现代医学教育中应注重自然科学与人文学的统一

现代高等医学教育中缺乏人文精神的养成,对人文学与自然科学之间的关系缺乏正确理解。自然科学在崇尚客观与理性的同时可能忽视物质世界以外的精神世界,而单纯的人文学也可能走向狭隘和极端化,自然科学与人文学应在互制互利下统一。医学生教育阶段加强人文精神的培养十分有利于帮助他们在未来工作中明确科学研究的正确价值取向,正确处理好人与科技的关系。     

注意缺陷多动障碍的研究与治疗

注意缺陷多动障碍(ADHD)的发病群体多为5岁以后的儿童,主要临床表现是多动、冲动,注意力无法集中,对一项任务不能够有规划进行下去,而且脾气暴躁、易怒.近年来.心理学界、神经科学界和教育学界等对ADHD的研究取得了很多进展.本文概括性地介绍了ADHD病症的基本特征,目前对于患者脑机制损害的研究,并从药理学和行为学等方面讨论了ADHD的治疗方法和手段.     

大学生心理健康普查和建档工作的理性思考

本文针对目前高校心理普查和建档中存在的问题,深入探讨了心理普查和建档的目的、资料内容的构成、科学性与有效性的影响因素、能否筛查出心理障碍和心理危机者、结果的保密性和使用,以及投入与产出的问题等等,以期引起各方对此的深入思考,并科学地对待心理普查和建档工作。     

Cultural, Gender, and Socioeconomic Contexts in Therapeutic and Social Policy Work

The contention of this paper is that the context of social and therapeutic problems is critical to their resolution, and that many of them stem from historical and structural injustice. It focuses on the contextual issues of cultural, gender, and socioeconomic equity as providing important insights into authentic notions of social inclusion and well-being, and encourages therapists, service providers, researchers, and policy makers to take responsibility to ensure that these injustices are addressed, and become part of the public discourse about the sources and solutions of endemic social problems. Critique and deconstruction of institutional power in our public, private, and voluntary services is encouraged in a manner that honors diversity and enables sensitive therapy, other forms of service delivery and policy making that genuinely reflect the range of cultural, gender, and socioeconomic experiences of citizens.     

效用主义概念系统的主要类型及其创新分析

效用主义伦理学一直面临一个现实困难,就是“效用究竟是什么”的问题。在这一问题上,各派效用主义理论都有自己的概念体系。早期的效用主义者用快乐、幸福来代表和计量效用;中期的效用主义者用福利、增量社会价值来表示效用的实质概念;而现代派则主要用“偏好及其满足”的内涵来定义效用的实质。本文分析和总结了效用概念在理论和实践上的发展及延变,并且用心理学的知情意概念系统对它们做了新的分类和分析。     

分析思维对冲动购买意向影响的研究

采用三个研究探讨分析思维对冲动购买意向的影响。研究1以146名大学生为被试,采用分析思维任务和冲动购买意向问卷,考察分析思维与冲动购买意向的关系;研究2招募了65名大学生被试,研究3招募了62名大学生被试,分别通过视觉启动和组词任务启动两个范式探讨启动分析思维对冲动购买意向的影响。结果发现,分析思维与冲动购买意向显著负相关,无论是视觉还是组词启动分析思维都能减少冲动购买意向。     

Tigers are something else: A case for family play

This paper is an attempt to bridge the two worlds of family therapy and filial play therapy, introducing the complementary idea of play in therapy. Family play therapy challenges the idea that play is only useful in the treatment of children. Clinical examples are given and uses of play are discussed, including evaluation, play as a therapeutic tool, and the development of themes. The authors believe that therapists who are willing to be playful offer their clients a new world of therapeutic experiences.     

Observing groups as seen from both sides of the looking glass

Conclusion This paper attempts to make a contribution to an area of the literature on group therapy about which very little has been published—the effects of the therapy group upon the observing group and the dynamics of the observing group as an entity in itself. Although work on which this paper is based took place in training institutions where education is the primary function, it is important to emphasize that education and personal change are interrelated. Psychotherapeutic activity takes place spontaneously with the observers and needs to be constructively utilized. This wealth of process and reaction is an untapped training opportunity for the observing group. The challenge of method, personal reactions, and group process responses are all opportunities for its members to both learn more as therapists and mature as individuals. At this juncture, we are trying to establish ways of     

中学生学习主观幸福感及其影响因素的初步研究

以910名从初一到高三的中学生为被试,采用自编的《中学生学习主观幸福感量表》进行研究。结果表明:(1)中学生学习主观幸福感普遍偏低,且存在学校类型、年级的差异,非重点学校学生学习主观幸福感更低;高二、初二学生学习主观幸福感最低。(2)影响中学生学习主观幸福感的直接因素是学习体验和现有学习成绩,其中,前者作用更大。(3)影响中学生学习主观幸福感的间接因素是社会压力和希望学习成绩,它们通过学习体验或现有学习成绩间接作用于学习主观幸福感。