积极心理学视域下贫困大学生心理健康教育:反思及改进
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摘要
基于赛里格曼积极心理学观点,贫困大学生心理健康教育既需要关注解决其消极的心理,也需要着眼挖掘其潜在的积极品质。贫困大学生心理健康教育现实存在重病理性研究、轻成长性发展与建构,多点式干预和危机干预、少系统化指导,重心理问题矫正、轻自助潜能开发等困境。应通过生成积极体验的心理健康教育课程,创建系统化取向的心理健康教育形式,构筑发展性取向的心理健康教育体系,营造关怀性取向的心理健康教育环境等策略加以改进和优化。
From Seligman's viewpoint of Positive Psychology, psychological health education for poor college students should not only attach great importance to the solution of their negative psychology, but also to the development of their potential positive qualities. However, the present education actually focuses more on such aspects as the pathological research rather than on the growth development and construction, more on point intervention and crisis intervention rather than on systematic guidance, more on correction of psychological problems rather than on self-help potential development. Some strategies which should be taken to tackle the present problems are as follows: the adoption of psychological health education course with the aim of positive experience, the creation of psychological health education method with the aim of systematic orientation, the construction of psychological health education system with the aim of developmental orientation, and the formation of psychological health education environment with the aim of caring orientation.
From Seligman's viewpoint of Positive Psychology, psychological health education for poor college students should not only attach great importance to the solution of their negative psychology, but also to the development of their potential positive qualities. However, the present education actually focuses more on such aspects as the pathological research rather than on the growth development and construction, more on point intervention and crisis intervention rather than on systematic guidance, more on correction of psychological problems rather than on self-help potential development. Some strategies which should be taken to tackle the present problems are as follows: the adoption of psychological health education course with the aim of positive experience, the creation of psychological health education method with the aim of systematic orientation, the construction of psychological health education system with the aim of developmental orientation, and the formation of psychological health education environment with the aim of caring orientation.
引文
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[8]王淑珍.积极心理学视角下高校家庭经济困难学生心理健康教育探究[J].教育评论,2018(6):98-101.
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[11]徐丽红.高校帮困资助的“反向歧视”分析[J].思想理论教育,2014(5):104-107.
[2][9]刘桂芬.积极心理学视域下贫困大学生心理弹性问题研究[J].学术论坛,2011(4):209-213.
[4]励骅,李欣.从积极心理学的角度解读学校教育的缺失[J].高教发展与评估,2011(1):83-88+120.
[5]任俊.积极心理学[M].上海:上海教育出版社,2009:206.
[7]李林.积极心理学观对学生心理辅导的意义[J].教育评论,2006(3):49-51.
[8]王淑珍.积极心理学视角下高校家庭经济困难学生心理健康教育探究[J].教育评论,2018(6):98-101.
[10]刘佳.大学校园中的贫困文化——Y大学贫困生问题的个案研究[J].现代大学教育,2011(1):106-110.
[11]徐丽红.高校帮困资助的“反向歧视”分析[J].思想理论教育,2014(5):104-107.