大学生心理健康水平的体育干预研究——基于“体育人口”的判定指标     

杨博 《佳木斯教育学院学报》2012,(12):250+252

采用文献法、调查法、数理统计法和逻辑分析法,对大学生体育锻炼对心理健康的影响展开研究,探讨了体育锻炼时间、锻炼强度和锻炼频率三者对大学生心理健康产生的影响关系。结果表明:锻炼时间、锻炼频率和锻炼强度均与心理压力成负相关趋势,要通过体育锻炼取得理想的心理效果,需要使锻炼强度达到中等强度以上,其次要保证足够的锻炼频率,最后要保证每次锻炼的持续时间。  相似文献   

Towards systemic support of pupils with emotional and behavioural disorders     

Ton Mooij 《International Journal of Inclusive Education》2013,17(6):597-616

Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social–emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at twelve mainstream primary schools in five different regions in the Netherlands. The results show that the schools focus on providing an adequate social–emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical–didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.  相似文献   

Peer groups and behaviour problems     

Nadia Desbiens  Egide Royer 《Emotional and Behavioural Difficulties》2013,18(2):120-139

Abstract

The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme.  相似文献   

Outcomes of a curriculum‐based anti‐bullying intervention program on students' attitudes and behavior     

Eleni Andreou  Eleni Didaskalou  Anastasia Vlachou 《Emotional and Behavioural Difficulties》2013,18(4):235-248

The aim of this paper was to examine the short‐term and long‐term effects of a curriculum‐based anti‐bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and was implemented by trained teachers within the classroom context. The sample consisted of 454 pupils drawn from fourth to sixth grade classrooms of 10 primary schools in central Greece. A quasi‐experimental pre‐test/post‐test design was used. The findings indicate positive short‐term program outcomes concerning students' attitudes towards bullies and victims, perceived efficacy of intervening in bully–victim incidents and actual rates of intervening behavior. However, the magnitude of the program effects was quite small, since the positive short‐term outcomes were not sustained in the long‐term (post‐test two measures). The results of the study also indicated clear time effects for attitudes towards bullies and victims, self‐efficacy of intervening and intention, as well as actual intervening behavior. The results are discussed in terms of their implications for anti‐bullying interventions.  相似文献   

高校学生心理干预体系存在的问题及对策研究——基于高校学生心理干预体系的调查     

孙艳 《成都师专学报》2013,(1):63-66

本文在对安徽省三所高校大学生的心理咨询情况进行调查的基础上,分析了当前高校心理咨询的现状以及高校心理干预体系方面所存在的问题,并提出了进一步完善大学生心理干预体系的相关对策与建议,即完善大学生心理咨询机构的工作体系,充分发挥学生主体在干预体系中的作用,建立三级干预协调机制及建立大学生心理预警机制、保障机制、跟踪机制等。  相似文献   

论经济法视阈下的国家干预观——以保障和改善民生为进路     

项贤国 《唐山师范学院学报》2013,(1):81-84

经济法视阈下的国家干预具有特定内涵,保障和改善民生的社会诉求促使国家更积极地干预市场,以国家干预弥补市场缺陷,实现二者关系的良性互动。国家干预的多重功用与效能对于保障和改善民生有着特殊作用。市场经济快速发展的不同社会时期,国家干预的角色定位存在差异,但在经济发展到一定水平后应围绕着保障和改善民生这一核心目标而进行。  相似文献   

支架辅助弹簧圈栓塞治疗颅内宽颈动脉瘤术后护理体会     

汪海岚  李艳梅 《泰州职业技术学院学报》2013,(6):73-75

目的 探讨宽颈动脉瘤介入治疗时应用支架辅助弹簧圈进行栓塞的术后护理.方法 27例颅内宽颈动脉瘤破裂出血的患者均采用支架辅助弹簧圈栓塞治疗的方法,并实施相关护理措施,通过回顾性分析总结护理经验.结果 27例介入手术术后患者,2例手术12h后发生脑血管痉挛,其中1例致大面积梗塞而死亡,1例瘤体再次破裂,其余患者均未发生护理并发症,术后恢复良好.结论血管内支架植入避免弹簧圈弹出的治疗技术使以前无法介入治疗的颅内宽颈动脉瘤有可能得到根治,有效的术后护理配合起着非常重要的作用,能减少并发症的发生,提高治愈率,降低致残率.  相似文献   

Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students With a High Probability of Reading Failure     

《Journal of research on educational effectiveness》2013,6(1):28-53

Abstract

This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including decoding, spelling, word recognition, fluency, and comprehension, or to a no-treatment control condition. Analyses of immediate posttests (end of first grade) indicated significant differences in measures of Decodable Word Fluency (effect size = .40) favoring the intervention group. Within the intervention group, tutor ratings of attention were significantly related to growth in Passage Reading Fluency and Spelling Fluency. Longitudinal assessments (end of second grade) indicated no significant differences by group. Analysis of responder status indicated that students defined as responders maintained gains to the end of second grade.  相似文献   

Using Regression Discontinuity to Test the Impact of a Tier 2 Reading Intervention in First Grade     

《Journal of research on educational effectiveness》2013,6(2):218-244

Abstract

?Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a number of important components that compose effective Tier 2 interventions in early reading. The purpose of this study was to test the impact of a Tier 2 intervention with Tier 2 compared to Tier 1 instruction alone using regression discontinuity. A cut score was used to assign first-grade students at risk for reading difficulties to Tier 2 intervention plus Tier 1 instruction. Students who missed the cut score in the control group received Tier 1 instruction only. Students in the treatment group, just below the cut score, made greater gains on the SAT10 total score and the individual subtests than students just above the cut score. Outcomes were not significant on oral reading fluency.  相似文献   

Long-Term Follow-Up of Spanish and English Interventions for First-Grade English Language Learners at Risk for Reading Problems     

《Journal of research on educational effectiveness》2013,6(3):179-214

Abstract

We provide data 3 to 4 years postintervention for four samples of English language learners from two sequential Grade 1 cohorts who received supplemental Grade 1 reading interventions in Spanish or English and for whom the language of instruction for intervention was matched with language of core reading instruction. Participants were 300 students at risk for reading difficulties who were randomly assigned to intervention or comparison groups; there were 186 students from the four samples assessed in both languages (Spanish, English) 3 or 4 years after intervention completion (Spring Grade 4 or 5). Findings from the Spanish study revealed few statistically significant differences in favor of intervention students on Spanish measures, although effect sizes generally favored this group (median d = +0.33). Findings from the English study also revealed few statistically significant differences in favor of intervention students, though again, effect sizes were positive (median d = +0.23). Transfer effects were generally small, though nearly all were positive. Although the effects were small, receipt of intervention in Grade 1 was associated with clinically significant gains in a variety of literacy-related domains 3 to 4 years after the termination of supplemental instruction.  相似文献