高职大学新生心理健康状况的调查与分析

通过对浙江电力职业技术学院2003级、2004级1229名新生的心理健康测查表(PHI)心理测试结果的分析,从总体和个体两个层面描述高职新生的心理健康状况。(1)高职新生群体相对国内正常人群而言是心理卫生问题发生的主要群体。(2)心理问题主要有人际交往方面、环境适应方面和自我意识方面的心理矛盾和困惑,表现出来的是对躯体的过分关注、情绪的焦虑和抑郁、人格的偏执、抗上心理、行为冲动、多疑、孤独等。(3)新生的心理健康水平每届之间没有非常明显的差异。     

The education and training needs of health librarians - the generalist versus specialist dilemma

AIMS AND OBJECTIVES: The aims of the study were to examine whether and how librarians with a generalist background can transfer to roles demanding more expert knowledge in the health sector. The objectives were (i) to compare the education and training needs of health librarians with science degrees with the education and training needs of health librarians with arts and humanities degrees; (ii) to compare the education and training needs of librarians working in the National Health Service (NHS) sector with the education and training needs of librarians working for the health sector but within higher education. METHODS: Face-to-face interviews with 16 librarians, a convenience sample of librarians working in the Thames Valley NHS region. RESULTS: The main findings confirmed that structured continuing professional development (CPD) is required to meet the rapidly changing needs in the health sector. The emphasis ought to be on teaching skills, outreach work, marketing and promotion, research skills and methods, subject knowledge and terminology, and management skills. Library school curricula do not appear to meet the demands of medical library posts. A first degree in scientific subjects is advantageous in the early stages of a career but diminishes with continuing training and experience. There is no evidence of a significant difference in training needs and provision between the librarians in NHS posts as opposed to those in higher education (HE) posts. CONCLUSIONS: The conclusions suggest that library schools need to update their programmes to include teaching skills, advanced search skills, project management skills, research methods, with more practical exercises. Particular attention should be given to librarians with a first degree in non-scientific subjects in terms of time allocated for CPD, quality of training and access to reliable mentorship.     

Assessing return on investment in health libraries requires lateral thinking

This study considers the status of trends in value and impact research in health libraries and discusses how return on investment approaches such as social value analysis could be used. It uses an example, based on the Health Education England evaluation framework for health library and knowledge services, to outline how a theory of change can be developed. Health libraries now work more closely with health care staff and researchers in co‐creating value and impact for improving patient care. Therefore, collection of data to assess social value should be drawn not only from performance data already collected by libraries, but also data collection by and for the health care organisation on evaluation of care quality and professional competence.     

Contemporary dilemmas in american childbirth education: findings from a comparative ethnographic study

In this article, we examine key dilemmas childbirth educators experienced as they made crucial decisions about the content and format of their classes in the current U.S. maternity-care context. This ethnographic study demonstrates that childbirth education is a cultural phenomenon with deeply embedded values regarding the nature and importance of information, scientific evidence, and consumer choice. Articulating how culture shapes the presentation, content, and format of childbirth classes is an important step in understanding and increasing the relevance of this experience for birthing women.     

Using story dictation to support young children's vocabulary development: Outcomes and process

Creating opportunities for children to apply newly learned vocabulary in meaningful contexts is an important aspect of supporting vocabulary development. However, previous research has not adequately examined how this can be accomplished in preschool classrooms. To address this issue, we explored using story dictation to support preschoolers’ expressive vocabulary development. Thirteen children in a Head Start classroom were videotaped dictating a total of 38 stories. Scribed stories and videos of story dictation sessions were analyzed both qualitatively and quantitatively to examine the outcomes and process. Results indicated that children used and learned target vocabulary during story dictations, and that target word use increased in number and complexity over time. How the teacher supported story dictations and target word use is discussed.     

Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy

In Scotland in recent years there has been growing interest in a more play‐based pedagogy commonly described as Active Learning. The research reported in this article is an exploration of moves towards creating an active play‐based learning environment in six Primary 1 classrooms in Scotland and is concerned with (i) the children’s experiences in such a play‐based active learning environment in school and (ii) their teachers’ perspectives on this pedagogical innovation and their roles in supporting the learners. This study examined experiences and perspectives within and across each of the six child‐centred and play‐focused classes. The main findings suggest that the role of the teacher varies between what could be considered as teacher‐intensive and teacher‐initiated activities. ‘Active’ or ‘play‐based’ learning was interpreted differently by teachers; play in some classrooms was peripheral rather than integral to the learning process and curriculum‐embedded.     

Activating positive affective experiences in the classroom: “Nice to have” or something more?

This study investigated students’ activating positive affective experiences in mathematics lessons, their antecedents, their cognitive and motivational consequences, as well as their effect on achievement. The participants were 682 Grade 8 and 9 students from 37 classes from Germany and Switzerland who participated in a video study of lessons on the Pythagorean theorem. Control and value beliefs as well as autonomy support proved to be relevant predictors of positive affective experiences. Moreover, positive affective experiences were associated with more cognitive activity during the lessons, which for its part predicted achievement in the posttest. In a follow-up test, there was also an indirect effect of positive affective experiences on achievement, mediated by cognitive activity and expectancy of success.     

Mentoring Promotion/Tenure‐Seeking Faculty: Principles of Good Practice Within a Counselor Education Program

Approaches to mentoring junior faculty in counselor education departments have received minimal attention in the counseling literature. In this article, the authors describe a successful program based on the 10 principles for good mentoring recommended by Sorcinelli (2000). Application of the principles within a combined formal and informal mentoring approach is described, as are the experiences of junior faculty whose careers have been shaped within this system.