中学教师处理学生心理健康问题策略特点探析

采用问卷法考察了268名中学教师在厌学、退缩行为、自我中心、攻击性行为和考试焦虑五种问题情境下教师对处理学生心理健康问题的策略有效性和使用可能性的评定以及性别、教龄因素对教师评定策略有效性的影响。结果表明:(1)中学教师处理学生心理健康问题策略具有情境性,教师对处理学生心理健康问题的策略的有效性的认可和真正在具体情境中采取的策略不尽相同。在厌学和退缩行为情境中,教师倾向于认为情感关爱型策略更有效;自我中心情境中,行为疏导型策略更有效;攻击行为情境中,惩罚约束型策略更有效;在焦虑情境中,言语疏导型策略更有效。在采用可能性的评定中,对学生的厌学、退缩行为、自我中心和焦虑问题,教师都更倾向于采用言语疏导型策略;在攻击行为情境中,教师更倾向于采用行为疏导型策略。(2)与性别相比,教龄是影响教师评定处理学生心理健康问题策略有效性的较为敏感的变量。在厌学情境中,20年以上教龄的教师认为责任转移型策略和情感关爱型策略更有效;在自我中心情境中,20年以上教龄的教师认为责任转移型策略更有效。

Study about the Teachers' Strategies in Dealing with Students' Mental Health Problems in Middle School

In present study, the questionnaire was administered to 268 teachers in middle school. The participants rated the effectiveness and using possibility of six kinds of methods in dealing with students' five kinds of mental health problems. Results showed that(1) when dealing with learning burnout problem and withdraw behavior problem, teachers thought that care feeling strategy is more effective, when dealing with self-centered problem and anxiety problem, the more effective strategy are behavior canalization and language canalization respectively, and when dealing with aggression problem, teachers thought the punishment strategy is more effective;(2)As to the using possibility, when dealing with learning burnout problem, withdraw behavior problem, self-centered problem and anxiety problem, teachers apt to use language canalization strategy, when dealing with aggression problem, teachers apt to use behavior canalization strategy;(3) When dealing with learning burnout problem and self-centered problem, teachers with more than 20 years teaching experience believe that duty shift strategy is more effective.