试论精神损害赔偿的主体范围

目前我国有关精神损害赔偿的规定过于原则和笼统,在精神损害赔偿主体范围方面存在着明显缺陷。国家应当成为赔偿主体,国家侵权行为可适用民法规定,法人和其他组织应当成为受偿主体。建议修改现行的《国家赔偿法》,以适应社会的发展和当前的国际环境。     

“以人为本”理念下青少年健康人格塑造简

“以人为本”是我国教育本质的必然要求,也是塑造青少年健康人格的需要。目前我国青少年人格存在着心理人格、道德人格和法律人格缺失等问题。塑造青少年健康人格需坚持“以人为本”理念,注重人的全面发展,加强人文科学教育,激活青少年的主体意识。     

改善心智模式对于企业管理的启示

改善心智模式,是当代著名的管理大师彼得·圣吉在《第五项修炼:学习型组织的艺术与实务》中提出的。它在管理思维、人际交往中日益发挥着不可替代的作用。本文立足于企业管理层面,用改善心智模式的理念来解决企业在管理中存在的问题并给出建议,以期推动企业管理改革。     

关注大学生心理健康教育

大学生心理健康现在已越来越成为人们关注的问题,本文通过分析大学生心理健康问题的表现和出现的原因,结合自身工作谈几点关于新时期大学生心理健康问题的想法。     

The validity of the otis-lennon mental ability test,elementary II level,for suspected mental retardates

Using Otis-Lennon Mental Ability Test, Elementary II Level, and WISC verbal, Performance and Full Scale IQs of 40 white children, correlations of.71,.57 and.73, respectively, were computed. The results suggest that IQs on the Otis-Lennon are not directly comparable to the WISC IQs and should be interpreted with caution when used as a criterion for identifying mentally retarded white children attending public schools.     

Constructivist mathematics education for students with mild mental retardation

This study examined the effects of a constructivist mathematics intervention for students with mild mental retardation, as compared to direct instruction, which is often recommended for these children. A total of 69 students from elementary schools for special education participated in the study, which focused on multiplication learning. They received one of two kinds of mathematics intervention, guided or directed instruction. Multiplication automaticity and ability tests were administered before and after the four-month training period. The results show that students in both conditions improved significantly during the training period. However, students who received directed instruction showed greater improvement than students who had received guided instruction. These results show that students with MMR can profit from constructivist instruction, although direct instruction seems more effective.     

Making the case for universal school-based mental health screening

Mental health difficulties affect 1 in 10 children and adolescents, and up to half of adult cases begin during the school years. The individual and societal impacts of such difficulties are huge, and include poorer quality of life, lost economic productivity, destabilisation of communities, and high rates of health, education and social care service utilisation. Using early intervention and prevention in schools as a central component of a co-ordinated response to this emergent public health crisis makes good sense. Schools play a central role in the lives of children and their families, and their reach is unparalleled. It has been argued that truly comprehensive and effective mental health promotion in schools requires a universal screening component, but this is a controversial proposition. In this article we explore some of the opportunities and challenges posed by such a system. In doing so, we critically assess international literature on social validity (e.g. acceptability, feasibility and utility), definition and conceptualisation (e.g. what do we mean by ‘mental health’ and related terms?), design and implementation (e.g. planning, tool selection, linking to referral and intervention systems), psychometric considerations (e.g. are available instruments reliable and valid?), diversity (e.g. taking into account cultural variation) and costs and benefits (e.g. are the human, financial and material costs of universal screening justified by the improvements in provision and outcomes they bring?). We conclude by presenting a vision for a school-based system that takes into account these important factors.     

Becoming siap mental: education for transnational labour migration

Disparate groups with dissimilar agendas, ranging from the Indonesian government to grassroots education collectives, agree that training and education play an important role in preparing women for safe labour migration. However, perspectives on precisely how this training and education should be structured and what information should be included vary widely. This article, which is based on 10 months of ethnographic fieldwork in Indonesia, explores the range of perspectives on what it means to become educated about migration for domestic labour. Particular attention is given to migrant women’s emphasis on the idea of being siap mental (mentally ready) for migration. This research sheds light on the challenges to developing education programmes for migrant women workers and contributes empirical evidence on the role that nonformal or out-of-school education can play in shaping values and social norms.     

浅析精神损害赔偿的若干问题

对我国现行精神损害赔偿制度的成就及其不足进行了简要评析 ,着重论述了精神损害概念的界定 ,精神损害赔偿的惩罚性功能以及精神损害赔偿的数额确定     

高校辅导员如何胜任大学生心理辅导

心理辅导的胜任特征是高校辅导员履行大学生心理健康教育职能的关键因素。当前高校辅导员应具备的心理辅导胜任特征在知识、技能、自我概念、特质和动机五个方面都有其特殊的要求。由于心理辅导胜任特征良莠不齐的缘故,目前高校辅导员履行大学生心理辅导职能的状况并不理想。我们建议从完善选聘机制、加大培训力度和强化绩效管理几个方面采取有效措施改善高校辅导员的心理辅导胜任特征。     

情感功能对学校心理健康教育的启示

随着对情感研究的深入,情感的各种独特功能被逐步揭示出来,对情感的各项功能如何认识和利用,对心理健康教育的成效将会产生极大的影响。     

谈小学生心理健康教育

在开展心理健康教育的过程中,学校环境建设是小学心理健康教育的基础,教师是心理健康教育的关键,教师朵把心理健康教育有机渗透到学科教学中．     

高校辅导员队伍心理健康问题

辅导员是高校学生工作的主力军,在高校思想政治工作中发挥着重要作用.但由于辅导员工作内涵的扩展,学生特点、工作环境的变化,以及发展出路不畅、知识结构欠缺等原因,使得高校辅导员产生厌烦、焦虑、困惑、挫败等心理健康问题,高校应正确认识辅导员心理健康问题,创造良好的工作环境,探索辅导员队伍建设模式,提升辅导员职业心理素质.     

Conditions for mental health in education: Towards relational practice

There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.     

体证和体验的方法对心理学研究的价值

心理学的研究有自己的研究方法。那么,科学心理学所运用的方法就是科学的研究方法。但是,在特定的科学观的限定下,所谓的科学就是实证的科学。在中国本土文化中的传统心理学所运用的方法并不是实验的方法,而是体验的方法;所运用的方法并不是实证的方法,而是体证的方法。所谓体证的或体验的方法,就是通过意识自觉的方式,直接体验到自身的心理,并直接构筑了自身的心理。实证与体证在心理学具体研究中的体现,就是实验与体验的分别与不同。     

大学生心理健康评价中的心理测验误差分析

大学生心理健康问题显示出日益严重的趋势，各高校为科学地开展心理健康教育，普遍使用心理测验对大学生心理健康状况进行普查评价，并为科学管理教育大学生提供直接的方法与策略。但是由于心理测验理论与心理学理论基础的发展问题、心理测验量表的选择与评价标准问题等因素的影响，使高校对大学生心理健康的评价出现一定的偏差。     

大学生心理弹性与学业倦怠相关研究

应用心理弹性量表和大学生学业倦怠量表,采用分层随机抽样的方法对河南科技学院245名学生进行测查。目的是为了解大学生心理弹性与学业倦怠的总体状况,探索大学生心理弹性与学业倦怠的关系。大学生的心理弹性对学业倦怠具有一定的预测作用,不过预测力不强。