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Janette E. Herbers J. J. Cutuli Joanna N. Keane Jake A. Leonard 《Psychology in the schools》2020,57(12):1830-1844
School districts and other service providers are increasingly aware of the substantial mental health needs of students experiencing family homelessness. Past findings are mixed regarding whether homelessness conveys unique risk beyond the risks associated with extreme poverty. With prospective longitudinal data on homelessness experiences across childhood, we utilized latent profile analysis as a person-centered approach to conceptualizing mental health outcomes in adolescence for 3,778 youth. We considered literal family homelessness as well as families living doubled-up, and we employed propensity score matching to identify a comparison group of nonhomeless students balanced across a range of covariates to address systematic bias. Results indicated that students who experienced literal homelessness during childhood were significantly less likely to demonstrate profiles of resilience in mental health functioning. We considered our approach and findings in light of challenges and opportunities particularly relevant to the school context. 相似文献
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James Michael Nolan Stephanie J. W. Ford Victoria E. Kress Renee I. Anderson Theresa C. Novak 《Journal of College Counseling》2005,8(2):172-179
In response to the increase in severity and prevalence of student‐presented mental disorders on college campuses, a comprehensive campuswide identification and intervention program titled “The New Diversity Initiative” was developed to help college counselors and student personnel staff address students with severe mental disorders. Details of the program and recommendations for college counselors interested in implementing such a program are provided. 相似文献
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焦虑是年轻人中存在的较为普遍的问题。焦虑会导致身体和精神症状,教育工作者必须认识到学生的这些症状。心理健康问题的耻辱感会使学生很难得到支持和治疗。开展“反脆弱性”教育是教育者在课堂上帮助学生解决焦虑的一种方法。“反脆弱性”教育包括教会学生理解他们的大脑对压力的反应以及如何训练他们的大脑来中断焦虑。注意呼吸和倾听是帮助学生自我调节的两种策略。“反脆弱性”课程是为学生提供有助于减缓焦虑和压力的工具。 相似文献
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在21世纪新时代背景下,外语教学既是一门语言课程,又是一门加强学生评判精神、培养学生创新能力的教育课。外语教学与教育学相融合,语言技能的培养与评判性思维能力的培养相结合,已日显重要。要培养学生的评判性思维能力,造就创新人才,必须实现教学观念的转变、教学方法的改进,构建民主和谐的课堂氛围和“多维度”的教学评估模式,引导和鼓励学生“换位思考”、“对比思考”、“设疑思考”。 相似文献
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Susana C. Marques Shane J. Lopez Anne Marie Fontaine Susana Coimbra Joanna Mitchell 《Psychology in the schools》2015,52(4):325-334
This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11–17) completed measures of hope, school engagement, life satisfaction, self‐worth, and mental health. Academic achievement was obtained from students’ school records. Based on their hope scores, students were divided into three groups: “extremely low” (bottom 10% of the distribution), “average” (middle 25%), and “extremely high” (upper 10%). Results indicate that students in the extremely high hope (EHH) group differed from students with average (AH) and extremely low hope (ELH) on all measures. Further, EHH and AH are associated with mental health benefits that are not found among students reporting comparatively ELH levels. Taken together, the findings support the notion that EHH in students is associated with adaptive psychological and school‐related functioning. Overall, given the superior adjustment profile, perhaps ‘‘enough hope’’ should be defined as “EHH.” 相似文献
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课堂教学是构成师生最重要的一段生命历程。多年来,生命化课堂教学的困境并未得到根本改观,课堂教学中“匠”多“师”寡、人文关怀的缺失和异化、过度的教学预设、教育理念“神”与“形”的分离、消极的课堂氛围、师生二元对立的思维模式等现象的影响是走向生命化课堂教学的困境。因此,建构“师”的课堂,创造有针对性的人文关怀课堂,适度追寻教学预设的完美与教学生成的精彩课堂,打造“神”“形”兼备的课堂,营造积极的课堂教学氛围,创设走向主体间性的课堂是走向生命化课堂教学的重要途径。 相似文献
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QQ 空间与大学生心理健康 总被引：2，自引：0，他引：2
大学生的 QQ 空间折射出了大学生的一些心理问题,诸如自我认识失调、考试焦虑、人际关系适应不良、爱情困扰、孤独寂寞等.这与大学生自身所处的心理阶段、家庭环境和学校环境、社会环境有一定的关系.社会应营造健康的QQ 空间氛围,学校应承担起引导大学生心理健康的责任,大学生自身应正确地认识自我以促进心理健康发展 相似文献
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BackgroundChildhood maltreatment is associated with eating disorders, but types of childhood maltreatment often co-occur.ObjectiveTo examine associations between childhood maltreatment patterns and eating disorder symptoms in young adulthood.Participants and SettingData came from the National Longitudinal Study of Adolescent to Adult Health (N = 14,322).MethodsLatent class analysis was conducted, using childhood physical neglect, physical abuse, and sexual abuse as model indicators. Logistic regression models adjusted for demographic covariates were conducted to examine associations between childhood maltreatment latent classes and eating disorder symptoms.ResultsIn this nationally representative sample of U.S. young adults (mean age = 21.82 years), 7.3% of participants reported binge eating-related concerns, 3.8% reported compensatory behaviors, and 8.6% reported fasting/skipping meals. Five childhood maltreatment latent classes emerged: “no/low maltreatment” (78.5% of the sample), “physical abuse only” (11.0% of the sample), “multi-type maltreatment” (7.8% of the sample), “physical neglect only” (2.1% of the sample), and “sexual abuse only” (0.6% of the sample). Compared to participants assigned to the “no/low maltreatment” class, participants assigned to the “multi-type maltreatment” class were more likely to report binge eating-related concerns (odds ratio = 1.97; 95% confidence interval [CI]: 1.52, 2.56) and fasting/skipping meals (OR = 1.85; 95% CI: 1.46, 2.34), and participants assigned to the “physical abuse only” class were more likely to report fasting/skipping meals (OR = 1.35; 95% CI: 1.04, 1.76).ConclusionsThis study provides evidence that distinct childhood maltreatment profiles are differentially associated with eating disorder symptoms. Individuals exposed to multi-type childhood maltreatment may be at particularly high risk for eating disorders. 相似文献