团体辅导对流动儿童孤独感的干预研究     

田捷 《四川教育学院学报》2013,(4):66-68

评价团体辅导对流动儿童孤独感的改善作用,为流动儿童心理健康教育提供参考依据。方法对17名流动儿童进行8次孤独感团体辅导干预,并与对照组进行比较。结果经过团体辅导干预后,实验组的孤独感水平显著降低,领悟社会支持显著提高。结论团体心理辅导的方式的确有利于改善流动儿童的孤独状况,有助于提高流动儿童的社会支持感,是提高流动儿童心理健康水平的好方法,值得进一步推广。  相似文献   

A survey of video game players in a public,urban research university     

M.O. Thirunarayanan  Manuel Vilchez  Liala Abreu  Cyntianna Ledesma  Sandra Lopez 《Educational Media International》2013,50(4):311-327

A survey was conducted in a public, research university located in a large and diverse metropolitan area in the southeastern part of the USA. The purpose of the survey was to determine both the positive and negative personal, educational, social, and work related consequences of playing video games. Nearly two‐thirds of the 203 participants in this study were of Hispanic heritage. A majority of the sample of participants was derived using a school intercept, as opposed to mall intercept, strategy. The remaining participants were obtained using snowball, and convenience sampling techniques. Statistically significant differences between males and females were found in the areas of communication, decision making in daily lives, leadership skills, collaborating, functioning in a team, and giving directions to others. These differences were favorable to males.  相似文献   

Multiple influences on curriculum decisions in a supercomplex world     

Trevor Day  Paul Tosey 《Curriculum Journal》2013,24(4):515-534

This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy agenda with its focus on personalisation. The article argues that frameworks widely used for goal setting and action planning by UK educational practitioners, in particular SMART targets or goals, have yet to be rigorously examined in the light of relevant theory and practice. Doing so is important given contemporary emphasis on the dimensions of the learner experience regarded by ‘learning to learn’ practitioners as underpinning effective learning in the modern classroom. The article draws from social cognitive theory and achievement goal theory, including Zimmerman's criteria for appropriate goals, to suggest an alternative framework for goal or target setting – ‘well-formed outcomes’, a construct from the field of neuro-linguistic programming (NLP). In comparison with SMART targets, the authors argue that well-formed outcomes offer a more rigorous and holistic approach, by taking greater account of the learner's identity, affective dimensions (feelings and emotions), social relations and values, as well as encouraging mental rehearsal.  相似文献   

What builds student capacity in an alternative high school setting?     

Candace Lind 《Educational Action Research》2013,21(4):448-467

Good mental health is a learning enabler for adolescents, demonstrating a reciprocal relationship between mental health and learning outcomes. This article describes a Canadian participatory action research partnership between students, staff and a nurse researcher working together to explore student capacity-building experiences at an alternative high school. Fourteen themes including the importance of supportive healthy relationships within the school environment demonstrated what was happening that built capacity in students. We found that when students’ voices were nurtured and they participated in school decision-making processes, a sense of capability resulted; often extending into long-term positive effects. Research outcomes were shared with key decision-makers including the Board of Education Trustees.  相似文献   

高职高专心理健康教育课程建设探析     

朱小根  刘鹏飞  蒙剑芳 《柳州师专学报》2013,(5):106-108,113

高职高专心理健康教育课程建设继本科院校之后起步,应摆脱本科院校的模式,探讨符合高职高专的特色课程。内容包括高职高专心理健康教育课程特色、课程体系、教学手段、评价体系等四个方面,以期促进心理健康教育课程的科学化建设。  相似文献   

高职学生创造心理素质培养探微     

张骞  喻生华  邓丽芬 《成人教育》2013,(3):113-115

创造心理素质是以个体创造性思维为核心,具有提供某种新颖、独特、有社会或个人价值产品的心理品质。充分认识高职学生创造心理素质培养的必要性,科学阐释创造心理素质的涵义及影响因素,深入探讨高职学生创造心理素质培养的有效对策,对造就杰出的职业技术人才具有现实意义。  相似文献   

Mental Representation of Literary Characters as a Distinct Aspect of Response to Literature     

Sergio Morra  Guðný Guðbjörnsdóttir 《Scandinavian Journal of Educational Research》2013,57(6):591-615

This article investigates mental representations of literary characters and their relations with other aspects of response to literature and age, gender, and expertise. A Saga chapter and the beginning of a contemporary novel were presented to 16 participants from each of three age groups (13 years, 17 years, adults) equally divided by gender and expertise level. After having evaluated the texts with rating scales, participants were interviewed on the main character of each text. The similarity between participants’ answers was computed and used for a cluster analysis. Four clusters (representation types) were identified for one character and five for the other. Character representation was affected by age but not by expertise and gender, and was unrelated to other aspects of response to literary text. Explicit ratings of the texts, instead, were affected by expertise. Theoretical and educational implications are discussed.  相似文献   

Undergraduate Understanding of Climate Change: The Influences of College Major and Environmental Group Membership on Survey Knowledge Scores     

Joanna K. Huxster  Ximena Uribe-Zarain  Willett Kempton 《The Journal of environmental education》2013,44(3):149-165

A survey covering the scientific and social aspects of climate change was administered to examine U.S. undergraduate student mental models, and compare knowledge between groups based on major and environmental group membership. A Knowledge Score (scale 0–35, mean score = 17.84) was generated for respondents at two, central East Coast, U.S. universities (n = 465). Elements of student mental models examined include environmental issue confusion, skepticism, and self-reported understanding. This study finds that students frequently confuse climate change with other environmental issues, and that a substantial majority of students do not have an understanding of climate change that closely matches the scientific model. These misconceptions extend to their understanding of mitigation actions. Environmental group membership is shown to be a greater determinant of climate change knowledge than enrollment in a science major.  相似文献   

Investigaciones sobre los efectos de la institucionalización en los retrasados mentales     

Alfredo Fierro 《Infancia y Aprendizaje》2013,36(16):71-80

Resumen

La revisión bibliográfica de estudios comparativos y longitudinales de niños, normales y retrasados mentales, en instituciones y en familias, no presta mucho apoyo a la idea tradicional de que la institucionalización como tal, por sí misma y en si misma, trae consigo ciertos males duraderos e irreparables en la evolución de la personalidad del niño. Con todo, tales estudios presentan serias limitaciones y no ban explorado más que ciertos géneros de conducta social y adaptativa, por lo que se sugiere la necesidad de estudios empíricos más amplios que, con parecida metodología, pongan a prueba categorías clínicas más amplias acerca de los posibles trastornos de personalidad y/o del aprendizaje.  相似文献   

Un enfoque genético del diagnóstico del razonamiento en una muestra de retrasados mentales     

Concepción Borrego de Dios 《Infancia y Aprendizaje》2013,36(17):89-103

Resumen

El artículo pone de manifiesto la imposibilidad de evidenciar la estructura y la dinámica intelectual de un sujeto o de un grupo a través de una prueba de diagnóstico puramente empírica como el test de Terman.

Partiendo de la teoría psicogenética de J. Piaget, se han realizado transformaciones en dos ítems del test—«Discriminación de formas» y «Selección de objetos por el uso»—, que permiten un tratamiento clínico de los mismos. Los resultados obtenidos en una muestra de 8 sujetos deficientes mentales ponen de manifiesto la existencia de una organización cognitiva subyacente a los resultados puramente numéricos, así como la génesis que conduce a la construcción correcta de colecciones.  相似文献