心理健康教育教师的有效工作技能:基于生态文化的考察
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摘要
心理健康的标准随着生态文化而变迁。有效的心理健康教育基于特定的情境而发生,心理教师的有效工作技能需要与社会生态文化相适应。采用O*NET工作分析系统的工作技能问卷,以我国1 400名中小学心理教师为对象,同时与O*NET工作分析系统提供的美国心理教师的结果比较,考察心理教师的有效工作技能及其在不同生态文化的表现。结果显示,我国心理教师的有效工作技能包括现状分析与介入、测量工具的选择与使用、心理问题的推理与判断、辅导方案的理解与表达、咨询辅导组织与保障五个因子;心理教师对有效工作技能的认识具有动态性,它既与社会文化相关联,也随着人口学的变量而变化;在O*NET工作技能维度上,我国心理教师更看重社会技能与问题解决技能,美国同行更重视技术技能、基本技能与系统技能。
Altogether 1 400 Chinese psychology teachers in primary and secondary schools are involved in the study,taking the job skills questionnaire of the O*NET work analysis system.The results are compared with the American counterparts provided by the O*NET work analysis system to explore the effective job skills of psychological teachers and their performance in different ecological cultures.The results show that the effective job skills for Chinese mental health education include five aspects:the status analysis and intervention,the selection and use of measurement tools,the reasoning and judgment of psychological problems,the understanding and expression of counseling programs,and the organization and guarantee of the counseling;psychological teachers'view of effective job skills is dynamic,which is not only associated with social culture,but also changes with demographic variables;in the O*NET job skills dimension,Chinese psychological teachers attach greater importance to social skills and problem-solving skills while their American counterparts think highly of technical skills,basic skills and system skills.
Altogether 1 400 Chinese psychology teachers in primary and secondary schools are involved in the study,taking the job skills questionnaire of the O*NET work analysis system.The results are compared with the American counterparts provided by the O*NET work analysis system to explore the effective job skills of psychological teachers and their performance in different ecological cultures.The results show that the effective job skills for Chinese mental health education include five aspects:the status analysis and intervention,the selection and use of measurement tools,the reasoning and judgment of psychological problems,the understanding and expression of counseling programs,and the organization and guarantee of the counseling;psychological teachers'view of effective job skills is dynamic,which is not only associated with social culture,but also changes with demographic variables;in the O*NET job skills dimension,Chinese psychological teachers attach greater importance to social skills and problem-solving skills while their American counterparts think highly of technical skills,basic skills and system skills.
引文
[1]邓林园,王美璇.中学心理教师的胜任力探讨:经验型教师与新手型教师的对比分析[J].教育学报,2015,(6).
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[10]O*NET官方网站[EB/OL].http://online.onetcenter.org/find/descriptor.
[11]邓林园,等.不同专业背景的中小学心理健康教师工作现状对比研究[J].教师教育研究,2014,(26).
[13]Michael E W,Nisbett R E.The Origin of Cultural Differences in Cognition:The Social Orientation Hypothesis[J].Current Directions in Psychological Science,2010,(1).
[14][15]Talhelm T,et al.Large-scale Psychological Differences within China Explained by Rice Versus Wheat Agriculture[J].Science,2014,(6184).
[16]李娟.儒家思想中的性别差异和角色定位[J].云南社会科学,2007,(1).
[17]牛端,张敏强.高校教师职位O*NET工作分析研究[J].心理科学,2008,(5).
[18]方晓义,等.中学心理咨询工作的核心能力研究[J].北京师范大学学报(社会科学版),2010,(6).
[19]朱敏,等.教师专业发展的自我心理结构模型研究[J].教师教育研究,2017,(29).
[2]曾玲娟.学校心理健康教育教师胜任力培养初探[J].心理科学,2007,(4).
[3]张大均.学校心理健康教育教师胜任特征结构及测量[J].心理科学,2011,(2).
[4]林崇德.科学地理解心理健康与心理健康教育[J].陕西师范大学学报(哲学社会科学版),2003,(5);孟万金.论积极心理健康教育[J].教育研究,2008,(5);刘晶.心理健康教育教师胜任特征的初步研究[J].重庆师范大学学报(自然科学版),2010,(5).
[5]Jarod M.Current Concepts of Positive Mental Health[M].New York:Basic Books,1985.
[6]Bronfenbrenner U.,Morris P A.Bioecological Model of Human Development[A].R M.Lenner,W.Damon.Handbook of Child Psychology:Theoretical Model of Human Devolopment[C].Hoboken,New Jersay,US:John Wiley&Sons Inc,2006.793—828.
[7]赵复查.教师生态文化的后现代观[J].武汉大学学报(人文科学版),2006,(5).
[8]李文东,时勘.工作满意度、情感承诺和工作投入对工作技能评价结果的影响[J].心理学报,2007,(1).
[9][12]辛自强,张梅.1992年以来中学生心理健康的变迁:一项横断历史研究[J].心理学报,2009,(11).
[10]O*NET官方网站[EB/OL].http://online.onetcenter.org/find/descriptor.
[11]邓林园,等.不同专业背景的中小学心理健康教师工作现状对比研究[J].教师教育研究,2014,(26).
[13]Michael E W,Nisbett R E.The Origin of Cultural Differences in Cognition:The Social Orientation Hypothesis[J].Current Directions in Psychological Science,2010,(1).
[14][15]Talhelm T,et al.Large-scale Psychological Differences within China Explained by Rice Versus Wheat Agriculture[J].Science,2014,(6184).
[16]李娟.儒家思想中的性别差异和角色定位[J].云南社会科学,2007,(1).
[17]牛端,张敏强.高校教师职位O*NET工作分析研究[J].心理科学,2008,(5).
[18]方晓义,等.中学心理咨询工作的核心能力研究[J].北京师范大学学报(社会科学版),2010,(6).
[19]朱敏,等.教师专业发展的自我心理结构模型研究[J].教师教育研究,2017,(29).