对贵州高校心理健康教育的思考

在贵州的高等学校,心理健康教育工作的重要性日益提高,作为培养高素质人才的重要环节,其成效的好坏直接关系到贵州高校人才培养质量的高低。从现实入手,就贵州高等学校心理健康教育的现状及存在的问题进行了分析,并提出了几点建议和措施,以加强和推进贵州高校心理健康教育工作的成效。     

论青少年潜能开发与心理健康

潜能开发可促进身心和谐及智商、情商的发展,提高心理能力,保证心理健康发展。潜能开发需要进行智力开发,勇于自我挖掘和自我超越,激发创新意识。     

心理意象溯源

从萌芽期的寓"意"之"象"、成型期的"心"中之"象"到成熟期的"表征"之"象"、回归期的"原型"之"象",心理意象的定义也日渐清晰:它是人们对过去经历过的事物在脑中留下的印象的再现,是对感知过的事物的心理表征,是人脑对事物的形象所作的抽象加工和描绘。精神分析心理学角度的意象是指人记忆和想象中的具有象征意义的形象,它能反映出人的意识或潜意识中的心理活动。     

高校运动员内隐自尊与心理健康的初步研究

采用内隐联想测验（IAT）和心理健康诊断测验（SCL-90）研究了高校运动员内隐自尊与心理健康的关系．结果表明：（1）高校运动员存在内隐自尊效应;（2）高校运动员内隐自尊有显著的性别差异,即女运动员高于男运动员;（3）高校运动员内隐自尊与心理健康水平相关不显著．     

Patterns of Home‐ and Classroom‐based Toy Play of Preschoolers With and Without Intellectual Disabilities

Children with and without intellectual disabilities were observed playing with toys during both home‐based independent play and classroom‐based freeplay situations. Categorical and sequential play was analysed for within‐ and between‐group patterns. Within‐group patterns during classroom freeplay were similar for both groups. There were no significant differences among home‐based categorical play variables for children with intellectual disabilities; however, children without intellectual disabilities engaged in significantly more constructive play than other home‐based categorical play types. Between‐group analyses of home–classroom difference scores revealed greater variability in play for children with intellectual disabilities than children without intellectual disabilities. The analyses presented complement and extend extant work on contextually‐based variation of children’s toy play supporting a more positive ability profile for children with intellectual disabilities than that engendered by classroom‐based observations. Results have implications for (a) perceptions of and attitudes toward children with intellectual disabilities held by stakeholders, and (b) how intervention targets are determined.     

Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach

As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying explanations of how to interpret data and make decisions regarding the effectiveness of the technology.     

基于工学结合的高职教学质量管理体系构建——以无锡职业技术学院为例

工学结合是高职院校改革传统教学模式,推行教学改革的主要政策导向,它有助于提高面向岗位一线的高素质技能型专门人才的堵养质量,但同时工学结合也拓展了教学的时间、空间及参与教学的主体,使教学组织形式更为灵活多样、复杂,从而增加了教学质量管理的难度,故为保证高职教育的整体质量,教学改革时同步推进工学结合模式下教学质量管理体系建设显得尤为重要.     

拓展训练对大学生身心健康的影响

探讨拓展训练在高校开展的意义和对大学生身心健康的影响,进而分析研究当代大学生身心健康和拓展训练的关系,为更好地在高校开展拓展训练提出建议.     

音乐表演专业大学生舞台焦虑现状及影响因素研究

探讨音乐表演专业大学生舞台焦虑的现状及其影响因素,为音乐表演专业大学生的音乐专业教学和心理辅导提供数据支持。诸多因素经多元逐步回归分析,进入回归方程的因素有:症状自评总分(B=4.208)、焦虑(B=0.720)、抑郁(B=0.555)、忧虑性(B=0.453)、适应与焦虑(B=0.310)、人际关系问题(B=0.309)、紧张性(B=0.207)以及学习压力问题(B=0.198)。在舞台焦虑学生咨询与治疗中,重点关注学生的心理健康状况、焦虑型人格特质以及人际关系问题和学习压力问题等生活事件。     

高职高专教师心理健康分析

研究显示：高职高专教师SCL-90的测试结果,除人际关系敏感因子分值显著低于全国常模外,高职高专教师的测试分值都高于SCL-90全国常模（成人）,但未达显著水平;高职高专教师显示出中等稍微偏向外向型性格,情绪中等程度稳定的人格特点;校龄在5年内的教师心理健康水平要低于年限较长教师的心理健康水平,个性特点也表现出差异性。