心理恢复能力——心理弹性

心理弹性是指个体在危机情景或压力事件中能保持良好适应的能力。心理弹性研究关注保护性因素和过程,旨在发现过程中的保护性因素并通过干预来减少不幸事件的危害。目前以变量为中心范式和以被试为中心范式为主,研究涉及各领域并获得可喜成果。未来研究更加强调领域化和干预提高心理弹性。     

团体辅导对国防生心理弹性的干预研究

本研究选取国防生为被试,以心理弹性保护性因素理论为基础,以认知、情绪、人际为核心要点创设团体心理辅导活动对空军国防生进行干预,结果表明,被试在干预后心理弹性水平显著提升,团体辅导是促进国防生心理弹性的有效途径之一。     

农村大学生的社会支持、心理弹性与主观幸福感的关系研究

农村大学生的身心健康越来越受到教育者的关注,社会支持、心理弹性和主观幸福感对大学生的心理健康有着重要影响。本研究以河南中医学院中农村大学生为被试,运用问卷调查法,以社会支持度、心理弹性水平和主观幸福感水平为研究对象,研究结果显示:农村大学生社会支持度和心理弹性及主观幸福感三个变量间呈现显著正相关,心理弹性在社会支持度与主观幸福感间起到部分中介作用。     

大学生归因方式与心理弹性的关系研究

为了探讨大学生的归因方式与其心理弹性之间的关系,本研究采用《内控性、有势力的他人及机遇量表》和《青少年心理弹性量表》对625名在校大学生进行问卷调查.研究结果表明:大学生归因方式及其心理弹性在性别、年级上均存在显著差异;大学生归因方式与心理弹性各维度之间存在显著相关;进一步的多元回归分析发现,内控性是心理弹性的有效预测变量,该研究结论为高校培养和提高大学生的心理弹性水平提供了新的视角.     

积极心理学视角下心理弹性研究的概述

现代心理学正处在一个从消极心理学模式向积极心理学模式转换的转折时期,积极心理学应运而生,给似乎有些沉闷的心理科学带来新的冲动和活力。而心理弹性研究方兴未艾,它从一开始就蕴含着关注积极力量的思想,在积极心理学蓬勃发展的大背景下,对积极力量的研究取向更为明确,发展势头也更为强劲。本文以积极心理学为视角,在充分理解其内涵、意义的基础上。较为全面地论述了心理弹性研究,主要包括心理弹性的定义、要素、过程和应用等方面。     

优势视角下处境不利儿童心理弹性的社会动力模型

当个体在面对危机和不利处境时,其潜质会被激发和唤醒,生成一种应对困难的精神物质力量,即心理弹性。随着生物学、脑科学和统计学的发展,围绕心理弹性“源”、“流”和“驱动”的多元动力研究兴起。近年来,优势视角开始指导心理弹性研究。相关研究表明,从优势视角出发的个体拥有一种在逆境中看到希望的能力,并为最终实现目标而坚持不懈。心理弹性激发与培育的内在机理可以看成环境的“挑战性”与自我的“心理弹性”两种向度相交融的四种情形,其结构维度可分为外部支持因素、内在优势因素和效能因素。社会支持系统是影响心理弹性的重要因素,社会认知、社会心态、社会文化与社会沟通是其主成分和驱动力,处境不利儿童能借助社会支持系统而更具耐受性。据此,从优势视角理论出发,针对处境不利儿童的心理弹性结构维度与以社会支持网络为基础的实践的有效融合、心理弹性理论研究与临床实践的有机结合等多元动力研究是未来值得关注的新趋向。     

高职学生心理弹性调查及教育策略

以在校高职学生为样本,运用量表统计与分析,进行了心理弹性和心理健康的相关性研究。研究发现:高职学生的心理弹性在是否独生子女、不同性别、不同生源地等三方面存在差异。心理弹性与心理健康之间存在显著的低度负相关。建议通过培养和训练的方式提高高职生的心理弹性。     

心理弹性概念研究综述

心理弹性研究兴起于20世纪初,目前已成为心理健康领域的重要研究课题,其研究主要集中于心理弹性作用机制、心理弹性的测量、干预等方面。但是,由于心理弹性本身的复杂性,学界至今未能对此概念达成一致。本文对以往的心理弹性概念研究进行综述,并对心理弹性概念研究前景提出展望。     

心理弹性:从积极角度看人的发展

弹性研究的历史还不长,但对弹性(resilience)的研究受到了越来越多的关注.心理弹性理论对更好地认识人的发展有重要作用.弹性是一种心理能力,通过内部和外部"保护性因素",有弹性的个体在面临压力和逆境时能够很好地应对,而不会被击跨.心理弹性是可以通过教育来培养的.所以,弹性理论对我国教育事业具有启示作用.     

心理弹性：从积极角度看人的发展

弹性研究的历史还不长，但对弹性（resilience）的研究受到了越来越多的关注。心理弹性理论对更好地认识人的发展有重要作用。弹性是一种心理能力，通过内部和外部“保护性因素”，有弹性的个体在面临压力和逆境时能够很好地应对，而不会被击跨。心理弹性是可以通过教育来培养的。所以，弹性理论对我国教育事业具有启示作用。     

Tapping autobiographical narratives to illuminate resilience: A transformative learning tool for adult educators

Adversity has always been a part of life, however, today’s hurricanes and earthquakes in increasingly populated areas, violent unrest creating a global refugee crisis, battlefield stress and work-place harassment, and the challenges of aging populations are demanding a better understanding of how individuals cope with adversity regardless of the source. One answer is resilience. This paper describes a narrative strategy that captures resilience in its many forms based on current research on resilience and transformative learning. Resilience research has moved from a focus on personality traits that help some to rebound to resilience as a process and outcome. As process and outcome, resilience is seen as a teachable attribute. This article applies two metatheories—one from resilience research and one from transformative learning—to data gathered in a qualitative research study on life-story writing. The results provide educators with a tool for facilitating resilience in their learners, clients, and patients.     

Children’s resilience and trauma-specific cognitive behavioral therapy: Comparing resilience as an outcome,a trait,and a process

Resilience, which is associated with relatively positive outcomes following negative life experiences, is an important research target in the field of child maltreatment (Luthar et al., 2000). The extant literature contains multiple conceptualizations of resilience, which hinders development in research and clinical utility. Three models emerge from the literature: resilience as an immediate outcome (i.e., behavioral or symptom response), resilience as a trait, and resilience as a dynamic process. The current study compared these models in youth undergoing trauma-specific cognitive behavioral therapy. Results provide the most support for resilience as a process, in which increase in resilience preceded associated decrease in posttraumatic stress and depressive symptoms. There was partial support for resilience conceptualized as an outcome, and minimal support for resilience as a trait. Results of the models are compared and discussed in the context of existing literature and in light of potential clinical implications for maltreated youth seeking treatment.     

Some thoughts about resilience versus positive development, main effects versus interactions, and the value of resilience

Interaction effects are the defining feature of resilience and resilience research and are responsible for the unique contributions of this field of study to our understanding of human development. The methodological and statistical challenges posed by interaction effects do not, by themselves, undermine the value of resilience as a construct.     

Measuring academic resilience in quantitative research: A systematic review of the literature

Academic resilience research has the potential to improve the learning outcomes of students at risk of school failure, yet there is no standard approach to its measurement. This review aimed to provide an overview of the ways in which academic resilience has been measured and analysed within quantitative research over the last 20 years. Our findings extended upon those in existing reviews by focussing on how academic resilience has been operationalised as a specific construct. A systematic search of the literature returned 127 studies that drew conclusions about academic resilience based on quantitative data. Three distinct approaches to the measurement of academic resilience were identified using thematic analysis techniques: the definition-driven, process-driven, and latent construct approaches. Each of these approaches align with different types of analyses which, in turn, shape the inferences that researchers can make about academic resilience. The implications of these variations in measurement are discussed. At the macro-level, the utilisation of resilient characteristics and the omission of risk indicators within existing measures may undermine the validity of studies investigating the construct of academic resilience. At the micro-level, the purpose of the study, usability, and inclusivity of the measurement approach influence how researchers choose to operationalise academic resilience. This review emphasises the importance of considering the methodological decisions that researchers make and contributes to the ongoing refinement of academic resilience as a specific construct in resilience research.     

Fostering Resilience: A Necessary Skill for Teacher Retention

The goal of this qualitative 2-year study was to examine the resilience building process in four novice secondary science teachers and its link to teacher retention. To achieve the research goal, a resilience framework was established. Three factors were instrumental in creating the framework. The first focused on stressors and protective factors in the lives of novice secondary science teachers and provided direction and goals for the research. Second, a case study was developed for each of the four teachers participating in the research in order to emphasize the detailed analysis of factors linked to resilience. Finally, cross-case analysis was employed to identify similarities and differences and provide insight into issues concerning the resilience process. Results of this study suggest that the interaction between stressors and protective factors acts as a primary force in the resilience process and stimulate responses to help counteract negative effects of resulting stress. Therefore, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.     

Models and messengers of resilience: a theoretical model of college students’ resilience,regulatory strategy use,and academic achievement

We tested a theoretical model of college students’ ratings of messengers of resilience and models of resilience, students’ own perceived resilience, regulatory strategy use and achievement. A total of 116 undergraduates participated in this study. The results of a path analysis indicated that ratings of models of resilience had a direct effect on students’ perceived resilience and that perceived resilience directly influenced regulatory strategy use (i.e. effort regulation, self-regulation and time management), which influenced academic achievement (as measured by grade point average). The implications of our findings are further discussed, along with avenues for future research.     

Attention‐Deficit/Hyperactivity Disorder Symptoms,Perceived Stress,and Resilience in College Students

This research investigated the relationships among symptoms associated with attention‐deficit/hyperactivity disorder (ADHD), perceived stress, and resilience in college students. In our study of 558 college students (175 men, 383 women), we confirmed the hypothesis that the relationship between ADHD symptoms and perceived stress is mediated by protective factors associated with resilience. The relationships were not significantly moderated by sex. Implications for increasing resilience in college students and lowering perceived stress for college students are discussed.     

Beginning teacher resilience in remote Australia: a place-based perspective

Enhancing resilience is key to reducing teacher attrition and addressing the challenges of the profession but scant research exists on resilience in regional and remote settings, where there is a shortage of quality, specialist and lead teachers. The aim of this study was to combine ecological and relational perspectives on resilience to examine pre-service and early career teacher resilience in the remote context of central Australia. The findings suggest that beginning teacher resilience in central Australia involves a particular set of enablers and constraints which are characterised by teachers’ capacity to build connections to place, connections as a learner and connections in relationships. A transactional systems model is presented that articulates the dynamism of the resilience processes and offers a way to better understand the ecological interdependencies unique to a particular context and culture. This understanding will enable teachers, initial teacher educators, school leaders and policy makers to better address the challenges facing this profession.     

心理弹性：健康人生指南

文章回顾了心理弹性的研究历程,阐述了其内在作用机制以及应用成果。心理弹性通过内外在保护性因素,使有弹性的个体在面对逆境时积极应对,是生活实践中不断发展的动态过程,成为个体健康发展的一个正常组成部分。心理弹性理论,对促进个体健康发展以及潜能开发有重大的意义,在个体心理咨询、家摩教育、学校教育、社区服务等领域有很好的应用价值。