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顾栋栋 《南昌教育学院学报》2011,(12):5-6
随着高等教育大众化的发展,出现了高校经济困难学生这一特殊群体,受经济贫困因素的影响,他们的人生价值观也出现了偏差,应该采取措施,加强对经济困难学生的教育和引导,使他们能够适应大学生活,适应社会,树立积极向上的理想信念,身心健康成长。 相似文献
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大学生心理健康素质现状分析 总被引：22，自引：0，他引：22
复旦大学心理健康教育中心于2004年对本校大学生的心理状况进行了调查。结果显示：(1)我校学生心理健康状况总体良好,但仍有近20％的学生感到苦恼;(2)学生心理困扰主要集中于个人发展因素和现实生活因素两大方面;(3)学生对心理咨询的接受度仍有待提高;(4)学生应对生活中挑战与挫折时以积极应对方式为主;(5)多数学生能从周围的朋友、亲人或老师那里获得足够的心理支持;(6)学生人格因素与他们的心理健康有密切关系;(7)从心理支持、应对方式、人格因素三大方面可以很好地预测学生的心理健康状况。建议：(1)加强心理健康知识和心理保健的宣传与教育;(2)积极开设心理健康教育课程;(3)加强对学生辅导员的心理学知识培训;(4)加强对学生人格的教育;(5)营造良好校园人际心理氛围;(6)在校园文化建设中纳入心理教育主题;(7)将“心理咨询中心”更名为“心理健康教育中心”。 相似文献
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大学生心理健康问题的成因与对策分析 总被引：9，自引：0，他引：9
当代大学生正处在一个社会变化迅速的时代，面对现代社会日益复杂的竞争，大学生承受着巨大的压力，心理问题呈上升趋势。本文针对当前大学生中存在比较严重心理问题的现状，分析了影啊大学生心理健康的因素，提出了提高大学生心理健康水平的相关策略。 相似文献
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ABSTRACTThe growing prevalence and severity of mental health difficulties across university student populations is a critical issue for universities and their wider communities. Yet little is known about student perspectives on the stressors in university environments and the steps that universities could take to better support student mental wellbeing. This article reports on a study that collected and analyzed 2776 student responses to the question: What can be done to improve student wellbeing? Students made diverse recommendations that fell into seven categories: Academic teachers and teaching practices; student services and support; environment, culture and communication; course design; program administration; assessment; and student society activities. The findings from our study offer important insight to university educators and administrators about the role they can play in better supporting student wellbeing and preventing the high rates of psychological distress. We argue that the process of seeking and acting on students’ suggestions fosters students’ sense of inclusion and empowerment, and this is critical given that the goal of improving student mental wellbeing can only be achieved through an effective partnership between students and institutional actors. 相似文献
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《Journal of College Student Psychotherapy》2013,27(1):16-29
Although the severity of psychological problems among college students and the demand for campus counseling services has increased, many students who could benefit from mental health services still do not access them. This article describes Community Consultation and Intervention, a program designed to support students who are unlikely to access professional help despite the best efforts of traditional counseling center outreach. Community Consultation and Intervention reaches into the campus community to intervene by advising faculty and staff who may be the only contact for a distressed student, taking on a nontraditional “student support” role in direct interactions with students, offering advocacy when university systems or other environmental stressors precipitate psychological problems, and providing case management and crisis intervention services on behalf of the university when troubled students are especially concerning and disruptive to their communities. The most novel element of the program—the student support role—is distinct from conventional counseling in that it privileges problem solving, support, advice, and advocacy over focusing on emotions and other traditional mental health interventions. Case studies and programmatic challenges are described. 相似文献
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一般本科院校学生心理健康状况与应对方式关系研究——以福建师大福清分校为例 总被引：1，自引：0，他引：1
陈飞 《福建师大福清分校学报》2012,(2):93-98,102
目的：以福建师大福清分校为例,探讨一般本科院校学生的应对方式对心理健康的影响,为了更好地对一般本科院校学生进行心理健康教育提供理论依据。方法：采用症状自评量表（SCL-90）和应对方式问卷（CSQ）对福建师大福清分校的350名学生进行测试。结果：（1）323名一般本科院校学生心理健康总体平均分低于全国常模但差异并不显著,心理健康状况一般,强迫症状呈阳性。（2）男性心理健康水平高于女性,在焦虑、恐怖、精神病性这几个因子上差异显著;文科生的心理健康状况优于理科生;城市生源的心理健康状况优于农村生源;不同专业学生应对方式存在显著差异,个体更多的选择在解决问题、求助和幻想的应对方式。（3）大学生心理健康状况与应对方式间显著相关。结论：不同类型的应对方式对一般本科院校学生心理健康有着重要影响。 相似文献
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不同资助模式下经济困难大学生心理健康水平差异性研究 总被引：2，自引：0，他引：2
目的:探讨不同资助模式下经济困难大学生心理健康水平的差异.方法:采用<中国大学生心理健康量表>作为测试工具,对采用不同资助模式的大学生进行前后测试.结果:(1)经济困难大学生心理健康水平差于普通大学生.(2)二年级经济困难大学生与普通大学生心理健康水平差异减小.(3)勤工助学和助学金两种资助模式对大学生的心理健康水平在多个方面存在积极作用,在偏执和依赖方面存在消极作用.(4)勤工助学和助学金两种资助模式在大学生心理健康水平的各个因子上差异不显著.结论:勤工助学和助学金两种资助模式对大学生的心理健康存在积极作用. 相似文献
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Susan Grimes Erica Southgate Jill Scevak Rachel Buchanan 《International Journal of Inclusive Education》2013,17(6):639-655
ABSTRACTStudents with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of ‘reasonable adjustments’ to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as ‘learning challenge’. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design. 相似文献
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江琴 《集美大学学报(教育科学版》2011,12(2):45-49
为了解一年级医学生的心理健康状况及其人格影响因素.采用SCL-90、EPQ、SES、UCLA孤独量表对入学半年后的709名福建医科大学一年级医学生进行测查.研究表明:建医科大学一年级医学生心理健康状况优于全国大学生,但稍差于全国青年;"肯定有症状"的检出率为16.22%,主要症状为强迫、人际敏感和抑郁,男生的敌对、偏执... 相似文献
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《Journal of Further & Higher Education》2012,36(1):90-95
There is increasing concern over the number of university students and university staff who require psychological support; however, little is known about the impact of this on higher education (HE) staff. University employees (n=91) from two UK universities completed an anonymous survey which explored their experience of providing support for psychological distress, receptiveness to mental health training and ability to recognise signs of mental health problems. A total of 63% of the sample reported providing support for psychological distress to students, and 41% had provided this service to colleagues. More than half of those without regular student contact had still provided support for psychological distress to students. Many staff were untrained (>70%) in the topic of mental health, and the majority of staff (64%) would welcome this form of training from employers if made available. HE staff participating in this research demonstrated ability to recognise the signs of schizophrenia (99%) and major depression (95%), but 37% of the sample confused everyday troubles with likely signs of a mental health difficulty. In conclusion, a large number of HE staff provide support for psychological distress as part of their workloads, though most are untrained to do so. HE institutions should ensure that appropriate mental health awareness training is made available to employees, and should encourage staff to complete this training if already available. 相似文献
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高职生较重点大学、普通本科院校的大学生要面对更多来自生理、心理、环境的变化,要承受更多的学业、就业、人际关系等方面的压力。多重压力常造成他们的心理困惑和障碍。这些问题若不及时解决,将导致学生出现严重的行为障碍或人格缺陷。因此必须充分认识到高职生心理健康的重要性。 相似文献
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《Australian Journal of Learning Difficulties》2013,18(1):19-24
Abstract There has been much attention given to the needs of students with learning disabilities in Australian schools in recent years. The needs and experiences of university students with learning disabilities have received less attention. This article reports on the results of a small study of students who identified as having a range of difficulties with learning at one Australian university. Eight students across a range of discipline areas and year levels were asked about the nature of their difficulties, the kinds of adjustments they receive and their effectiveness, and for their suggestions about how these adjustments could be improved. The results pointed to the need for university lecturers to better understand the kinds of learning difficulties experienced by such students. Such an understanding can assist lecturers in knowing how to adjust their teaching and learning practices so these students can more fully participate and be successful in their university studies. 相似文献
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大学生朋辈辅导实践——基于积极心理健康教育新视角 总被引：1，自引：0，他引：1
国内开展大学生朋辈辅导活动研究,主要集中在朋辈辅导的功能作用、实践意义、模式、途径等方面,属于基础水平研究。引入积极心理健康教育理念,开展以心理委员为主体的大学生朋辈心理辅导组织机构建设、以宏观认知教育为主要内容的朋辈辅导员积极心理健康教育理念培训、以个别交流和团体辅导等为主要形式的朋辈辅导工作途径创设等三个方面的实践操作研究,对促进大学生不断成熟、发展和积极人格的形成具有重要意义。 相似文献
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高校贫困生心理健康问题探析 总被引：3，自引：0，他引：3
林芙蓉 《集美大学学报(教育科学版》2007,8(2):50-54
调查了解贫困生的具体情况,发现新的经济压力、新环境、新人才标准、就业问题是影响贫困生心理健康的原因。应该建立贫困生档案,倡导“绿色消费”,拓展勤工助学渠道,建立比较完善的贫困生资助体系,设立心理健康咨询中心等对策,实现贫困生的“物质”扶贫和“精神”扶贫,帮助贫困大学生走出心理困境,健康成长,顺利完成学业,走向社会。 相似文献
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BackgroundAs concerns around student mental health increase, universities are looking at preventative and universal interventions. The aim was to conduct a systematic review of curriculum-embedded interventions that target student mental health and wellbeing at university.MethodThis was a systematic review of longitudinal pre-/post-studies of curriculum-embedded interventions to improve the mental health and wellbeing of students. Seven electronic databases were searched from June 2015 to May 2020. The vote counting method was used to synthesise studies.ResultsForty-six studies were included in the review. Studies were heterogeneous, and mostly underpowered and rated ‘poor’ in the risk of bias assessment due to poor and inconsistent reporting. Overall, most curriculum-embedded interventions did not influence stress or anxiety.DiscussionThere is no strong evidence to support the impact of curriculum-embedded interventions for improving student mental health or wellbeing. Greater funding opportunities would allow for multi-programme and inter-institutional collaboration to improve the power of studies. Improved quality of reporting would enable high-quality meta-analyses, optimizing conclusions being drawn. 相似文献
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This article reports on a study into students with disabilities and their experiences of eLearning at Curtin University in Australia. The results are compared to an earlier study of students at Open Universities Australia (OUA) (Kent 2016). The results confirm the earlier study’s findings that these students are drawn to eLearning. The prevalence of mental illness and medical disabilities as the two most frequent impairment types amongst students with disabilities in Australia was confirmed, along with a need to rethink universal design for eLearning to better accommodate these students. It also finds that the students had difficulty accessing online platforms and notably those provided directly by the university. This survey confirmed that students at Curtin University were more aware than their OUA counterparts of accommodations that could be made to help with their studies. It also showed that, when used, those accommodations were more successful. However, the study also reported that Curtin University students were more likely to not disclose their disability as part of their studies. 相似文献
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Increased doctoral student numbers has led to a growth in studies dedicated to doctoral experience. These studies have raised a range of mental health concerns around workload, supervision processes and student well-being. Despite these challenges being well documented, few studies have looked at doctoral student’s experiences of accessing non-academic support services. This article presents the findings of a mixed-method study to investigate doctoral experiences of non-academic support, conducted at one British university with a large postgraduate research population. Drawing on focus groups and a student survey, the article concludes that many doctoral students are not accessing institutional support when they could benefit from it, with many turning to external support mechanisms including family, personal doctor and online resources. Five institutional recommendations are proposed to develop improved dedicated doctoral student mental health support: clear signposting, online self-help, workshops, parity of support and supervisor training. 相似文献
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民办高校大学生心理问题调查分析及对策研究 总被引：1，自引：0，他引：1
调查研究民办高校大学生心理健康状况,通过比较与探讨民办高校大学生与普通高校大学生心理健康状况的异同,结果显示民办高校大学生心理健康水平不如普通高校大学生,影响民办高校大学生的心理障碍主要表现为自卑感,失落感,焦虑,抑郁感等,同时对如何提高民办大学生的心理健康教育工作提出了几点建议。 相似文献