社会支持在灾后心理危机干预中的作用

心理危机干预通过及时控制和减缓灾难的心理社会影响,促进了受灾者心理健康的重建。然而,当前我国灾区的心理干预工作存在着将心理危机干预与社会支持相混淆又相脱离的背反现象。调查和事实证实,只有实现二者的互动尤其是充分发挥社会支持系统的作用,才能够既促进灾后心理危机干预的专业性功能提升,又进一步增强实务工作的科学性和有效性。     

“非典”危机反应与危机心理干预

面对突如其来的SARS流行,社会上普遍出现恐慌、焦虑、担忧等心理反应。如何帮助人们调整心态,应对危机,在危机中获得成长,已经成为心理学家当前最关心的课题。文章从心理学的角度出发,探讨了SARS危机下人们出现的身心反应以及危机可能引发的后果,提出了危机干预的方法、过程,初步构建了危机干预的模式。对于如何应对SARS引起的过度的危机反应,文章中也提出了自我心理调适的途径和方法。     

Social Support Interventions in Migrant Populations

The phenomenon of immigration has led to an important increasein the number of social programmes and services for migrantpopulations in many European countries. However, some investigationshave shown that the use of formal resources is extremely lowin these groups. In contrast to the limited utilization of programmesand services, research in the field of social psychology hasrevealed that the primary source of help and support for immigrantsis their own informal social network. After analysing the characteristics,advantages and limitations of formal and informal support systems,this paper presents a typology of social support interventionswith migrant populations that integrates both types of support.Four levels are differentiated: dyadic interventions, socialnetwork interventions, mutual aid groups and community interventions.The development of programmes to strengthen the informal supportsystem is emphasized as an alternative to integrating formaland informal resources in social work practice with migrantpopulations.     

论我国外贸代理制度的完善

从20世纪80年代起施行的我国外贸代理制度,在制度设计和实践操作上都存在着较大缺陷。本文以WTO对我国外贸代理制度的要求为指针,认为应采取转变对外贸代理制度的认识、整合外贸代理立法、改革我国外贸经营权制度等措施,完善我国的外贸代理制度,使其与国际商事规则接轨。     

市场失效与政府干预

市场经济条件下 ,市场调节有其不可自救的功能缺陷 ,即存在着“市场失效”:单纯的市场调节不能保持宏观经济稳定和经济总量平衡 ;无法克服经济“外在效应”(externalities) ;无力于组织与实现公共产品的供给 ;不能自发界定市场主体的产权边界和利益分界 ,实现社会经济秩序 ;自由放任的市场竞争还不可避免地走向自己的反面——垄断 ;并造成贫富两极分化 ,背离社会公正原则 ,等等。市场失效为政府履行干预经济生活、调节市场运行、弥补市场缺陷这一基本职能提供了依据     

L'Intervention Sociologique After Twenty-Five Years: Can It Translate into English?

The sociological intervention is a research method developed in France by Alain Touraine in 1976 to explore social movement action. Since then it has undergone significant development, both in terms of the type of social experience explored and the broader research program framing it. Despite its importance, the intervention remains little known and virtually untested within English-language sociology. This article examines key dimensions of this research method through discussing several examples, and argues that the intervention has much to offer English-language sociologists concerned with questions of agency and reflexivity, relationship, narrative and experience.     

心理危机干预中的问题解决

文章对影响心理平衡状态的因素、心理危机干预的基本模式和危机干预的基本步骤做了简要的介绍 ,这使人们能够更好地在危机中找到应对策略 ,克服因危机而给人们带来的心理失衡。     

大学生心理危机成因分析与危机干预探索

大学生作为一个特殊的社会群体,有着许多需要自身面对的客观问题,如对大学新的学习环境的适应,对专业学习任务与学习方法的适应,理想、目标与现实的冲突,人际关系的处理与生活、恋爱中的矛盾,未来职业的选择、就业与深造等等。诸如此类的问题常常使大学生感到困惑、迷茫和无能为力,这些问题如果不能及时处理,不仅会严重影响大学生的生理健康,而且可能引发突发性的心理危机或意外事故。从大学生心理危机的成因分析入手,探索大学生心理危机干预的策略和途径,旨在引导和帮助大学生健康成长和成才。     

引导与干预:不同汇率制度中的央行行为分析

广义汇率目标区制包括介于浮动汇率制与固定汇率制之间的所有的汇率安排,中央银行外汇市场干预的不同,决定了汇率目标区制中类型的不同。在中央银行强有力的干预下,中心汇率和目标区公开是最具吸引力的一种目标区制,其根本特性就在于其汇率形成机制的内在稳定性,从而也是构建未来人民币汇率目标区制的较好选择。     

The Prevention of Social Aggression Among Girls

This study represents the first systematic attempt to examine a theory‐based program designed to reduce girls' social aggression and increase positive leadership among peers. Fifth‐grade girls from six public schools were randomly assigned within classrooms to the social aggression prevention program (SAPP) and the comparison reading clubs. A school‐based small group program, the SAPP was demonstrated to have a positive impact for all students in the domain of social problem solving. For students with high baseline social problems, teachers reported positive changes in SAPP participants' prosocial behavior. In addition, the content of the program was critical: reading club participants improved their reading achievement at greater rates than SAPP participants. Targeting female students in a program focused on resolving social conflicts from multiple perspectives may be an important addition to broader, multilevel initiatives to prevent aggression and promote leadership in schools.