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1.
唐世明 《中国校外教育(理论)》2010,(4)
破解空巢难题有利于维护社会的和谐稳定,是让"退休群体安心",让"在职群体放心"的民生工程.由社区提供的满足空巢老人居家养老心愿和就近帮扶需求的服务保障机制,弥补了养老资源的不足,填补了社会老龄化应变空白,做到了"空巢不缺关爱、居家老有所养". 相似文献
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空巢老人的心理问题与社会工作的介入 总被引：1，自引：0，他引：1
钟冬红 《河北能源职业技术学院学报》2009,9(4):7-8
伴随中国社会的老龄化,空巢老人在老人中的比例也在不断上升,空巢老人问题备受关注,其中空巢老人的心理问题目益突出。本文分析了心理问题的危害、产生原因,并尝试从社会工作的角度去探索解决问题的对策。 相似文献
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社会正处于转型期的今天,老龄化加速,在我国有了越来越多的空巢老人。由于子女长期不在身边,他们的心理健康状况不容乐观。有研究者调查发现：我国空巢老人的抑郁发病率明显高于非空巢老人。本文通过分析我国空巢老人的抑郁现状,结合相关理论与实际,分别从团体辅导与个体咨询两方面探讨对抑郁空巢老人的心理治疗方案。 相似文献
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王芳 《江苏经贸职业技术学院学报》2012,(2):25-26,30
随着老龄化社会的到来,我国空巢老人的数量呈日益增长的趋势,人们普遍重视物质要求的满足,却忽视了精神赡养,给老人的身心造成了严重的负面影响。应加强对空巢老人精神赡养的法律保护,让空巢老人过上幸福的晚年生活。 相似文献
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中国社会老龄化问题日益凸显,空巢老人数量不断增长,已成为社会工作中亟需解决的问题。通过在南充市学院街社区等10余个社区进行空巢老人生活现状调查,得出大多数空巢老人的物质生活水平还好,但对医疗以及精神生活普遍不满意。因此我们应该有效利用社会资源,建设老年活动中心,鼓励社区志愿服务,关注空巢老人医疗健康问题,提高空巢老人精神生活水平。 相似文献
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《湖北大学成人教育学院学报》2016,(4)
我国老龄化问题越来越严重,老人自杀问题凸显,其中空巢老人的自杀占很大比例。根据马斯洛需求层次理论,可以把空巢老人自杀的原因归为四种需求的缺失,分别是身心健康的需求、日常照顾的需求、爱和归属的需求和价值感的需求。这四种层面的需求缺失都可能会导致空巢老人的自杀。在马斯洛需求层次理论的指导下,根据空巢老人不同层次的需求缺失有针对性的采取预防措施,可以在一定程度上减少空巢老人的自杀现象。 相似文献
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《佳木斯教育学院学报》2015,(7)
我国已进入老龄化社会,其中农村老人数量众多。随着城市化进程的加快,农村空巢老人的心理健康问题日趋凸显。综合国内相关研究后发现,我国农村空巢老人心理健康现状不容乐观,主要受性别、婚姻状况、经济收入、社会支持等其他因素的影响,并从个人、家庭、社会和政府等方面共同改善农村空巢老人心理健康。 相似文献
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葛元骎 《邢台职业技术学院学报》2014,(4):95-97
随着"银色浪潮"的正面扑来,我国老龄化人口迅速增长,空巢家庭越来越多,必然会带来一系列社会问题。本研究详细地阐述了我国城镇空巢老人权益保障的必要性,同时对我国城镇空巢老人权益保障存在的若干问题进行分析和探讨,对我国城镇空巢老人权益保障问题的不足提出一些改革和完善的建议,希望通过本研究的探究能够更加完善城镇空巢老人权益保障问题,为构建和谐社会贡献力量。 相似文献
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电工实验室设备损坏的原因主要是内部烧结、烧断、误操作或设备老化.要降低设备损坏率,教师要注意加强安全意识和对学生的辅导力度,熟练掌握仪器仪表的结构、工作原理、使用方法及注意事项;帮助学生养成良好的操作习惯;加大设备保护力度,选用合理的保护元件并及时更新已损坏的模块. 相似文献
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20世纪60年代美国史学界面对社会冲突带来的价值混乱,通过对进步主义史学影响的涨落和其他史学派别出现过程的考察,对历史学在美国社会发挥的功能进行了探讨.每一流派的兴起都是其历史叙事原则的再现,美国的史学研究需要价值判断和道德教化的意义式书写,还是坚持关注现实和实用主义,美国历史学家们都用自己的研究回答了这一问题. 相似文献
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西方人口老龄化的研究经历了消极老龄观向积极老龄观的演变,衍生出成功老龄化、生产性老龄化、健康老龄化及积极老龄化四大理念。理念之间联系密切:成功老龄化是西方老龄化理念的初始探索;健康老龄化是对成功老龄化的内涵修正;生产性老龄化驳斥了健康老龄化的消极老龄观;积极老龄化是西方老龄化理念的集大成。我国老年教育可在老龄化理念嬗变的启发下寻求发展:从身心娱乐性教育向素质发展性教育转变;从满足学习需求到保障学习权利;从提升老年生活质量到提升老年社会质量。 相似文献
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David F. Hultsch 《Educational gerontology》2013,39(4):367-382
It is argued that whether the course of cognitive development is charac‐erized by growth, stability, or decline is less a matter of “fact” than a matter of the metamodel on which the theories and data are based. Such metamodels are representations of reality that are not empirically testable, but which determine the basic parameters of theory and research. Three, historical shifts in basic research on adult learning and memory are reviewed. The associative approach, dominant until the late 1950s, is rooted in the mechanistic metamodel. Within this approach, learning and memory are seen as the formation and dissolution of stimulus‐response bonds. The associative approach has projected an irreversible decrement view of aging and learning/memory performance in which the principle processes are interference and decay, and the principle antecedents are biological. The information processing approach, dominant from the early 1960s until the present is rooted in the organis‐mic metamodel. Within this approach, learning and memory are governed by storage structures and control processes, and active processing on the part of the learner is emphasized. The information processing view has projected a decrement with a compensation view of aging and learning/ memory performance. Finally, it is argued that a contextual approach is emerging in the present historical context. Within this approach, what is learned and remembered in a given situation depends on its total context. The contextual approach, based on ecologically valid measures, may project a nondecremental view of aging and learning/memory performance. 相似文献
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Yehudit Gorelik Joann Damron-Rodriguez Brooke Funderburk David H. Solomon 《Educational gerontology》2013,39(7):623-638
Undergraduate student interest in aging was examined in relation to age, gender, and contact with older adults. Interest in aging is conceived of along a continuum, ranging from initial interest-taking an aging course-to substantial interest as evidenced by academic and career interest. Undergraduate students who have taken an aging course (n = 189) and a stratified random comparison group (n = 261) self-assessed their interest in aging. Background information, including the frequency and duration of contact with older family and non-family individuals, was reported. Being female (p < 001) and having frequent contact with older family members (p < .01) significantly explains initial interest in aging. Initial interest in aging (i.e., taking an aging course) significantly contributes to substantial interest in aging (p < .0001) i.e., taking more aging courses, majoring in gerontology, working or planning to work with older adults. Contact with older adults positively affects undergraduate interest in aging. Interest in aging proceeds along a continuum, from preceding factors to initial interest in aging and then to substantial interest in aging. Aging courses and opportunities for interaction with older adults should be offered at the undergraduate level. 相似文献
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ABSTRACT Americans are living longer than ever before. However, many are not prepared for the long life ahead of them. Although lifespan-aging education has been endorsed since the first White House Conference on Aging in 1961, little is happening with aging education in our homes, schools and communities. Americans often reach old age with little or no formal education on aging or anticipatory guidance about aging. This article looks at what is happening in aging education, addresses why we need to teach about aging, presents a conceptual framework for aging education, discusses aging education resources, and gives some easily implemented aging education activities. 相似文献
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Knowledge, anxiety, and attitudes about older adults and one's own aging were assessed in 256 college students. The Facts on Aging Quiz (Palmore, 1988), the Knowledge of Aging and the Elderly Quiz (Kline, Scialfa, Stier, & Babbitt, 1990), the Anxiety about Aging Scale (Lasher & Faulkender, 1993) and the Aging Semantic Differential (Rosencranz & McNevin, 1969) were administered at the end of the semester to students enrolled in an upper level psychology course on aging and students enrolled in an introductory psychology course (who had never had a course on aging). Comparisons of those finishing the psychology of aging course and those never having taken a course on aging revealed significant differences in knowledge of aging and the elderly and attitudes toward the average 70-year-old. Interestingly, the two groups of students did not differ in personal anxiety about aging and attitudes about one's own aging. The implications of these findings are discussed in relation to attitudinal judgments of oneself versus others and the differential benefits of education for attitudes and anxiety about other old adults versus attitudes and anxiety about one's own aging. 相似文献
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张锋学 《昆明师范高等专科学校学报》2005,27(1):61-63
生育率下降、人口老龄化、家庭结构小型化等加速了我国农村养老保险的必要性和紧迫性。目前，我国农村养老保障存在诸多问题，如保障水平低、缺乏法制化的管理体制、没有保值增值的有效机制等。建立完善的农村养老保障制度，必须坚持保障农村老年人的基本生活与国情国力相适应的原则。 相似文献
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ABSTRACT In the past, the law has not been considered as an important part of gerontological science. Historically, different sciences such as medicine, biology, psychology, and sociology have played far more important roles in the creation and crystallization of gerontological knowledge. This state of affairs is reflected in academic education and field research, which ascribes little weight to legal aspects of aging. This article maintains that the time is ripe for gerontological education to recognize the importance of exposing students of gerontology in academic institutions to the study and research of law and ageing. Though this claim could be defended on the simple ground that the law is no different, in principle, from a wide range of other scientific disciplines—each of which makes a particular contribution to gerontology—in this article we shall go one step further. This article attempts to demonstrate special elements which make it particularly important to add the study of legal matters to the curriculum of gerontological education. They are the result of 5 aspects of the encounter between the law and old age: (a) the law as a tool for sociological research; (b) the law as a tool for social change; (c) the law as a tool for planning and undertaking care of the old; (d) the weaknesses of the legal discipline in the field of law and aging; and (e) the potential value of legal education for the practice of gerontology, and collaboration between gerontologists and lawyers. 相似文献