A Short-Term Dynamic Psychotherapy Approach for College Students

Abstract

This article explores the need for university counseling centers (UCCs) to implement brief therapies and describes one such treatment, intensive short-term dynamic psychotherapy (ISTDP), as a particularly viable therapeutic approach in this setting. Because ISTDP is not appropriate for all students seeking therapy, a careful assessment of the client is conducted prior to deciding which treatment approach is best suited for the client. The different restructuring techniques that comprise ISTDP are discussed. The article ends with a brief vignette from a therapy session with a student involving ISTDP techniques.     

高职会计学专业职业技能培养与实训体系构建研究

高职会计学专业人才培养目标的定位,决定了高职会计学专业的教育模式应不同于普通高等会计教育模式,应认真分析课程体系的设置等,重点培养学生的职业技能,而职业技能的培养必须通过有效的实训体系来进行。     

高等教育哲学视野下普通教育和专业教育的若干思考

普通教育和专业教育在教育目的上具有不同的价值取向,如何融合二者并发挥各自最大的价值是研究的最终目的。适应社会的发展,并促进人的全面和谐发展,是普通教育和专业教育的共同目的;普通教育与专业教育应并行发展互相融合。高校在课程设置上,要体现普通教育,更要重视实践的效果和教师的作用。     

Cross-cultural or intercultural counseling or psychotherapy

Summary We have reviewed the problems in counseling or psychotherapy posed by cultural differences. Few if any solutions to these problems have been proposed. It has been the general conclusion that theories and methods of psychotherapy developed in Western culture are not applicable in other cultures.This view is rejected on the basis that there are universals of human nature, a basic one being the common motive of self-actualization. The goal of counseling or psychotherapy is to facilitate the development of self-actualization in clients. Cultures can be evaluated in terms of their contribution to the self-actualization of their members. The major conditions for the development of self-actualizing persons are known, and must be present in counseling or psychotherapy as practiced with any client, regardless of his culture. These conditions are not time-bound nor culture-bound. The problems of practicing counseling or psychotherapy in other cultures are viewed as problems of implementing these conditions. Certain characteristics of clients which present obstacles to the implementation of the conditions are associated with certain cultures. Until cultural changes lead to changes in these characteristics, counseling or psychotherapy will be difficult and in some cases impossible with certain clients from certain cultures. Structuring and client education and training may change client expectations and make therapy possible. In any case, however, to accede to client expectations, abandoning methods which have been demonstrated to be related to self-actualization as an outcome of counseling or psychotherapy, is to abandon self-actualization as the goal, and to accept goals which are often inconsistent with self-actualization.     

Boundaries and Voices in College Psychotherapy

A psychotherapist in a college setting must act in different contexts and constantly be aware of boundary issues. There are times when our various roles, or voices, conflict, and times when our work may suffer from a lack of clarity about what voice we are speaking in. This paper attempts to make some initial distinctions between the Psychotherapeutic, the Medical, the Counseling and the Administrative voices. Each has advantages and disadvantages, and each has its proper function, but confusion may result from, for instance, translatin administrative issues too readily into medical langauge. The underlying notion here, which I try to spell out through examples from the literature of college metnal health and from clinical and adminsitrative experience in college psychotherapy services, is that the "voice" we use, the political and geographical location of the service, and our policies about such matters as medical leaves and readmission-that all these matters have implications for the functioning of a psychotherapy service in a college (and that, in fact, one of the defining aspects of college work is the struggle with these very issues). Going a step further, the paper is a beginning reflection on whether the requirements of providing psychotherapy for students impel us, logically and practically, toward certain policies in regard to boundaries.     

人性观的演进对心理健康研究的启示

二歧人性观的流行使心理健康研究陷入了困境。用整合人性观取代二歧人性观，给心理致病原因的探析、心理治疗目标的确立、心理健康标准的制定等诸方面带来了全新的理念，是心理健康研究走出困境的出路。     

The Dose-Response Relationship at a College Counseling Center

Abstract

Most college counseling centers have adopted session limits for their psychotherapy clients though little evidence exists to support such cutoff points. In the past eight years, a few studies have been published using survival analysis statistics for investigating the speed of recovery in psychotherapy. The outcome of clients at a university counseling center was studied to assess change across time, on a session-by-session basis. The analysis of these data showed that 14 sessions of psychotherapy were required for 51% of clients to meet criteria for clinically significant change. Results were interpreted as suggesting that limiting psychotherapy at college counseling centers may result in improvements that are not clinically meaningful for the majority of clients receiving services.     

职业专业化：高等学校人才培养面临的新挑战

目前越来越多的职业(Occupations)进入到专业(Profession)领域,这给中国高等学校人才培养提出了严峻挑战。适应这一发展趋势,高等学校必须从专业设置、人才培养类型和培养方式等方面进行改革。     

An intensive programme on education for sustainable development: the participants’ experience

This paper presents the framework of an intensive programme (IP) organised by UNESCO and addressed to young graduate professionals to prepare them for a career in fields related to sustainability. The aims of the IP were to address participants’ environmental awareness and to develop attitudes and skills related to environmental planning and management. This paper focuses on the methodological aspects of the educational activities and on the setting in which the activities were delivered. Teaching methods based on a learner-centred approach were used in the training. During the activities, 17 participants were provided the opportunity to experience various aspects of environmental integration and sustainability principles in key sectors of planning procedures in the Lonjsko Polje Nature Park (Croatia). The activities were evaluated using quantitative and qualitative tools such as the environmental education questionnaire, the training quality and involvement questionnaire and two focus groups with participants. The results showed the relevance of the setting and the methods applied to develop environmental awareness and skills related to managing sustainability issues. Implications for future research about educational programmes based on the development of sustainability principles are discussed.     

新形势下职业技术教育应树立新理念

当前，导致职业教育面临着众多的困难的原因不仅仅是外部环境的影响，更重要的是计划经济模式下的职业教育理念滞后，引起办学模式、管理体制、课程设置、教学内容、教学方式等等不适应社会主义市场经济的发展的结果。因此要适应科学技术、知识经济的发展和我国已经加入WTO的发展，培养生产、经营、管理、服务第一线高素质劳动者，必须从观念上进行变革。树立以下新的理念：一是要树立以特色求生存的办学观；二是要树立以人为本的教学观；三是要树立以岗位能力为本位的质量观；四是树立科学教育与人文教育相交融的教育理念。     

Using personal construct theory in therapist training — A way of learning about countertransference

In this paper the utilisation of Personal Construct Psychology principles in the experiential training of beginning students in psychotherapy will be discussed. Regardless of theoretical orientation the practice of psychotherapy involves the necessity of attempting to construe the construction processes of the client. This is often made easier when therapist and client construct systems show similarities, but this will not always be the case in a therapeutic setting. It is thus important for therapists to be aware of their own personal and stereotypic constructs as they impinge on their ability to attend to clients. Awareness of these factors may facilitate the ability to monitor the effects of such reactions in the therapeutic setting. A series of exercises whereby students in psychotherapy training are assisted to become aware of the impact of their countertransference reactions on the therapeutic process, is discussed.A similar version of this paper was first presented at the 5th International Congress on Personal Construct Psychology, Boston 1983.     

中等职业英语课堂教学中的创新教育

随着社会的发展,中等职业英语教学在培养社会合格建设人才的过程中起着越来越重要的作用,创新教育是提高教学成果的有效方法之一,英语教师在实际工作中更新观念、培养学生独立思考和发散思维能力、以及注重教育教学的研究都是实施创新教育,提高教学质量的重量步骤     

超越经验：在自我反思中实现专业发展

教师教育变革的真正意义存在于日常教育生活之中，而提倡反思，是教师专业发展所强调的实践品格。教师自我反思具有特定的内容和时限，需要教师们通过教育叙事、反思日记、反思随笔、理论学习、微型教学、相互观摩、对话研讨、建立档案等方式，来逼近教育实践，超越自己的教育经验和教学现实。     

旅游英语教学改革的必要性及改革措施

中国旅游业正在蓬勃发展,而旅游人才的培养却非常滞后,急需一批高素质的涉外旅游人才。中国高职院校旅游专业开设比较晚,而作为必修课的旅游英语的教学也正处于不断的尝试和摸索当中。在这一过程中,高职旅游英语教学中出现了很多问题。为了有效地提高学生的职业能力,必须进行旅游英语教学改革:有针对性地制定适合高职学生的教学方法、教学计划;加强教学团队建设和教材建设;加强课堂互动,调动学生积极性,改变单一教学模式。这样才能使高职旅游专业学生的英语水平得到有效提高。     

A Discussion of 'Students We Don't Refer:

The decision to "hold" these students in a long-term on-campus psychotherapy may be a function not only of the psychological vulnerability of the students themselves, but also of the counselor's ambivalence toward the institution's role in raising unrealistic expectations in these students. Despite these students very real need for psychotherapy, the college counseling center may not provide the most workable setting because of the specialness of long-term psychotherapy in this context and because of the scarcity of counseling time. The possible alternative of a transitional "holding" followed by referral is suggested.     

希望疗法：一种积极的心理疗法

Snyder的希望理论认为,希望由目标、路径思维和动力思维组成。希望疗法是在希望理论基础上发展起来的一种积极的心理疗法。它通过灌输希望,树立目标,加强路径思维和动力思维来提高来访者的希望水平,体现了积极心理疗法积极的、未来导向的、理性主义的特点。希望疗法的效果得到了一些研究的证实。文章从希望疗法的理论和实验基础、干预方法,干预效果等方面对希望疗法作了全面介绍。     

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.     

独具特色的实训教育方法路径与管理模型

大力发展高职教育,已经成为了我国的基本国策。高职教育的进步,不仅体现在高职院校数量的不断增加和在校生人数的迅速增长上,更体现整体办学实力、办学水平、师资力量和实训条件的提高上。加强实训教育,缩短学生适岗时间,提高教育投资效益。摆脱学生就业质量、稳定率不高的困境,找出毕业生能力与岗位实际存在距离的重要原因;建立独具特色的实训教育方法路径与管理模型;营造职业环境,加强企业文化氛围感受。如此这些,都是提高高职院校毕业生综合能力的关键环节,也是目前职业教育的短板所在。