mental Health in the Netherlands

In the Netherlands, as in the United States, the introduction of the concept of ‘mental health’ in education is closely related to the development of a network of child guidance clinics. The first of these was established in Amsterdam in 1928. However, a substantial movement to actively promote mental health did not come into existence until after the Second World War. Unlike in the USA, at the time in the Netherlands the school was considered of only little importance in the crusade for the prevention of mental illness. Teachers and school physicians alike were at the same time recognized as helping forces in the promotion of mental strength and conceived of as inadequately equipped to diagnose problem children. The tradition of labelling the school as a sick‐making institution appears to have been an important asset for the child guidance clinics’ lobby to successfully discredit the institution. Parents’ educational competence was likewise undermined by the infiltration of child‐psychiatric theory, concepts and categories of discourse. The mental health movement promoted an attitude towards the family that was even more disturbingly ambiguous. On the one hand the family was considered a most powerful medicine against what was consistently diagnosed as the moral crisis of society. On the other hand contemporary child‐psychiatric theory pointed at parenting as the prime seedbed of neurosis. Inspired by Sol Cohen’s new cultural history of education the author traces the origins and the initial success of the child guidance approach as part of a larger process of ‘medicalization’, accompanied by ‘neurotization’ as an effect of the growing influence of psychoanalysis. She argues that these processes created the conditions for the Dutch child guidance clinics to monopolize the care, treatment and knowledge of problem children. After discussing the growing ambiguity as to parents’ and the school’s competence in preventing mental illness, the establishment and early development of the Dutch child guidance clinics are described. Finally, an analysis is given of the clinics’ diagnoses and treatment of ‘difficult’ children at the height of the mental health movement’s success, immediately after the war. The child guidance clinics’ work was presented as a blessing for individuals, for society and for the public purse. The self‐image of the institution emphasized its role in the prevention of adult crime and psychiatric treatment. Moreover, the clinics were supposed to prevent much more expensive hospitalization of children in reformatories and children’s homes. In reality, however, they selected for treatment primarily those cases that fitted their approach. In doing so, they could further promote the belief in the mental health movement’s central idea of mental illness as a widespread disease. The child guidance clinics’ lobby succeeded in providing itself with a key role in the theatre of children’s mental health, the expert answer to what was conceived of as a serious crisis in society. Moreover, the lobby claimed to be the solution to the existing ambiguities as to the family and the school as child‐rearing milieux. Therefore, the way the child guidance clinics succeeded in promoting their own approach at the expense of the status and competence of other educational professions and institutions was both enabled by medicalization and neurotization and was itself another step in these processes.     

家校联动对提高小学生心理健康水平的实验研究

心理健康教育是当前心理学界和教育界关注的热点问题。本研究以小学中年级学生为研究对象,采用实证研究方式证明了以班级为单位进行发展性心理健康教育的家校联动方式是现实可行的,在降低学生的焦虑水平等方面具有积极作用,其效果比仅有学校或家庭单一干预因素要好。另外本研究也说明整体干预和个别指导相结合才能更好地提高学生心理健康水平。     

Evaluation of Mental Health Consultation in Child Care Centers

Mental health professionals have speculated that their consultation services should improve the overall quality of a child care center, but few research studies have shown this effect in child care settings. In the present study, mental health consultation services were provided by four agencies to 25 urban child care centers to enhance children's emotional lives and social abilities, and to strengthen child care center staff's capacity to work with children who have difficult behaviors. A one-year evaluation was conducted to assess the impact of the mental health services on the teachers and child care centers using observational measures, director- and teacher-completed questionnaires, and qualitative focus group data. Centers with more than one year of consultation showed increases in overall quality, teachers' self-efficacy, and teachers' competence. In addition, staff expressed satisfaction with the mental health consultation services provided. Implications of findings and suggestions for future interventions are discussed.     

Training Native Americans to Deliver Mental Health Services to Their Own People

Very little has been done to assist Native Americans in the procurement of mental health services. Cultural barriers and lack of understanding have limited the contact between Native Americans and the predominantly White mental health delivery system. The project described herein attempted to decrease and neutralize some of the impediments to Native Americans receiving services by training them to provide minimal mental health care for their own people and by training them to gain access to various state service agencies.     

多学科视野中的温州区域文化

2009年11月上旬,"中国东南地域文化国际学术研讨会"在温州召开,参会学者来自历史学、民俗学、建筑学、考古学、人类学、哲学、宗教学、艺术学等学科,可说是一次真正实现了多学科交融的学术盛会,也显示出多学科交叉研究在区域文化课题上的切实需求和巨大潜力,这里特选择其中历史学和民俗学方面关于温州文化研究的4篇文章,可略展其风貌.复旦大学中国历史地理研究所吴松第教授为此次会议主要操持者之一,并协助组织本专题,在此致谢.     

心理健康教育的艺术审美陶冶模式探析

开发艺术的心理健康价值是心理健康教育发展的需要,提出包括目标系统、组织机构系统、内容体系、实施途径的心理健康教育的艺术陶冶模式。在此基础上进一步分析了实施艺术陶冶心理健康教育应注意的问题。     

农村留守儿童心理健康状况研究

随着城市化进程的加快,人口问题也日益凸显。留守儿童,尤其是农村留守儿童,作为人口流动过程中的一个特殊群体,越来越受到全社会广泛关注。农村留守儿童的健康,尤其是心理健康问题也随着问题的出现备受关注。如何妥善处理农村留守儿童心理健康问题,值得我们思考。     

农村中小学心理健康教育探究

农村中小学长期以来受应试教育、师资水平、办学条件的限制,对学生的心理健康教育比较落后。加强农村中小学心理健康教育,提高学生的心理素质和心理健康水平,是亟待探究的重要课题。在对学生进行心理辅导时,应遵循发展性原则,以提高全体学生的学习、生活、人际交往和社会适应等方面的心理素质,从而提高全体学生的心理健康水平。     

农村留守初中生生活事件、应对方式和心理健康的调查研究

文章采用青少年生活事件量表、中学生应对方式量表和中学生心理健康量表对374个农村初中生进行调查.结果表明农村留守初中生在三个量表中的部分因子要显著高于非留守初中生,这些因子是青少年生活事件量表中的人际关系,抑郁、焦虑、情绪不平衡,中学生应对方式量表的发泄、幻想和忍耐,中学生心理健康量表的人际关系敏感,丧失和健康适应.与非农村留守初中生相比,农村留守初中生面对的生活应激值要更大、应对方式更多是消极的、心理健康水平更低.     

A Person-Centered Approach to Child Temperament and Parenting

The aim of this study was to examine how variations in children's temperamental reactivity and mothers’ parenting stress relate to parenting behavior. A sample of 3,001 mother–child dyads was assessed when children were 14, 24, 36, and 54 months. Latent profile analysis identified a group of temperamentally “easy” children whose mothers experienced little parenting stress, along with two groups of highly reactive children differentiated by mothers’ stress levels. Maternal negative regard over time was highest in the group of reactive children with highly stressed mothers. Mothers in this group also perceived more child behavior problems and had less knowledge of child development. Results are discussed relative to Person × Environment interactions and the complex interplay between parent and child characteristics.     

甘肃省农村幼儿教师心理健康状况研究

目的:评估甘肃省农村幼儿教师的心理健康状况,并对其影响因素进行探讨。方法:采用《精神症状自评量表(SCL-90)》为调查工具,对甘肃省张掖市、平凉市、靖远县、陇西县等十几个地县的乡(镇)的387名幼儿教师进行测查,并对其中一部分进行一般情况问卷调查与访谈。结果:1、甘肃省农村幼儿教师的心理问题检出率为10.13%,其心理问题主要是强迫和偏执;2、与全国正常人常模比较,甘肃农村幼儿教师的心理健康水平优于一般正常人;3、除身体状况明显稍差外,36岁以上的已婚中年幼儿教师与25岁以下的未婚年轻同行心理健康水平趋于持平;4、农村幼儿教师心理健康水平显著高于县城同行。结论:甘肃省农村幼儿教师的心理问题有其特点,原因是多方面的,教育管理部门和社会各界应积极关注农村幼儿教师的心理健康问题,为农村幼儿的健康成长进一步创造良好的师资环境。     

美国心理健康教育干预模式

美国学校基本上都开展了心理健康教育，目前主要有个体干预、环境干预和整体干预几种模式。本文分析了这些模式的具体形式和特点，旨在为我国学校心理健康教育提供一些借鉴和启示。     

游戏是灾后幼儿心理健康教育的有效途径

地震对幼儿来说是一次严重的创伤性事件,游戏则是平复幼儿心灵创伤的一剂良药.游戏是灾后幼儿心理健康教育的有效途径.鉴于经济不发达的农村地区的特定情况和灾后这样一种特殊背景,在幼儿园课程重建中要以游戏为基本活动,一方面要认识到游戏与教学同等重要,另一方面可以采取游戏与教学并列的做法,以保证幼儿真正享有游戏的机会.     

西部农村老年人口医疗卫生服务问题研究

目前,西部农村老年人口在享受医疗卫生服务方面存在困境,即合理的医疗卫生服务需求受制于市场、社会保障制度以及家庭结构变迁等因素而得不到有效满足。走出这一困境,一方面需要转变医疗服务理念,提高医疗服务质量并加大医疗供给;另一方面则要合理界定各类责任主体的责任范围,并合理、有效发挥政府、市场、社会组织以及家庭的功能,实现各种机制的功能互补。     

农村中小学心理健康教育文献综述

目前,农村中小学生的心理现状令人担忧,心理健康教育亟待全面有效开展,相关领域学者在发现问题、寻找原因后,有针对性地提出了转变观念意识、建立专门机构、增强师资力量、优化校园环境等建议。这些研究成果对解决农村中小学心理健康教育的现实问题具有重要的理论价值和现实意义。     

Guided Design: A Case Study Approach to Enhance Problem-Solving

Guided design is a systematic approach to instruction which is centered upon the learner's ability to solve open-ended problems that typify the situations he or she will experience as a professional in the field. The content is taught by self-instructional materials that have been systematically developed. The problem-solving process is taught using group projects that are designed to afford maximum utilization of the content in solving the problem presented by the case.