医学教育环境测量评价的实践与探索

重点讨论了医学教育环境测量和评价在医学教育改革中的地位和作用,在借鉴国外先进经验的基础上,在教育环境评价和教师评价方面提出了重视学生感受,重视教育环境的动态评价,科学公正地评价教师,建立全面系统的分析方法,建立评价的分析反馈机制等看法.     

When You Care Enough to Do Your Very Best: Genetic Counselor Experiences of Compassion Fatigue

Compassion fatigue is a phenomenon that occurs when a caregiver feels overwhelmed by repeated empathic engagement with distressed clients (Figley, 2002). Research demonstrates its existence among nurses, physicians, and mental health professionals, but to date no published study has specifically investigated the nature and prevalence of compassion fatigue among genetic counselors. The present study was an initial attempt to identify and describe the phenomena in genetic counseling by conducting focus group interviews with 12 genetic counselors. Data analysis yielded several themes: a) compassion fatigue occurs and may compromise professional and personal functioning; b) prevalent triggers include delivering bad news and difficult patient issues (e.g., terminal illness, anger, psychopathology); c) effective coping strategies include consulting with colleagues, setting boundaries, and humor; and d) risk factors include personality characteristics and traumatic memories. Training, practice, and research recommendations are provided.     

工作倦怠和工作投入的整合

工作投入是近期组织心理学家引入的一个新概念,这是一种重视员工职业发展的积极心理学视角的工作追求,它与传统职业健康心理学工作倦怠的整合研究,越来越引起人们的关注。积极心理学研究取向推动了整合研究的实施;能量和认同量表为整合研究提供了测量工具;员工健康的积极和消极双过程模型是整合研究的主要模型;整合研究具有重要的理论和实践价值,更有利于提高员工的身心健康。今后的整合研究应当在研究方法上增加访谈研究、个案研究和追踪研究;在研究内容上多研究积极心理因素;在研究范围上加强跨文化的比较研究;在整合途径上进一步对现有的整合模型进行改进和创新。     

大学生核心自我评价、学业倦怠对厌学现象的影响

采用问卷法对362名大学生进行问卷调查, 探讨核心自我评价、学业倦怠对厌学现象的影响。结果发现:(1)核心自我评价、学业倦怠各维度与厌学现象有不同程度的相关关系;(2)结构方程模型结果显示:a.核心自我评价对厌学情绪、厌学行为存在直接和间接效应;b.厌学情绪-厌学行为存在分离现象;c.核心自我评价对厌学情绪的直接效应和间接效应相当, 对厌学行为的直接效应明显大于间接效应;d.学业倦怠在核心自我评价对厌学情绪和厌学行为的影响中存在中介作用。     

Achievement strategies during university studies predict early career burnout and engagement

To examine whether individuals’ achievement strategies measured during university studies would have an impact on work burnout and work engagement measured 10, 14 and 17 years later, 292 university students completed the SAQ strategy questionnaire three times while at university, and the work burnout inventory three times and work engagement inventory twice during their early career. The results showed that optimism increased during university, while task-avoidance did not change. Moreover, high and increasing optimism during university predicted a high level of work engagement and low level of burnout 10, 14 and 17 years later. By contrast, a high level of task-avoidance during university predicted a low level of work engagement and high level of burnout during the early career.     

学校心理健康教育教师胜任力培养初探

学校中小学心理健康教育的效果与其教师的胜任力有关。心理健康教育教师胜任力特征可以概括为：职业理念与专业意识、职业人格特质、专业知识与技能等。要提高中小学校心理健康教育教师胜任力,应从胜任力特征分析角度出发,设计相关课程与活动传授心理健康知识与技能,并将内隐心理健康教育理念及其人格特质融合于其中。     

新教师教育体制下本科心理学实验室建设的挑战与对策

随着基础教育课程改革的逐步深入,教师教育体制改革势在必行。面对教育界深刻的变革,高等师范院校本科心理学实验室的建设和发展正在面临历史上从未有过的挑战,一场实验观念、实验内容、实验设备、实验方法和实验管理上的大改革自然呼之欲出。     

Type A behavior and work situation: associations with burnout and work engagement

The aim of the present study was to investigate Type A behavior as well as perceived work situation, and associations with burnout and work engagement. The associations in focus were investigated through hierarchical regressions in a sample (N= 329) of Swedish Information Communication Technology consultants. The findings indicated that both work situation and Type A behavior was correlated with work engagement and burnout; however, no interactions between Type A behavior and work situation were elicited. The main conclusion was that the achievement striving aspect of Type A behavior appears as "non-toxic" and is related only to work engagement. However, the irritability/impatience aspect appears to be responsible for burnout complaints among Type A individuals, possibly through negative effects of the mood itself than through perceived stress at work.     

对中学教学中教师运用情感因素的现状调查

针对中学教师在教学中运用情感因素现状的大规模问卷调查,结果表明,重知轻情现象在当前的中学教学中十分普遍,并主要表现在虽有一定认识却鲜于教学实践的状况上,其原因主要是缺乏情感教学方面的理论和方法上的指导,也为一些误解所致,而市区和郊区中学、重点和非重点中学在这方面存在的问题基本一致,不存在明显差异。     

Maltreated Children's Emotional and Behavioral Problems: Do Teachers and Parents See the Same Things?

We examined whether parent/caregivers and teacher/therapists differ in their perceptions of the behavior problems of young maltreated children. The sample consisted of 33 maltreated preschoolers (58% neglected, 24% sexually abused, 18% physically abused, 59% African American, 41% Caucasian) enrolled in a metropolitan-area treatment center providing an educational/intervention program for maltreated children and their families. Most (82%) of the participant families had an annual income of $10,000 or less. Parent/caregivers and teacher/ therapists provided data about the children, employing the Colorado Child Temperament Inventory, Child Behavior Checklist, and Preschool Behavior Questionnaire. The results indicate that the teacher/therapists and the parent/caregivers perceived the same child as behaving differently. Implications concerning how teachers and parents might communicate are discussed, as well as possible reasons for the two different perceptions of the same child. Three potential reasons for the differences are that they are due to the different perspectives of parents and teachers in assessing child behaviors, to situational variation in child behavior (e.g., home versus school), or to some combination of both effects.