小组社会工作在大学生情绪管理中的应用与实施

当前,我国的教育理念和体制一直强调加强智育,而对情感教育尚缺乏足够的重视,尤其是高校大学生情感教育正面临着严峻的考验。大学生情绪管理小组旨在运用专业的小组工作方法,协助大学生提升情绪管理能力,实现我国高校情绪管理教育渠道的多元化。     

大学生情感教育浅析

相对于唯理智教育,情感教育关注学生的情感、情绪状态,是一种促进学生心理平衡、保持良好心态以促进学生成长、成才的教育。大学生群体的情感尤为丰富、深刻,高校情感教育的侧重点和目标建构应在于关注学生心灵成长及个人价值的实现,不断促进学生人性的完满和人格境界的提升。情感教育作为一个＂新鲜事物＂,其理念对于高校辅导员的工作思路、方式方法带来诸多有益的启示。     

社会工作视阈下高校思想政治教育创新实践研究——以河南科技大学为例

随着我国社会转型,当代大学生精神风貌出现了一系列前所未有的新特征,传统高校思想政治教育模式面临诸多亟待解决的难题。河南科技大学利用社会工作专业的学科优势,借助社会工作的方法和理念,对改进和创新高校思想政治教育进行了一系列尝试,如开展个案辅导、新生破冰训练营、思想政治素养提升小组、举办成长论坛与文化大讲堂等活动,取得显著效果,为高校开展大学生思想政治教育工作提供了一个可供参考的介入模式。     

社会工作视阈下高校思想政治教育创新实践研究——以河南科技大学为例

随着我国社会转型,当代大学生精神风貌出现了一系列前所未有的新特征,传统高校思想政治教育模式面临诸多亟待解决的难题。河南科技大学利用社会工作专业的学科优势,借助社会工作的方法和理念,对改进和创新高校思想政治教育进行了一系列尝试,如开展个案辅导、新生破冰训练营、思想政治素养提升小组、举办成长论坛与文化大讲堂等活动,取得显著效果,为高校开展大学生思想政治教育工作提供了一个可供参考的介入模式。     

浅谈艺术类大学生的特点及管理技巧

随着我国高等教育近些年的迅速发展,艺术高等教育也逐步走向普及化和大众化,艺术类大学生的数量也逐年增加,这给传统的高校大学生思想政治教育和管理带来了新的问题和思考[1].本文结合作者在高校从事艺术类大学生思想政治教育的实践和体会,通过分析艺术类大学生的特点,探索艺术类大学生教育方法和管理技巧.     

大学生心理咨询工作和心理健康教育现状研究

随着我国社会经济的发展、高等教育招生规模的扩大,大学生在学习、就业、经济和情感等方面的压力日益增加,心理问题日益突出,在这种情况下,大部分高校积极在大学生中开展了心理咨询工作和心理健康教育。我们通过对高校大学生心理咨询工作和心理健康教育在学生中产生的影响和效果进行调查研究,挖掘该阶段存在的特定问题,总结其中的经验与教训并提出相应的对策,从另一个侧面为高校进一步开展心理咨询工作和心理健康教育提供参考依据。     

大学生爱心情感教育的必要性和可行性

大学生情感教育,越来越受到高等教育工作者的重视,而爱心情感教育则是情感教育中最基础、最核心的东西。笔者在长期的学生教育与管理过程中,抓住爱心情感教育,进行了一些探索和尝试,认识到在大学生中进行爱心情感教育是必要的、可行的。     

发展性小组工作在大学生恋爱心理辅导中的实践研究

恋爱心理调适是大学生情感辅导的重要内容。本文针对大学生情感困扰的特点,通过发展性小组社会工作的分析与实践,提出大学生恋爱心理辅导的工作技巧、内容和效果评价方法,探讨发展性小组模式在青少年恋爱心理调适中的有效性、可操作性。     

情绪管理小组中的游戏

关于情绪一词，有学者认为是“情感及其独特的思想、心理和生理状态，以及一系列行动的倾向”。它无好坏之分，一般只划分为积极的、消极的情绪。积极的情绪让人们在日常生活和交往中能获得更多的正面回应和收获，而消极的情绪不仅会影响日常生活，也对自身的心理健康有不良影响。为帮助在情绪方面有困难，或者是在此方面希望有更好提升的人群获得情绪成长而展开的情绪管理小组，主要是运用小组形式，     

论高校意识形态教育中的心理疏导工作

在信息多元化的时代,大学生受网络的影响较重,有些人分辨不清,怀疑英雄人物、否定党的领导。本文首先从意识形态的内涵出发,使大学生认识到意识形态教育所面临的斗争和挑战,指出高校在意识形态教育中应坚持的原则,找出高校意识形态教育心理疏导工作的途径,以消除大学生的疑虑和对立情绪,巩固马克思主义理论在高校意识形态领域的主导地位,使大学生明辨是非、分清善恶、坚定立场。     

Role for the Psychologist in Childbirth Preparation

A survey was conducted among 152 new mothers who had been trained in psychoprophylaxis to assess the need for psychologists to become involved in childbirth preparation. The results indicated that there was a demand for psychologists to enter this field. A role for the psychologist was suggested in terms of education; participation in the health team by way of assessment and psychotherapy with pregnant women; providing emotional support for selected women during labour; leading groups for prospective parents which aimed at promoting personal emotional growth; and doing research in this field.     

社会管理视野中社会工作人才队伍建设的十大瓶颈

目前我国社会正处于一个空前变革时期,各种社会矛盾集中凸显,社会问题大量涌现,迫切需要建设一支高素质的社会工作人才队伍。但在我国社会工作人才队伍建设的过程中,存在着制度、价值、认同、岗位、教育、本土化、供需、管理、考评、激励等十个方面的瓶颈。如何突破瓶颈,是培养和造就一支职业化、专业化社会工作人才队伍必须解决的课题。     

Hispanic Hospice Patients’ Experiences of End-Stage Restlessness

ABSTRACT

End-stage restlessness, or terminal agitation, is experienced by some patients during their final days and is characterized by physical, emotional, or spiritual distress, agitation or anxiety. End-stage restlessness negatively affects the patient’s death experience and can be distressing to the family and care team. Using the 2007 National Home and Hospice Care survey, this study examined factors associated with experiencing end-stage restlessness among non-Hispanic white and Hispanic hospice patients deceased at time of discharge. Results showed that being Hispanic/Latino, experiencing dyspnea, pain, and receiving palliative sedation treatment were risk factors for experiencing end-stage restlessness. The association between pain and restlessness was stronger for Hispanics compared with non-Hispanic whites. The Hispanic population remains underrepresented and little is known about the patient-centered experiences of Hispanic hospice users. Findings indicated that dying Hispanic patients continue to experience pain and other negative symptoms, even when hospice care is in place. Thus, it is important that social workers provide education to interdisciplinary team members about culturally competent practices, and advocate for a patient-centered approach to care.     

“忧郁的孩子们”：课外补习会带来负向情绪吗？——基于中国教育追踪调查（CEPS）两期数据的因果推断

本文关注中国大陆中学生课外补习参与及其负向情绪生成的因果关系。本文基于中国教育追踪调查两期数据,借助工具变量等方法来化解内生性偏误,在量化层面上回答了课外补习参与“是否致郁”以及“使谁抑郁”等问题。本研究主要发现如下：其一,课外补习参与对中学生的情绪健康状况具有显著的“致郁效应”,但这种效应主要存在于家庭背景占劣势的较低阶层的子女当中,而家庭背景具有优势的较高阶层的子女对此类负向情绪有更强的抵御能力,表现出了“心理免疫”的现象;其二,本文从“情绪调节”的角度入手,对“致郁效应”的阶层异质性做出了进一步解释。研究结果有助于我们深入理解课外补习参与可能具有的健康不平等意涵。     

基于绿色教育理念的高职《导游实务》课程教学改革与实践

绿色教育汇集了“环境保护教育”、“可持续发展教育”、“健康生命教育”三重含义,体现了现代职业教育精神。在绿色教育理念的指导下,我们以培养全面发展的“导游人”作为教学目标,基于导游岗位典型工作过程进行教学内容选取,建立了“双结构”课程教学模式和双栖型专兼结合的师资队伍,开展任务驱动、项目导向的情境化教学,建立多元动态课程评价体系,使课堂重新焕发出生机。     

北京高校后勤队伍建设现状分析及对策研究

加强北京高校后勤队伍建设,是北京高等教育发展的迫切需要.针对目前北京高校后勤队伍建设中存在的主要问题,后勤管理部门应从优化队伍结构、培养专业人才、培育后勤文化、完善政策和法律环境等方面采取措施,进一步推进高校后勤和谐用工环境的构建,保证高校后勤的稳定和发展,从而为北京市高等教育的发展做出贡献.     

Facts with feelings – social workers' experiences of sharing information across team and agency borders to safeguard children

This paper reports findings from a psychosocially informed case study of information sharing across team and agency borders, carried out in three children and family social work teams within one local authority. The study investigated practitioners' understanding and experiences of information sharing, the tasks, processes and technologies involved, as well as perceived barriers and facilitators. It also considered how the emotional and social dynamics of working contexts could impinge upon information work. Practitioners described information tasks relating to collecting, interpreting, communicating and recording information, guided by the demands of rigid organizational protocols. Performance of these tasks was, however, infused by the emotional complexities of child protection work, presenting a number of challenges for practitioners seeking robust and reliable information in the midst of ambiguity, complexity and heightened emotions. For practitioners across all teams, information work, and information itself, was both cognitive and affective and often at odds with linear processes for its exchange across team boundaries, designed to filter out all but hard evidence. Increased recognition of the dual nature (facts and feelings) of information and information work, throughout the safeguarding process, has potential to enhance the generation of shared understandings and collaborative practice across team and agency borders.     

Interdisciplinary Geriatric Education

There is an absence of adequately trained social workers to meet the health and social service needs of a rapidly increasing aging population. Educators face the challenge of helping social workers in the field both to upgrade their gerontological knowledge and skills and to become functioning members of the emerging modality-the interdisciplinary care team. A historical review of gerontological social work education suggests that 'first generation' education programs based on a medical model of intervention gave way to the 'second generation' in which aging was viewed as a normative step in the life cycle. Currently gerontological social work education is entering the 'third generation' in which emphasis is on working with members of other disciplines to provide comprehensive care. This interdisciplinary geriatric health care is most readily taught as a continuing education, postgraduate experience. This 'third generation' of gerontological social work education is exemplified by the experience of the Hunter/Mount Sinai Geriatric Education Center. Interdisciplinary geriatric health care requires teaching by an interdisciplinary team and, to be effective, educators must themselves be equipped to function as member of the team. Barriers to interdisciplinary understanding and the factors necessary for interdisciplinary collaboration are detailed.     

The school experience of children in residential care: A multiple case study

Children in residential care are the out‐of‐home population group with the lowest rate of access to postsecondary education. Research aimed at understanding their situation within the school context suggests that besides learning progress and outcomes, subjective experiences should be taken into account. Qualitative research based on a multiple‐case study was designed and carried out in Spain with the aim of deepening the understanding of the individual school experiences of three children in residential care. Each case was analysed from the perspective of the child, the educators and the teachers. Semistructured, one‐to‐one interviews were carried out, and children's files were consulted. The results pointed to emotional distress and accumulated educational delay as common traits of the three children in the study. In shaping each particular school experience, the key themes identified included (1) individual characteristics, (2) the children's academic aspirations and strategies, (3) relationships with peers and teachers, (4) response experienced in school, (5) the complex structure of the residential centre, (6) the sense of belonging to the residential centre, (7) team work and (8) political action and investment in inclusive education.