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《北京师范大学学报(社会科学版)》2020,(5)
儿童的侵扰行为(障碍)是儿童中常见的、严重的但可转变的行为,包括对立违抗行为和品行障碍,其主要特征是频繁的抗拒、敌对和攻击行为等。儿童持续出现的侵扰行为能显著预测青少年时期的违法犯罪行为,甚至会对其后续成长产生消极影响。现有研究表明,儿童侵扰行为的主要原因包括父母管教不当、儿童认知接受偏差和不良同伴等。其针对性的社会心理循证干预方案主要包括:(1)以社会交互学习理论为基础的父母管理训练系列方案,主要关注不恰当的教养方式和不良的家庭关系;(2)以认知行为理论为基础的儿童干预方案,主要关注儿童认知和行为发展(如情绪控制、压力管理、同伴交往、问题解决等);(3)以社会生态学理论为指导的多系统治疗,倾向于多重干预方法的综合作用。其中,父母管理训练系列方案获得的循证支持较多,应用范围较广。近年来许多国家都将其纳入针对青少年心理、行为健康的预防和治疗策略中。这些研究与实践为我国积极开展循证干预,提升家庭教育指导专业水平,预防和减少儿童侵扰行为的发生和发展提供了有益参考。 相似文献
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大学生心理危机及其预警和干预 总被引：3，自引：0，他引：3
大学生心理危机的成因是多方面的,既有主观因素,也有客观因素。心理危机的表现主要涉及情绪、认知和行为三个方面。对大学生心理危机的预警机制主要包括三个环节:确定预警的对象和范围;建立学生心理危机预警的指标体系;评估预警信息,发布危机警告。大学生心理危机干预机制主要包括两大系统:一是社会支持系统,二是心理干预系统。 相似文献
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独立学院曾是高校中的一种办学模式,随着教育发展,学生对就业感受到的压力和学习 压力不断增大,因心理危机而引发的学生休学、退学甚至自杀的案例时有发生,需要学校重视。本文 提出从四个方面完善独立学院大学生心理危机的干预措施：将积极心理学融入心理危机干预理论 体系,充分发挥独立学院大学生的主动性和积极性;将促进独立学院大学生自我成长和人格完善作 为心理危机干预目标,突出对学生科学认知模式和健全人格特征的塑造;针对独立学院大学生心理 危机特征表现,加强危机预防和预警体系建设;提升学生对于社会支持系统的认可、接受和使用程 度,建立专业的、具有人文关怀的社会支持系统。 相似文献
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浅谈儿童学习障碍 总被引：1，自引：0，他引：1
杨海珍 《辽宁师专学报(社会科学版)》2006,(3):68-68,75
学习障碍是儿童各类障碍中比较常见的一种障碍。本文从我国、美国、日本三个角度分别界定了学习障碍的含义;探讨了生物学因素及语言与心理认知因素是日前引起学习障碍的原因;介绍了行为干预模式、认知一行为干预模式、合作学习模式、神经系统功能的训练及生物与药物治疗五种干预学习障碍的措施。 相似文献
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谢爱武 《衡阳师范学院学报》2001,22(4):121-124
自信是个体在对自我正确认和知和评价的基础上形成的一种信认自己的的能力与价值的态度，包含了生理自信、社会自信、心理自信三个层面，每个层面包含着自信认知、自信情感、自信行为三种要素。利用团体训练的形式，采用认知调节－情绪调控－行为改变 综合训练法对大学生的总体自信进行了干预研究，结果表明：（1）认知调节－情绪调控－行为改变 综合训练法是一种促进大学生自信水平提高的有效模式。（2）团体咨询是进行自信训练的有效形式。（3）自信是心理素质的核心，与心理健康发展、心理活动的积极能动性密切相关。 相似文献
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本文从理论和实践两方面,提出了心理行为训练的概念界定和理论基础,阐述了心理行为训练作为厌学干预工具的原理,并探讨了心理行为训练对学生厌学情绪进行干预的若干有效性因素,为从根本上控制和解决学生厌学问题提供了一种新的实用而有效的思路和方法. 相似文献
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本文从理论和实践两方面,提出了心理行为训练的概念界定和理论基础,阐述了心理行为训练作为厌学干预工具的原理,并探讨了心理行为训练对学生厌学情绪进行干预的若干有效性因素,为从根本上控制和解决学生厌学问题提供了一种新的实用而有效的思路和方法。 相似文献
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重大疫情爆发容易引发大学生焦虑、愤怒与应激等心理。做好重大疫情下大学生的心理防护应该开展心理教育,优化大学生认知结构;开展心理训练,稳定大学生情绪心态;开展心理疏导,完善大学生内心追求;开展心理危机干预,提高大学生心理应激水平。通过四位一体的心理防护模式,帮助大学生形成良好的行为应对方式,打赢疫情防控阻击战。 相似文献
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目的:探讨心理行为训练对大学生意志品质的影响。方法:采用自编大学生意志品质量表,对参加心理行为训练的38名大学生进行测查。结果:①干预组在前测、后测中,其果断性因子、自觉性因子、自制力因子和总均分都无显著差异(P0.05),而在坚韧性因子存在显著差异(P0.05);②对照组在前测、后测中,各项因子得分和总均分均无显著差异(P0.05);③在及时后测中,干预组与对照组相比,意志品质各因子均存在显著差异(P0.05),总均分差异极其显著(P0.01);④在长效后测中,干预组和对照组在自觉性因子和总均分上存在显著差异(P0.05),在果断性、坚韧性和自制力上无显著差异(P0.05)。结论:心理行为训练能有效提高大学生意志品质水平,可广泛应用于高校大学生意志品质教育和心理健康教育。 相似文献
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研究中国道家认知疗法对大学新生的心理健康作用。方法:把符合实验要求的60人分为两组,实验组30人采用道家认知疗法进行心理干预,对照组30人则不实施任何心理干预。结果:实验组的SCL-90、SAS数值显著降低。结论:中国道家认知疗法对大学新生的心理健康是有益的。 相似文献
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Gro Ellen Mathisen Kolbjorn S. Bronnick 《International Journal of Educational Research》2009,48(1):21-29
This study examined the effects of creativity training on creative self-efficacy. We developed a creativity course based on social cognitive theory. The course was conducted in two formats: a five-day course and a condensed one-day course. Samples consisted of students and municipality employees (five-day course), and special education teachers (one-day course). Students from a mathematics and statistics course constituted a control group. We measured creative self-efficacy before and after the intervention, and self-efficacy improved significantly for both the five-day and the one-day courses, while the control group showed no changes in creative self-efficacy. Self-efficacy levels increased significantly for both students and municipality employees. A follow-up assessment two months after completing the five-day course showed no decline in creative self-efficacy. 相似文献
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目的探讨心理行为干预对老年功能性便秘患者的生活质量及社会心理状况的影响。方法符合罗马Ⅲ诊断标准的86例患者随机分为两组,对照组给予常规治疗,试验组在常规治疗的基础上给予心理行为干预。应用健康自评量表（SCL-90）、汉化版简明健康调查量表（SF～36）评估两组患者的心理状况和生活质量,给予综合心理行为干预,比较试验组干预前后及干预后试验组与对照组的各评分值。结果心理行为干预后,试验组患者SCL-90评分的总分及除恐怖、偏执、精神病性外的其他6六因子分均显著低于干预前（P〈0．05或0．01）。生活质量八个维度中,总体健康、情感职能、社会功能、活力及精神健康均显著干预前（P〈0．01）;心理行为干预后,试验组SCL-90评分的总分,躯体化、抑郁、焦虑、恐怖、精神病性显著低于对照组（P〈O．05或O．01）;生活质量八个维度中,总体健康、社会功能、活力及精神健康显著高于对照组（P〈0．05）。结论心理行为干预有助于改善老年功能性便秘患者的心理状态,提高患者的生活质量。 相似文献
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Mindfulness‐based SEL programming to increase preservice teachers’ mindfulness and emotional competence 
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下载免费PDF全文 Eighty‐seven preservice teachers, some of whom had preschool teaching experience, were randomly assigned to an intervention that included training in breathing awareness meditation infused with social‐emotional learning (n = 43) or a control group that received training in (n = 44) in breathing awareness meditation only. Both groups showed an increase in mindfulness from pre‐ to posttest. However, as expected, dimensions of emotional competence improved more significantly for preservice teachers in the intervention group. Increases were also greater for participants with teaching experience. Both groups also increased in the belief that classroom misbehavior would result in negative cognitive and social costs to children, but a larger increase was observed for the intervention group. Implications for teacher preparation are discussed. 相似文献
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Timothy C. Papadopoulos Athena Charalambous Androniki Kanari Maria Loizou 《European Journal of Psychology of Education - EJPE》2004,19(1):79-105
This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP:
PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending,
to kindergarten children at-rish for reading difficulties, in order to support the development of subsequent word reading
skills. As part of the first experiment, thirty children aged 5.1, matched on the basis of age, gender, parental education
levels, Non-verbal and Verbal IQ, were assigned to an experimental and a control group (15 in each group) and compared before
and after the four-week intervention on a set of phonological and cognitive (successive and simultaneous processing) measures.
The two groups of participants were screened to be significantly different at pre-test on the outcome measures. The results
of the first experiment indicated that the experimental group performed equally well with the control group on all the measures
of phonological and cognitive processing skills. Subsequent analysis focusing on aptitude-treatment interaction indicated
that the PREP program appeared to be optimally successful in improving phonological skills in cases where the cognitive profile
of the 5-year-olds matched the emphasis on successive information integration. The follow-up experiment examined the long-term
effects of PREP remediation. Results showed that both the experimental and control groups performed equally well on word reading
tasks and, more importantly, on the bridging PREP tasks, requiring knowledge of the alphabet and of letter-sound correspondences,
despite that neither of the groups had been previously trained on the latter. Discussion concludes that intervention including
inductive training on the distal cognitive processes, namely successive and simultaneous processing, appears to be effective
for enhancing early word-reading skills to kindergarten children at-risk for reading difficulties, even in the absence of
direct training of these skills in kindergarten. 相似文献
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ABSTRACT A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining. 相似文献
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Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant. 相似文献
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ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献