护理学专业学位硕士研究生临床实践体验研究

采用质性研究中的现象学研究方法,对来自全国各地10所院校的12名护理学专业学位研究生进行半结构式深度访谈。通过对录音访谈内容进行三级编码,逐步归纳提炼出三个主题,每个主题下涵盖不同的副主题：（1）临床实践获益感方面：提升核心能力、体现自身价值;（2）心理体验：归属感、失落感;（3）影响临床实践效果的瓶颈因素：缺乏明确的临床能力考评标准、临床带教师资队伍薄弱。因此,教育者和管理者应重视专业学位硕士研究生,晦床核心能力培养,构建一个充满人文关怀的临床实习环境,消除瓶颈因素,以提高其临床实践效果。     

Occupational Therapy Student Experiences and Transformations During Fieldwork in Mental Health Settings

The purpose of this study is to better understand the transformative experiences of occupational therapy students during fieldwork. In occupational therapy education, fieldwork provides students with an in-depth experience in the field. Thirty-one students submitted narratives following completion of Level II fieldwork in a mental health setting. Concepts from transformative learning theory guided the analysis. The themes that emerged were: (1) understanding clients with mental illness; (2) understanding occupation and occupational therapy; (3) feeling like a professional; and (4) changing as a person. The results highlight the importance of understanding the transformative process and fieldwork in mental health settings.     

Demographic Influences on Psychiatric Diagnoses Among Youth Served in California Systems of Care

We examined the influences of demographic factors on diagnostic assignment among youth served in California public mental health systems after adjusting for the effects of county characteristics and standardized symptom and functioning indices. The sample consisted of 12,106 youth with severe emotional disturbance being served in integrated and coordinated service systems in 13 counties of California. African Americans were overrepresented in the sample relative to the ethnic characteristics of the counties and Asian Americans were under-represented. Results from logistic regression analyses showed that gender, age, and ethnicity affected the assignment of eight categories of clinical diagnosis at admission. However, standardized measurement of clinical status and functioning had little relationship to clinicians' assignment of diagnosis. Whereas no significant gender and age differences were found on broadband CBCL syndromes, ethnically diverse youth differed on CBCL internalizing and externalizing scores. Youth's role functioning as assessed by the CAFAS also significantly differed by gender, age, and ethnicity.     

农村初中留守儿童心理健康问题研究

采用心理健康诊断测验和青少年心理健康素质量表对湖南省祁阳县两所农村初级中学280名学生进行整群抽样调查,结果表明:(1)留守初中生与非留守初中生在心理健康水平上存在显著差异,留守初中生出现更多的孤独倾向、自责倾向、过敏倾向和身体症状;(2)不同性别留守儿童在心理健康状态上存在显著差异,女生的心理健康水平低于男生;(3)留守初中生与非留守初中生在心理健康素质上不存在显著差异,除应对分量表外,各分量表得分都低于全国常模水平。     

Psychiatric Diagnoses and Clinical Characteristics of Asian American Youth in Children's Services

This study examined the psychiatric diagnoses and clinical characteristics of the 981 Asian American children enrolled in the first phase of the Comprehensive Community Mental Health Services for Children and Their Families Program. Asian Americans were less likely than non- Asian Americans to receive diagnoses of depression and ADHD and more likely to receive diagnoses of anxiety and adjustment disorder. As compared to non-Asians, Asian Americans were significantly more likely to be rated with severe functional impairment in community role performance, self-harmful behavior, and thinking. There was also a trend for fewer externalizing behavior problems. Implications for research and practice are discussed.     

我国大学生心理健康教育研究的现状与展望

大学生心理健康教育研究已经成为我国心理学研究的一项重要课题。只有对大学生心理健康教育研究的现状有所了解,才能够更好地进行大学生心理健康教育。文章从理论研究和实证研究两方面阐述了当前我国大学生心理健康教育研究的现状,其中理论研究包含了大学生心理健康教育的内容、途径、模式研究;实证研究则包括了大学生心理健康状况的研究、大学生心理健康与自我概念相关的研究以及大学生心理健康教育研究方法的研究。最后展望了我国大学生心理健康教育研究的趋势。     

Influence of Three Interventions on Group Participation in an Acute Psychiatric Facility

In this article the authors present a comparison of three modes of group-based intervention within an acute psychiatric facility. The group-based interventions were: (1) verbal discussion, (2) verbal discussion with a psychoeducation component, and (3) verbal discussion and psychoeducation within a therapeutically designed occupational environment. Outcome measures were group member participation, perceived social support, and perceived helpfulness of intervention. Researchers conducted retrospective analysis of group records to determine if differences existed among the three modes of interventions. Analysis revealed a significant difference in participation among the interventions. Perceived social support and helpfulness of intervention were high, but not statistically significant among the interventions.     

The mental health of university students in the United Kingdom

ABSTRACT

There are increasing concerns globally about the mental health of students. In the UK, the actual incidence of mental disturbance is unknown, although university counselling services report increased referrals. This study assesses the levels of mental illness in undergraduate students to examine whether widening participation in education has resulted in increases as hypothesised by the UK Royal College of Psychiatrists. Patterns of disturbance across years are compared to identify where problems arise. Students (N=1197) completed the General Health Questionnaire-28 either on the first day at university or midway through the academic year for first, second and third year students. Rates of mental illness in students equalled those of the general population but only 5.1% were currently receiving treatment. Second year students reported the most significant increases in psychiatric symptoms. Factors contributing to the problem are discussed.     

Implementation in a Changing Landscape: Provider Experiences During Rapid Scaling of Use of Evidence-Based Treatments

This study examined 133 service providers’ perspectives on a rapid shift to mandated evidence-based treatment delivery, utilizing an inductive coding process to capture themes present in their qualitative feedback. The majority of provider comments were negatively valenced, but attitudes varied considerably across response categories: comments regarding practice context and support were nearly uniformly negative, while comments regarding treatment fit and therapeutic consequences were more balanced. Treatment fit was the most commonly cited category; the fit to therapist (e.g., ease of use) subcategory was predominantly positive in contrast with the fit to client (e.g., flexibility) subcategory, which was predominantly negative. Results illustrate the intended and unintended consequences of large-scale implementation efforts on community providers, and may aid implementation researchers and system decision makers optimize the conditions under which community providers are asked to implement evidence-based treatment.     

On the Dissemination of Clinical Experiences in Using Empirically Supported Treatments

This article addresses the long-standing gap that has existed between psychotherapy research and practice and the efforts that have been made to bridge it. It also introduces one such effort, which has consisted of 3 clinical surveys on the experiences of practitioners in using empirically supported treatments for panic disorder, social anxiety, and OCD. In contrast to attempts to close the gap by disseminating research findings to the clinician, the clinical surveys are intended to allow for practitioners to disseminate their clinical experiences to the researcher—and also to other clinicians. What we view as a “two-way bridge” initiative is a collaboration between the Society of Clinical Psychology, Division 12 of the APA, and the Psychotherapy Division of the APA—Division 29. The mechanism that has been established provides a way for clinicians to be a part of the research process, which we hope will provide evidence that can help to enhance our clinical effectiveness.     

Integrating systems of care in California for youth with severe emotional disturbance III: Answers that lead to questions about out-of-home placements and the AB377 evaluation project

This paper is the third in a series of reports on preliminary empirical findings from replications of an integrated system of care for youth suffering from serious emotional disturbance. The development of the innovative system of care was pioneered in Ventura County, California, and the replications in three other California counties were legislatively enabled through California legislation (Assembly Bill 377). This report presents results on the expenditure and utilization of foster homes, residential placements made through special education programs, and state hospitals. Evaluation results indicate that foster home and state hospital utilization and expenditures are lower for the counties replicating the innovative system of care than for the state of California as a whole. Expenditures for special education residential placements are either at the state rate or lower in one county. The cumulative evidence supports the conclusion that the replication counties are utilizing restrictive levels of care at lower rates than would be expected, given state-wide patterns. The results, in conjunction with prior findings, are discussed in the context of questions about the possible fates of youth who no longer live in publicly funded residential facilities.     

初中二年级学生学习困难、人际关系、自我接纳对心理健康的影响

以134名初中二年级学生为被试,采用协方差结构模型对学习困滩、人际关系、自我接纳与心理健康的关系进行研究.结果表明:(1)学习困难对心理健康有显著的负面影响;自我接纳对心理健康有显著的正面影响.(2)学习困难对亲子关系和师生关系有显著负面影响.(3)亲子关系对自我接纳有显著的正面影响.     

中学生自我调节学习与心理健康：学业控制感和人际关系的作用

研究旨在探讨自我调节学习对心理健康的作用机制,以558名中学生为被试,采用问卷调查的方法,构建了学业控制感在自我调节学习和心理健康之间的中介以及人际关系的调节模型。结果表明：（1）在控制性别、年级后,自我调节学习能有效预测学生的心理健康,学业控制感在自我调节学习和心理健康之间起部分中介作用;（2）人际关系在自我调节学习和心理健康之间具有调节作用,具体表现为对于低自我调节学习个体,高人际关系对心理健康的积极影响显著高于低人际关系,而对于高自我调节学习个体而言,高低人际关系对心理健康的影响不显著。     

Negotiating motherhood as a refugee: experiences of loss,love, survival and pain in the context of forced migration

The mental health of refugees has been an increasingly researched area, but has been criticised for having an individualised and symptom-focused approach to understanding the experience of forced migration. This paper attempts to respond to calls to address this culturally limited and incomplete way of conceptualising responses to experiences of persecution and terror bound up within global hegemony and power inequalities. Interpretative phenomenological analysis was employed to analyse semi-structured interviews undertaken with six refugee mothers, with the aim of exploring how participants made sense of, and created meaning around parenting and family life in the UK. Three main themes emerged from the data analysis (a) loss as a constant companion to parenting; (b) a shifting view of the self as a mother; and (c) taking the good with the bad in family life. Methodological limitations, as well as implications for future research and clinical practice are discussed.     

高中生物理问题解决中自我监控能力的结构

在前人研究的基础上,以314名高中学生为被试,对物理学科问题解决自我监控能力的结构进行研究.结果表明,物理学科问题解决自我监控能力的五成分模型更为合理,与其它可能的模型相比,五成分模型的GFI最高,为085,χ²/df最小,为170.从物理解题过程来看,其物理问题解决自我监控能力由计划、调节、监察、检验和反思等五个方面的因素组成.     

Young People's Experiences of Participation in Clinical Trials: Reasons for Taking Part

Given the lack of knowledge about safety and efficacy of many treatments for children, pediatric clinical trials are important, but recruitment for pediatric research is difficult. Little is known about children's perspective on participating in trials. The purpose of this study was to understand the experiences and motivations of young people who took part in clinical trials. This is a qualitative interview study of 25 young people aged 10–23 who were invited to take part in clinical trials. Interviews were audio or video recorded and analyzed using framework analysis. Young peoples' motivations were both personal benefit and helping others. Both incentives appeared to be more complex than expected. We introduce the terms “network of exchange” and “intergenerational solidarity” to describe these motivations. To improve recruitment, professionals should be more open about research opportunities, provide better information, and give young people feedback after the trial has ended.     

家庭学习环境对儿童早期学业和社会技能的作用

家庭学习环境作为个体出生后最先接触到的学习环境,对个体早期乃至未来一生的发展都有重要作用。本研究以181名年龄在53~67个月的学前儿童及其母亲为被试,考察了家庭学习环境对儿童早期语言、数学和社会技能的作用。结果发现:(1)控制个体性别、年龄后,家庭学习环境对儿童早期语言、数学和社会技能的解释率分别为9.2%、4.4%和9.6%,均大于家庭社会经济地位和学前教育经历对三方面技能的解释率;(2)进一步控制家庭社会经济地位和学前教育经历后,家庭学习环境仍可显著预测个体早期语言、数学和社会技能,解释率分别为7.4%、3.2%和8.5%;(3)家庭学习环境的不同方面与儿童早期发展不同方面的关系不同。其中,家庭学习活动是儿童早期语言和数学技能的重要预测变量,丰富生活经验是儿童早期社会技能的重要预测变量。