大学生心理健康教育教学模式的构建与实践研究

采用自然教学实验法,探索提高大学生心理健康水平的有效途径与教学模式。结果表明（1）开设心理健康教育课程并辅以心理咨询是眼下提高大学生心理健康水平的有效措施之一;（2）不同系科心理健康教育的效果不同,心理健康教育课程应根据学生的个别差异有针对性地进行;（3）大学生心理健康教育课程的教学模式为“面上集中释疑,线上互相解疑,点上个别辅导”。     

Principles for Designing Randomized Preventive Trials in Mental Health: An Emerging Developmental Epidemiology Paradigm

An emerging population-based paradigm is now being used to guide the design of preventive trials used to test developmental models. We discuss elements of the designs of several ongoing randomized preventive trials involving reduction of risk for children of divorce, for children who exhibit behavioral or learning problems, and for children whose parents are being treated for depression. To test developmental models using this paradigm, we introduce three classes of design issues: design for prerandomization, design for intervention, and design for postintervention. For each of these areas, we present quantitative results from power calculations. Both scientific and cost implications of these power calculations are discussed in terms of variation among subjects on preintervention measures, unit of intervention, assignment, balancing, number of pretest and posttest measures, and the examination of moderation effects.     

Connecting Life-Course Challenges of Caring with the College Curriculum

Five challenges of caring across the life course are described: to be cared for, to care for ourselves, to care for others, to care together with others, and to care for others from whom we differ. Suggestions are provided for how the college and university curriculum and associated experiences can be constructed and presented to best prepare our students to recognize, accept, and meet these five challenges of caring during their own adult development and aging.     

Evaluating a more cost-efficient alternative to providing in-home feedback to parents: the use of spousal feedback.

We evaluated the contribution of spousal feedback to a parent education curriculum designed for parents of children with autism. A modified multiple baseline design across 3 husband-and-wife dyads was used to examine the effects of teaching parents to give each other feedback on their teaching performance. For 5 of 6 participants, improvement in teaching performance occurred following didactic presentations. However, additional improvement was observed for 5 participants when the spousal feedback component was implemented.     

Greatness and misery in the teaching of the psychology of learning

Overshadowed by more popular disciplines, the study of learning seems to have lost its prominent place in the undergraduate psychology curriculum. In the first part of this essay, we argue that one reason for this state of affairs is the current content of psychology of learning courses, namely, its disproportionate emphasis on facts, procedures, and everyday examples at the expense of functional and conceptual investigations. In the second part of the essay, we outline an alternative approach to the teaching of learning, one that emphasizes basic contents such as the conceptualization of learning as a biological adaptation or the study of temporal regulation, critical methodological issues such as the logic of experimental designs or the difficulties of measuring behavior, and broad epistemological problems such as the role of hypothetical constructs, the advantages of quantitative reasoning, or the origins of knowledge and its integration. By using learning as a means towards more fundamental ends, the splendor of the discipline and its prominent place in the undergraduate curriculum may be restored.     

What Every Teacher of Science and Religion Needs to Know about Pedagogy

This essay provides practical tips for effective teaching in science-and-religion courses. It offers suggestions for dealing with difficult questions and creating a climate of shared learning. Along with pedagogical advice, it covers fundamental principles for teaching broadly integrative religion-and-science courses. Instructors are encouraged to reflect on their purpose(s) in offering their course and to formulate specific objectives using the techniques and resources outlined here.     

Directed Rehearsal and Preservice Teachers' Performance of Instructional Behaviors

This investigation evaluated the use of directed rehearsal to improve the teaching behaviors of four preservice elementary physical education teachers during a teaching practicum. Directed rehearsal consisted of two phases: (a) initial feedback following baseline, review of teaching behaviors, and rehearsal; and (b) rehearsal contingent upon errors made during each lesson. Three teaching behaviors were assessed using a multiple baseline design across behaviors for each teacher. Social validity in the form of the acceptability of directed rehearsal as a teacher training intervention also was assessed using a questionnaire. Results indicate that directed rehearsal was effective in improving the teaching behaviors of the four teachers in this study to 100% correct implementation. In addition, the intervention was acceptable to the teachers and the class instructor.     

TIME DELAY: A TECHNIQUE TO INCREASE LANGUAGE USE AND FACILITATE GENERALIZATION IN RETARDED CHILDREN

Institutional breakfast-serving procedures were manipulated to assess what effect changes in that aspect of the environment would have on requests for food. During baseline, six severely retarded children were required to pick up their food trays and return to their seats. The first manipulation, delaying the giving of the food tray for 15 seconds, served as a cue to evoke meal requests by three of the six children. Two of the remaining three required a model of an appropriate meal request (i.e., “Tray, please.”) at the end of the 15-second delay before they began requesting their meals. To evoke meal requests from the sixth child, an intensive training procedure, consisting of massed trials of delay and modeling, was required. Three different probes were administered to assess generalization across the people serving the meals, across mealtimes, and across both people and mealtimes. Typically, generalized responding in these new situations could be prompted by use of the 15-second delay procedure. Functional aspects of the delay procedure and its potential usefulness for evoking speech and facilitating generalization are discussed.     

THE EFFECTIVENESS OF REINFORCEMENT AND PRACTICE FOR ENHANCING THE CREATIVE WRITING OF ELEMENTARY SCHOOL CHILDREN1

Reinforcement (team points) and practice were applied to the written work of 16 fifth graders on three operationally defined components of creative writing, fluency, flexibility, and originality.4 These three components were assessed via five response measures. Fluency was defined as the number of different ideas each student listed in an idea list prepared prior to writing an essay. Flexibility was measured in two ways, idea list flexibility and story flexibility. Idea list flexibility was defined as the number of different kinds of ideas which appeared in each day's list whereas story flexibility was defined as the number of different approaches to the topic that the child used in the story itself. Originality was also measured in two ways, idea list originality and story originality. Idea list originality was defined by the statistical infrequency of ideas in the children's lists of ideas. Story originality was determined by blind, subjective ratings of stories conducted by independent raters. All of the measures of creative responding were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's Tests of Thinking Creatively With Words on three variables, fluency, flexibility, and originality. Adoption for classroom use seems straightforward.     

The bias function of the maximum likelihood estimate of ability for the dichotomous response level

Samejima has recently given an approximation for the bias function for the maximum likelihood estimate of the latent trait in the general case where item responses are discrete, generalizing Lord's bias function in the three-parameter logistic model for the dichotomous response level. In the present paper, observations are made about the behavior of this bias function for the dichotomous response level in general, and also with respect to several widely used mathematical models. Some empirical examples are given.