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1.
In this study we explored if the psychological and social resources of aged people (over 75 years) in Finland predict their subjective well-being and experienced state of health (n = 348). Data were taken from a larger Finnish survey on living conditions. Based on previous research on younger people we formed a model where morbidity, experienced quality of social support and sense of coherence together with economic resources are the predictors of both experienced state of health and subjective well-being. LISREL (8) path analysis was used to test the model. The model providing the most parsimonious explanation of the data suggested that a strong sense of coherence and high experienced quality of social relationships are strongly related to subjective well-being. Experienced state of health was associated with morbidity and subjective well-being, but there was no significant relationship between subjective well-being and morbidity. 相似文献
2.
用心理卫生自评量表(SCL———90)调查了内蒙古蒙医学院和哲里木畜牧学院两高校大学生的心理健康和差异,结果表明,两高校学生男女总体心理健康水平无明显差异,存在的心理问题各具特点,而医科学生心理问题较多,强度较大。 相似文献
3.
马斯洛需要层次理论对大学生树立正确恋爱观的启示 总被引:1,自引:0,他引:1
马斯洛需要层次理论对大学生树立正确恋爱观在理论和实践上都具有借鉴意义。 相似文献
4.
5.
霍尔顿是60年前塞林格在《麦田里的守望者》中塑造的人物形象,在历史潮水的冲刷之下,这个具有鲜明个性的文学形象,历久弥新,并无褪色,以心理学的视角重新分析这个人物的成长经历,会使我们对小说的精神内涵有许多新的发现。 相似文献
6.
论胡锦涛的民族和谐思想 总被引:1,自引:0,他引:1
胡锦涛同志提出了民族和谐的思想.胡锦涛的民族和谐思想内容主要是民族和谐是社会和谐的重要组成部分,和谐是社会主义民族关系的本质,"两个共同"是民族和谐的基础,协和万邦是国际间民族关系和谐的表现. 相似文献
7.
马克·吐温的儿童小说《哈克贝利·费恩历险记》借助儿童尚未受到成人世界人情世故和意识形态浸染的本真生命体验,以哈克天真无邪的眼睛来观察世界,生动地叙述了惊险刺激的故事情节,真实细腻地展现了纯真拙朴的童心世界,进而还原出世界的本来面貌,深化了小说的主题。而促使作家选用儿童视角进行创作的深层心理因素,则是作家的儿童情结与童年生活体验,以及深受圣经文化熏陶的对理想世界潜在的精神需求。 相似文献
8.
9.
Socio-demographic Differences in Self-reported Psychological Distress Among 25- to 64-Year-Old Finns 总被引:1,自引:0,他引:1
Kirsi Talala Taina Huurre Hillevi Aro Tuija Martelin Ritva Prättälä 《Social indicators research》2008,86(2):323-335
Background Mental health problems are a major public health issue worldwide. The aim of this study was to assess the relative importance
of socio-demographic characteristics associated with different domains of psychological distress in Finland. Methods Data source was a nationwide survey “Health Behaviour and Health among the Finnish Adult Population” (AVTK), from years 2002
to 2003 (N = 5425; response rate 66%). Psychological distress was measured by self-reported questions of general mental health (MHI-5),
depression, insomnia and stress. Socio-demographic factors included education, employment status, partnership and children
living in the household. Main analyses were conducted by multivariate logistic regression. Results Education, employment and partnership were associated with most of the psychological distress outcomes. Respondents with a
lower educational level had poor mental health in both genders but less insomnia and stress in men. Those with an intermediate
education had the least stress in women. The unemployed and retired were at a higher risk for poor mental health and depression.
Moreover, employment status was associated with insomnia and stress in men. Respondents not having a partner showed a higher
risk of psychological distress according to all measures. Not having children living in the household was associated with
insomnia in women and with less stress in men. Conclusions Socio-demographic factors, such as having a partner and employment status, are associated with several measures of psychological
distress indicating the importance of social and economic factors to psychological well-being. The association of education
and of having children living at home varies by the domain of psychological distress measure. 相似文献
10.
Claire Penketh 《Disability & Society》2014,29(9):1486-1490
This short paper examines the extent to which the UK Coalition Government has been inventive or reparatory in their approach to policies governing the education of disabled children and young people. Of central concern here is the extent to which policies contribute to the invention of the disabled child by conceptualising their education as a constant process of reparation. I argue here that this landscape of policy proposals creates particular problems for the ways in which the pedagogic relationship can be conceptualised, reinforcing teaching as a complex negotiation of deficit and anxiety. 相似文献