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1.
团体辅导是促进大学生心理健康水平的很好方法。本文把该方法运用到贫困大学生群体,以理性情绪行为疗法、积极心理学理论、群体动力学为理论基础,帮助贫困大学生进行人格塑造,改变不良认知,调节消极情绪、从而达到塑造良好行为的效果。 相似文献
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大学生害羞、孤独感及其关系研究 总被引：2，自引：0，他引：2
采用问卷法对500名大学生进行调查,探讨大学生害羞、孤独感的特点及其相互关系。结果发现：（1）大学生害羞的生源地差异显著,农村大学生在害羞的行为、情绪层面的均分及总均分上均显著高于城市大学生。（2）大学生孤独感的总体水平较低,性别差异显著,男生孤独感高于女生。（3）大学生孤独感与害羞的三个层面相关显著,害羞的行为和认知层面是大学生孤独感的显著预测指标。 相似文献
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王威 《中小学心理健康教育》2012,(4):15-17
音乐疗法作为一种新兴的艺术疗法,采用音乐作为媒介,通过调节、改变情绪来促进个体认知和行为的改变,最后实现个体身心功能整合,是一种创新的治疗模式。团体辅导作为一种重要的心理辅导方式,强调成员在安全、温馨的人际互动环境中的自我体验、自我成长,以促进良好的适应与发展。本文从音乐治疗的内涵、功效和方法层面探讨了音乐治疗在团体辅导中的适用性,并从团体辅导不同阶段探讨了音乐治疗的具体运用。 相似文献
4.
薛芳 《淮北师范大学学报》2018,(2)
探究认知行为团体辅导对大学生情绪管理能力的影响.选取大学生22人为实验组,以认知行为为框架的团体辅导进行干预,选取同质大学生22人为对照组,在此期间不接受任何干预措施.两组在干预前后均进行情绪管理能力量表的施测.结果:(1)对照组与实验组前测,在量表得分上无统计学差异(p0.05);(2)实验组干预后,情绪管理能力总分(t=-13.8,P0.01)、情绪评价的能力(t=-5.4,P0.01)、情绪感知的能力(t=-7.3,P0.01)、情绪表达的能力(t=-5.5,P0.01)、情绪调控的能力(t=-3.5,P0.01)较前测存在显著差异;(3)干预后,实验组和对照组情绪管理能力总分(t=9.9,P0.01)、情绪评价的能力(t=-6.2,P0.01)、情绪感知的能力(t=-11.3,P0.01)、情绪表达的能力(t=-6.3,P0.01)、情绪调控的能力(t=-4.6,P0.01)存在显著差异;(4)追踪测量的结果:在情绪管理能力总分、情绪评价的能力、情绪感知的能力、情绪表达的能力、情绪调控的能力,实验组显著高于对照组(P0.01).结论:认知行为团体辅导是提高大学生情绪管理能力的一种途径. 相似文献
5.
小学生作文是学生认知、观察、分析、概括、语言表达等能力及个性发展水平综合作用的结果。"利用读写结合训练法"、"生活体验法"、"话题作文"、"联想作文法"等作文训练途径,使作文训练的形式和内容更有利于学生进行知识迁移和情绪体验,是学生在作文中体现个性美的有效方法。 相似文献
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李芬青 《中小学心理健康教育》2023,(11):67-70
焦虑情绪是高中生普遍存在的心理问题之一,探索学校层面上心理教师可独立操作的高中生焦虑情绪的筛查干预机制,有利于提升学校心理辅导效率。基于认知行为疗法编制高中生焦虑情绪的团体干预方案,以量表筛查出的高焦虑学生为对象进行团体干预辅导,结果表明,高中生焦虑情绪团体认知行为干预方案对于改善学生的高焦虑情绪有效且有一定的推广价值。 相似文献
9.
选取有自卑感的大学生组成实验组和对照组进行认知行为团体辅导实验研究,发现实验组被试在团体辅导后自卑感显著降低,在社交、学习、自敬和外表因素上都有显著改善,对照组被试没有发生显著改变,说明认知行为团体辅导能够有效降低大学生的自卑感。 相似文献
10.
目的：探讨心理干预对女大学生痛经患者焦虑情绪的影响。方法：选取40例痛经的女大学生患者,随机分为干预组20例、对照组20例。干预组进行综合心理干预,包括一般性心理支持、认知调节、放松训练,对照组常规处理。对40例女大学生痛经患者均采用焦虑自评量表（SAS）评估焦虑情绪。结果：干预组患者进行心理干预后,焦虑情绪发生率与对照组比较,差异有显著性意义（P〈0.05）。结论：综合性心理干预对改善女大学生痛经患者焦虑情绪有明显效果。 相似文献
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影响罚球命中率的主要因素是心理因素,在了解和掌握影响罚球命中率的心理表现形式时,教师应制定罚球训练计划进行针对性训练。利用各种心理训练和合理的罚球技术培养学生自信心,才能提高罚球命中率,取得较好的比赛成绩。 相似文献
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谢金凤 《荆门职业技术学院学报》2004,19(6):43-45
目的：通过“人际关系”团体心理训练．探讨其对高职高专学生心理健康水平的影响．方法：采用“交友小组”法．对64名大学生进行为期10周的人际关系训练；训练前后分别测查SCL-90，并用Q分类法检验自我评价效果．结果：小组人际关系训练后，在交友信心、乐观心态、坦率心态、开放程度、责任心、口头表达、对人欣赏、说话技巧及拒绝技巧等方面均比训练前有显著提高．自我评价的SCL-90各因子分比较，训练后比训练前有显著或极显著差异．结论：人际关系训练对高职高专学生心理健康具有积极的影响作用． 相似文献
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《Support for Learning》2006,21(1):33-39
The work of educational psychologists (EPs) is often focused on those children identified as having special educational needs. This focus may restrict opportunities for EPs to become involved in the wider application of psychology within education. This article explores ways in which EPs can make an effective contribution to the enhancement of learning opportunities for all children by working collaboratively with teachers. As a group of EPs working in the same local education authority (LEA), we undertook a small‐scale action research project with teachers in order to explore ways to promote children's thinking and learning skills. The study involved us working with Year 5 class teachers in three mainstream primary schools over a six‐week period, with the aim of developing materials which helped pupils develop an awareness of their own learning techniques (metacognition) and a positive and confident approach to learning (self‐efficacy). Some of the benefits of and barriers to joint research are considered, as well as implications for future collaborative work between teachers and EPs. 相似文献
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This paper describes the formative, process and short term impact evaluation of sexuality and relationships education (SRE) training for teachers in Western Australia (WA) over a three year period. The training represents one component of a broader project, the aims of which are to improve teacher’s confidence and skills in delivering SRE, and to support schools to implement effective comprehensive SRE. Formative evaluation conducted prior to the development of the training, found although most respondents were relatively confident and skilled in facilitating SRE, the need for ongoing professional development was highlighted, especially in areas such as gender diversity, pornography, sexting, violence and working with specific groups. Training focusing on the new Australian Health and Physical Education curriculum and mandatory assessment was identified as a need. Workshop evaluation found statistically significant improvements in attitudes towards SRE and increased comfort in teaching SRE, facilitating discussion and facilitating skills and activities, after the workshop. The evaluation identified the need for an integrated and coordinated whole school approach and efforts to engage teachers with lower levels of confidence in teaching SRE. Changes to the Australian Curriculum provide opportunities to enhance the development of SRE in schools. Longer-term impact evaluation is required to identify whole school changes. 相似文献
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Mark Byrd 《Educational gerontology》2013,39(5):369-385
Although there has been an increase in the use of older adults as peer counselors, little is known about the effects of such training on the peer counselor students. In order to be an effective counselor, the older adults must not only examine their own lives, but they must also disclose their life experiences as well as their personal feelings to their clients. It was thought that these processes of self‐examination and self‐disclosure would result in a reappraisal of the older adults’ attitudes and feelings about themselves. The present study sought to examine the degree of personal growth experienced by older adult participants of a peer counselor training course. It was found that the training course attracted individuals who were self‐assured in their ability to deal with the problems of their lives and who wanted to assist others gain the same degree of self‐confidence. Furthermore, it was found that the training course served to increase the participants’ levels of self‐confidence and self‐reliance while at the same time training the students to use these qualities to help others. 相似文献
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Dave Finney 《Pastoral Care in Education》2013,31(1):21-28
This discussion aims to consider the value of training educational professionals in mental health competencies. Primary Mental Health Workers working in the Child and Adolescent Mental Health Service have traditionally used a consultation model when working with schools. In this article I consider moving the emphasis away from consultancy work, instead putting training at the cornerstone of improving mental health in schools. I believe that local practices using consultation can create a ‘dependency’ culture, inhibiting the development of self‐efficacy in those involved in pastoral care in educational settings. Instead, an alternative method of improving confidence and self‐efficacy amongst educational practitioners is by delivering a comprehensive training course, which aims to provide a range of competencies in mental health. Training, which provides skills in low‐level therapeutic approaches for pupils and students, in conjunction with a broad understanding of mental illness and mental health issues, could be a highly effective method of responding to the maxim ‘mental health is everyone’s business’. 相似文献
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Bromley H. Kniveton 《Emotional and Behavioural Difficulties》2013,18(2):23-28
This study is an attempt to offer the teacher an approach to help deal with the problem of boys underachievement which is frequently linked with misbehaviour and a negative attitude towards school. It looks at the extent working in pairs can help boys’ performance on a class test. 96 boys in their first year of an ‘A‐level’ course were included in the study. They worked and were tested either in pairs or alone. It was found that those who ONLY worked in pairs did better on the test and were more confident of their answers, than the pupils who had worked alone for some or all of the tasks. This occurred regardless of whether they rehearsed. It was suggested that encouraging boys to work harder is not very effective. More can be achieved by providing an opportunity to work with others and enhance their self‐confidence. 相似文献
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以南华大学外国语学院英语专业二年级 4 4名本科生为对象 ,用SPSS统计软件包分析研究了学生英语成绩及若干专业技能和自信心的相关性。研究结果表明 :(1)学生英语成绩与自信心呈中度正相关 ;(2 )在听写、听力、阅读、写作这四项单项能力方面 ,听写和听力是与自信心相关性最高的两个 ,而完形填空和阅读与自信心不相关 ,并就研究结果对于英语教学的启示进行了讨论。 相似文献
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This paper describes the process and findings of a multinational study of the characteristics of sail training for young people. The study used a structured qualitative method and involved ‘indigenous practitioner‐researchers’ who collected the majority of the data. Our findings show that participation provides an opportunity for learning in the practical and cognitive domains in relation to skills and knowledge, and in the affective domain in relation to social confidence. The data collected provide evidence that sail training has positive benefits in terms of participants’ social confidence and their self‐perceptions of capacity to work collaboratively with others. It is argued that while sail training experiences are generally positive and beneficial, some appear to be more effective than others in developing social confidence. We also show that it is not principally the seamanship dimension of the experience, but the combination of a structured purposeful programme with the unique character of the seafaring environment that provides the basis for that learning. The more effective experiences in this respect appear to be those where there is a greater emphasis on specific programme activity. Sail training should therefore be understood not solely as adventurous recreation but as a powerful educative experience. 相似文献
20.
张伟 《常熟理工学院学报》2004,18(4):105-106
表象训练是一种心理训练,它开创了利用心理因素促进技术提高的新方法.在高校篮球教学中应用表象训练,可以让学生在学习篮球技术、战术时,对每个动作进行自我表象,使身体运动与大脑思维有机结合,迅速、完善地掌握技术动作. 相似文献