中小学生心理健康服务体系模式的构建

我国中小学生心理健康服务虽取得了较大的发展,但还存在地区发展不平衡、实施条件较差、形式主义倾向严重等诸多问题.为加强我国中小学生心理健康服务体系建设,文章提出了中小学生心理健康服务体系建设的理论模型,具体包括促进学生心理健康水平的心理健康教育体系、矫正学生心理健康问题的心理咨询服务体系、预防突发事件治疗学生心理疾病的心理疾病治疗与危机干预体系等三个子系统,以建立一个符合我国中小学实际的学生心理健康服务体系.     

当代中国人的孝道认知结构

对儒家经典文献和开放式凋查问卷进行内容分析的基础上,根据对全国2458名被斌的调查,探索了当代中国人的孝道认知结构,之后又对这个结构进行了验证.研究表明,当代中国人的孝道认知包括养亲尊亲、护亲荣亲、丧葬祭念和顺亲延亲四个因素.其中,养亲尊亲居于孝道认知的核心地位.尽管与传统孝道结构一脉相承,但当代中国人的孝道认知结构显示了变迁的迹象;与中国台湾的孝道认知结构相比,同宗同源,但中国大陆的孝道认知结构表现了自己独有的特点.     

应激反应的特异性与非特异性

现代应激理论拓展并形成了许多新的观点。该文回顾了应激理论中关于特异性与非特异性反应的文献,以束缚、寒冷、疼痛三种应激源为例主要论述了特异性应激反应有关的神经内分泌脑区、特异性应激源的应激反应神经通路、临床应用及前景     

我国运动员退役意识与心理状态的定量分析

基于运动员退役过程理论,对我国运动员的退役意识和生活心理状态进行定量分析,旨在探索运动员在退役过程中的意识与心理状态变化。通过对789名运动员（现役运动员540人,退役运动员249人）的退役意识和生活心理状态调查,结果发现运动员的退役意识主要反映在运动员角色和退役准备的认知方面,当运动员角色的认知下降时,退役准备的认知会上升;在生活心理状态的评估方面,有退役想法的运动员要比无退役想法的运动员差;现役运动员的心理状态与退役运动员的心理状态在表现形式上不一样,主要表现为现役运动员反映了较高的生活焦虑,而退役运动员反映了较高的孤独感;分析进一步发现,运动员在退役过程中普遍感到缺乏社会支持。基于以上这些发现,研究从社会心理学角度,讨论了我国运动员退役的意识与心理现状     

视频材料诱发情绪的效果评价

该文对预期可诱发快乐、愤怒、厌恶和恐惧4种具体情绪以及中性状态的视频材料进行效果评价,探讨此类情绪诱发材料的应用价值。首先参照James.J.Gross量化评定情绪电影片段的方法收集和粗选视频材料,再以大学生为被试,使用情绪主观报告法评价视频的情绪诱发效果。结果表明,所选的大部分视频材料情绪诱发效果较好,表现为靶情绪诱发强度、分化度和区分度均比较理想。研究证明视频材料可以成功诱发个体产生具体情绪,具有较强的应用价值。     

论道德行为形成的四要素、四阶段模式

道德行为的产生是道德反应、道德判断、道德激励和道德实践四要素、四阶段整合的完成,道德心理反应模式是这个整合的机制,道德理性是这个整合的框架和灵魂.这四要素、四阶段是一个完整的系统;是人以道德的方式体会、认识、理解、把握、改造主客观世界的过程;它们的和谐性决定了道德实践出现的必然性.     

Paired associate learning in Chinese children with dyslexia

A total of 82 Chinese 11- and 12-year-olds with and without dyslexia were tested on four paired associate learning (PAL) tasks, phonological awareness, morphological awareness, rapid naming, and verbal short-term memory in three different experiments. Experiment 1 demonstrated that children with dyslexia were significantly poorer in visual-verbal PAL than nondyslexic children but that these groups did not differ in visual-visual PAL performance. In Experiment 2, children with dyslexia had more difficulties in transferring rules to new stimuli in a rule-based visual-verbal PAL task as compared with children without dyslexia. Long-term retention of PAL was not impaired in dyslexic children across either experiment. In Experiment 3, rates of visual-verbal PAL deficits among children with dyslexia were all at or above 39%, the highest among all cognitive deficits tested. Moreover, rule-based visual-verbal PAL, in addition to morphological awareness and rapid naming ability, uniquely distinguished children with and without dyslexia even with other metalinguistic skills statistically controlled. Results underscore the importance of visual-verbal PAL for understanding reading impairment in Chinese children.     

Topographies and functions of emerging problem behavior and appropriate requests in neurotypical preschoolers

The current study builds on a small but growing body of research evaluating the formal and functional characteristics of emerging problem behavior before it becomes harmful and requires costly treatment. The researchers tested 21 preschool children's sensitivity to establishing operations that commonly precede severe problem behavior. Sensitivity tests were embedded in a small group play context to optimize safety, efficiency, and ecological validity. The tests screened several levels of problem-behavior severity as well as the presence of adaptive alternatives (i.e., communication) to problem behavior. Overall, outcomes suggested sources of reinforcement for minor- and moderate-severity problem behavior in 86% of children. Only 17% of children exhibiting problem behavior also engaged in appropriate requests in the same condition(s) as problem behavior. The present data are compared to published functional analyses of severe behavior. The results are discussed as a preliminary step towards a function-based model of risk identification and behavioral prevention of severe problem behavior.     

The My Emotions Questionnaire: A self-report of mothers’ emotional responses to infant crying

The purpose of this article was to examine the psychometrics of the My Emotions Questionnaire, a self-report designed to assess mothers’ emotional reactions when their infants cry. Participants were 240 first-time mothers. When infants were 6 months and 1 year old, mothers completed the new questionnaire and measures assessing beliefs and behavioral responses to infant crying, and interview-based measures of mothers’ emotional reactions and causal attributions about crying were administered. Maternal sensitivity and negative behaviors were observed when infants were 6 months and 1 and 2 years old. Mothers reported on their discipline practices when children were 2 years old. Five emotion factors emerged based on exploratory factor analysis (EFA) of the 6-month data: Amusement, Anxiety, Frustration, Sympathy, and Protective. The five-factor structure was supported via a confirmatory factor analysis (CFA) of the 1-year data. All scales demonstrated adequate internal consistency reliability and significant stability from 6 months to 1 year. Amusement, Frustration, and Protectiveness demonstrated the best convergent validity with cry cognitions and predictive validity to parenting measures, followed by Anxiety, although effects tended to be small to moderate. Evidence for the validity of Sympathy was less compelling. The potential utility of the questionnaire for basic and applied research is discussed.     

贫困大学生个人目标与主观幸福感的关系

贫困群体的心理健康问题是心理学的重要研究课题。为了考察贫困大学生个人目标对其主观幸福感的影响,研究1以130名贫困大学生为被试,采用相关研究法探讨个人目标对个体主观幸福感的影响; 研究2通过提供目标榜样,检验提升个人目标对主观幸福感的影响。结果表明,个人目标的各维度与其主观幸福感显著相关; 提升个体个人目标,能够提升其主观幸福感。