群体认同与个体心理健康的关系:调节变量与作用机制

近年来,群体认同与个体心理健康的关系得到了研究者的关注。本研究通过对相关文献的梳理与归纳发现:民族、国家、学校、家庭等不同种类群体的认同,群体认同数量与个体心理健康的关系显著;群体认同与个体心理健康之间的关系受群体认同动机和个体对群体评价的调节,并依赖于自尊、社会支持、控制知觉、归因方式等因素的中介;未来应利用多种方法继续研究群体认同与个体心理健康关系的调节变量与作用机制。     

自恋与心理健康关系的评述

自恋是精神分析领域、人格和社会心理学中的一个重要概念.结合中西方对自恋的理论描述和实证研究结果,评估了自恋和心理健康之闻的关系.介绍了自恋的定义及其两种结构.讨论了自恋与其他人格特征之间的关系;自恋与自尊之间的关系;自恋的自我提升策略;健康自恋和不健康自恋对心理健康的影响.     

自尊的认知加工偏向研究简述

自尊作为个体人格的核心因素之一,与心理健康紧密相连,自尊不仅有水平高低之分,还有不同类型之别。关于自尊的认知加工偏向的实证研究多集中于两个主要的认知环节——注意和记忆。下面就对这方面的研究做以简要介绍。     

自我建构理论的发展与评价

出现于20世纪90年代初的自我建构理论是自我图式理论的一个分支,致力于从个体看待自我和他人关系的角度探讨个体自我表征的构成。本文回顾了该领域从"独立型与依存型自我建构理论"到"三重自我建构理论"的发展脉络,较为详细地介绍了这两种理论的基本观点以及不同研究者围绕三重自我建构相互间关系所进行的争论。最后,本文从个体自我表征系统的结构、关系自我与集体自我的内涵以及三重自我建构之间关系的角度提出了后续研究的方向。     

集体自尊的研究评述

随着集体自尊概念的提出,近年来,国内外学者对集体自尊进行了初步探索。研究者们就集体自尊的内涵及结构、集体自尊与个体自尊的关系、内隐集体自尊进行了研究,同时,也展开集体自尊与心理健康、集体自尊与群体评价的研究。然而,目前对于集体自尊的研究尚不够深入和广泛,对集体自尊产生机制的探讨仍然较少。本文综述了集体自尊的研究现状,对集体自尊的未来研究进行了展望。     

个体自尊与婚姻满意度关系的模型构建

本研究探讨了个体的自尊、自我保护倾向、对伴侣的回应方式、承诺与删因满意度的关系。结果表明：自尊通过对伴侣的回应方式和自我保护影响着个体的承诺和蜊因满意度;自尊、对伴侣的回应方式和自我保护通过承诺影响着个体的婚姻满意度。本研究还构建了自尊与婚姻满意度关系的理论模型。     

内隐自尊效应及内隐自尊与外显自尊的关系

研究运用内隐联想测验对内隐自尊进行了研究和测量,同时还运用结构方程建模对外显自尊和内隐自尊的结构关系进行了研究,结果表明：(1)东方文化下内隐自尊是存在的,个体无意识中对自我持有一种积极的评价,但强度不如西方个体。(2)内隐自尊与外显自尊是相对独立的两个不同的结构,二者间仅存在低的正相关。     

自尊权变性的概念、性质和作用及其研究展望

旨在介绍和评价西方研究者在自尊权变性的理论探讨和实证研究方面的成果。首先简述了自尊权变性的基本概念,然后分别对自尊领域权变性的概念、测量、作用、形成与发展等内容以及自尊权变性与最优自尊的关系作出了总结,最后,针对有关研究中反映出的问题进行了分析和展望。     

存在焦虑的研究述评

存在焦虑是焦虑本体论的一种定义,是哲学、文学和心理学领域的重要概念之一。在心理学领域,存在焦虑理论主要包括罗洛·梅的焦虑本体论,布根塔尔的存在焦虑理论及存在焦虑与心理健康关系理论等等。目前的研究方法主要是量表测量法,但尚不成熟。为数不多的实证研究主要集中在：存在焦虑与心理健康的关系,与同一性地位的关系,与焦虑、抑郁的关系等等。今后研究的重点应包括概念研究的丰富、研究对象的拓宽及研究方法的改进和完善等     

低自尊个体对拒绝性信息的注意偏向

自尊是个体对自我的情感性评价, 影响着个体对周围环境的应对方式。低自尊个体由于容易知觉到外部的拒绝性信息, 也更倾向于将别人的行为知觉为拒绝, 因而存在对拒绝性信息的注意偏向。本文首先综述了低自尊个体的认知与行为特点, 其次简单介绍了低自尊个体注意偏向的常用研究范式(Stroop范式、点探测任务、空间线索任务、惊吓探测范式、注意监测任务、注意转移任务), 随后列举了解释低自尊个体注意偏向的理论(社会计量理论、关系图式理论、注意成分说、注意控制说), 最后总结了低自尊个体注意偏向的脑机制研究。未来的研究应更多关注自尊结构的复杂性, 注意偏向的信息加工阶段性及其脑机制, 注意训练的作用机制及低自尊个体注意偏向的本土研究等问题。     

中学生心理素质与同伴关系的研究:自尊的中介作用

探讨中学生心理素质、自尊和同伴关系三者之间的关系,以及自尊在心理素质和同伴关系之间所起的作用。采用中学生心理素质问卷(简化版)、自尊量表及他评同伴关系测量调查了938名在校中学生。结果发现:(1)中学生心理素质、自尊和同伴关系之间两两呈显著正相关,心理素质显著正向预测自尊与同伴关系,自尊显著正向预测同伴关系(2)中学生自尊在心理素质和同伴关系之间起显著的部分中介作用,中介效应占总效应的27.7%。     

初中生亲子关系与抑郁:自尊和情绪弹性的中介作用

基于生态系统理论和认知易感性模型,本研究拟探讨初中生亲子关系对抑郁的影响及作用机制,采用问卷法对813名初中生进行调查。结果表明：（1）亲子关系、自尊、情绪弹性与抑郁之间呈两两显著相关,且亲子关系能显著负向预测抑郁;（2）自尊和情绪弹性在亲子关系与抑郁之间起显著的中介作用,具体包括三条路径：一是自尊的单独中介作用;二是情绪弹性的单独中介作用;三是自尊和情绪弹性的序列中介作用。本研究揭示了初中生亲子关系通过内在心理因素对抑郁水平产生影响的作用机制,为进一步提升初中生的心理健康提供了指导性建议。     

学校联结和学业能力对高中生自尊的影响:一个多层线性模型

为探究高中生自尊的影响因素,本研究以来自18所学校的4776名高中生为研究对象,以自尊的价值—能力理论为依据,采用问卷法探讨价值因素(学校联结)和能力因素(学业能力)对高中生自尊的影响,并基于生态系统学视角构建多层线性模型。结果表明:(1)班级层面学校联结对个体自尊具有显著正向预测作用;(2)个体学业能力在学校联结与自尊之间具有中介作用;(3)个体学业能力对个体自尊的正向预测作用受到班级学业能力的调节,在高学业能力的班级条件下,个体学业能力对自尊水平的预测作用更强。     

Mental health,self-esteem,and influences on sexual values and attitudes among black South African adolescent males

This study investigated the relationships between sexual values and attitudes, self-esteem, and mental health among black South African adolescents. Adolescent males (n = 522) aged between 13 and 21 years participated in the study. They completed the Mathteck Sexuality Questionnaire for Adolescents: Attitude and Value Inventory, the Rosenburg Self-esteem Scale, and the Mental Health Continuum. Structural Equation Modelling (Mplus 7.31) was computed to identify an explanatory model for sexual values and attitudes as correlated to self-esteem and mental health of black adolescent males. Results suggest the youth's self-esteem significantly mediate the relationship between mental health and sexual values and attitudes. Specifically, mental health had indirect effects on values about sexuality and on healthy attitudes towards aspects of intimacy, through the teenagers’ self-esteem.     

流动儿童歧视知觉与心理健康水平的关系及其心理机制

为了探讨流动儿童所感受到的歧视对他们心理健康水平的影响, 以及应对方式和自尊在其中所起的作用, 从北京市公立学校和打工子弟学校选取1164名流动儿童、从公立学校选取525名北京儿童、从流动儿童主要来源地的农村选取568名农村儿童作为被试, 采用问卷调查的形式, 测查了流动儿童感受到的歧视、他们的心理健康水平(社交焦虑、孤独感、抑郁)、应对方式和自尊。研究发现: (1) 流动儿童所感受到的社会歧视在学校类型、流动性上存在显著的差异, 打工子弟学校的流动儿童得分显著高于公立学校的, 流动性高的儿童得分显著高于流动性低的, 但在性别上不存在显著差异, 也不存在学校类型与性别和流动性的交互作用; (2) 流动儿童的心理健康水平在性别、学校类型和流动性上存在显著的差异, 女孩、来自公立学校的流动儿童、流动性高的儿童的心理健康水平显著差于与之相对应的被试, 除在社交焦虑和抑郁上存在学校类型和性别的交互作用外, 在孤独感上不存在学校类型和流动性的交互作用; (3) 不同类别儿童在心理健康水平上存在显著差异, 流动儿童在社交焦虑、孤独感上最差; (4) 除消极应对与自尊、积极应对与抑郁相关不显著外, 歧视、心理健康水平、应对方式、自尊两两之间都相关非常显著; (5) 歧视知觉对心理健康水平有显著的直接影响, 也通过应对方式和自尊对心理健康水平产生显著的影响。自尊不仅在歧视知觉与心理健康水平之间起到显著的部分中介作用, 在应对方式和心理健康水平之间也起到了显著的部分中介作用。     

青少年心理健康与心理素质培养的整合研究

青少年心理健康与心理素质培养的整合研究是重庆市人文社会科学重点研究基地西南大学心理健康教育研究中心十多年来确立的研究主题。围绕该主题我们不仅从理论到实证进行了较为系统的探讨,取得了一批有本土特色的研究成果,受到国内外学术界关注,而且重视把研究成果及时转化运用于教育实践,开发了系统测量工具,编写了系列教材,开展了青少年心理素质教育的实验探索,推动了学校心理健康教育积极有效的开展。文章主要从青少年心理健康与心理素质培养整合研究的理论依据、方法论思考、研究主题等方面,概括总结心理健康与心理素质培养整合研究的概况,以期进一步促进该领域的深化研究。     

Relationships,Environment, and the Brain: How Emerging Research is Changing What We Know about the Impact of Families on Human Development

Recent research is providing family therapists with new information about the complex interaction between an individual's biological makeup and his/her social and physical environment. Family and social relationships, particularly during sensitive periods early in life, can affect a child's biological foundation. Additionally, stress during the early years can have a lasting effect on an individual's physical and mental health and contribute to the onset of severe mental illness. Community programs have been developed to intervene early with families who have an at‐risk child to prevent or minimize the onset of mental illness including providing partnerships with at‐risk mothers of infants to shape attachment relationships. Programs are also developing individual and family interventions to prevent the onset of psychosis. Practicing family therapists can incorporate emerging neuroscience and early intervention research and leverage the growing base of community programs to enhance the effectiveness and sustainability of mental health outcomes for clients. Additionally, family therapy education programs should broaden student training to incorporate the growing body of information about how family relationships affect individual mental health development.     

Teacher-student relationships and mental health help seeking behaviors among elementary and secondary students in Ontario Canada

This study examined associations between teacher-student relationship quality at school and teachers' responsiveness to students' emotional concerns in a classroom and (a) students' intention to seek help at school for mental health concerns and (b) mental health-related service use. Data for analyses came from the School Mental Health Survey, a cross-sectional survey of 31,120 grade 6–12 students, in 1968 classrooms, attending 248 schools in Ontario, Canada. Three-level (student, classroom, school) binary logistic regression was used to address the study objectives. Student ratings of the quality of teacher-student relationships and teachers' responsiveness were included as predictors, both at the individual student level and aggregated to represent a contextual level characteristic at the school and classroom level, respectively. At the student level, both teacher-student relationship quality and teacher responsiveness were positively associated with intentions to seek help at school among both elementary and secondary students (ORs ranged from 1.14–1.19 for relationships and 1.06–1.08 for responsiveness). Aggregated to the school level, teacher-student relationship quality was positively associated with mental health service use for secondary students (OR = 1.36, 95% CI [1.10, 1.69]). Positive and responsive teacher-student relationships were associated with help-seeking behaviors among students. Longitudinal studies are warranted to disentangle the temporality of these associations.     

Rational emotive behaviour therapy in high schools to educate in mental health and empower youth health. A randomized controlled study of a brief intervention

Rational emotive behaviour therapy (REBT) is effective in reducing distress in several target groups. No other study has tested the mental health effects on adolescents in a high school setting while expanding a Cognitive Behaviour-based therapy, REBT, into the concept of mental health literacy. The format of the ABC model, which is an important element of REBT, functioned as a working manual in and between three sessions. This study tested whether knowledge and practical use of the ABC model increased self-esteem and hope, and reduced symptoms of anxiety and depression, and dysfunctional thinking. Sixty-two high school students with subclinical levels of anxiety and depression were randomly allocated into three groups; three individual REBT sessions, or three individual attentional placebo (ATP) sessions or no sessions (control). However, dysfunctional thinking, self-esteem and hope were not measured in the control group. Repeated measures with ANOVA and t-tests were conducted. Both REBT and ATP significantly reduced symptoms of anxiety and depression, but only REBT was significantly different from the control group at the six-month follow-up. Only REBT significantly reduced dysfunctional thinking, and both REBT and ATP significantly increased self-esteem and hope. REBT had both an immediate and a long-term effect. The findings show the potential positive effects of educating well-documented psychological techniques as ordinary education in school. Further research might contribute to decide whether or not to change the school system by enclosing mental health literacy classes for all students.