心理应激理论在大学生心理健康促进中的应用
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摘要
习近平总书记在2016年全国高校思想政治工作会议上强调,要坚持不懈促进高校和谐稳定,培育理性平和的健康心态,加强人文关怀和心理疏导,整体推进高校心理咨询教师等队伍建设。大学生心理健康受到前所未有的关注,高校应通过更新理念,提高认识,重视大学生心理健康管理的环境建设。本文借鉴医学心理学的心理应激理论,结合三个环节即应激源、应激中介因素、应激反应选择干预手段,尝试构建大学生心理健康促进工作新模式,以提升大学生心理健康促进工作的规范化、系统化和科学化水平。该模式重点以应激中介因素即心理性应激源作为切入点,从6个方面着手:(1)从改善认知模式;(2)调整应对方式;(3)提高应对技巧和适应能力;(4)提高情绪管理能力;(5)提高对社会支持的领悟度及利用度;(6)培养积极的人格品质。推进大学生心理健康促进工作,提升大学生心理健康素质,最终实现"三育人"即教书育人、管理育人、服务育人的目标。
The mental health of college students has been a great concern. Based on the psychological stress theory, this paper combines three links such as stressors, stress mediator factors, stress response to select the intervention means to build a new model to enhance the mental health of college students and increase the work in standardized, systematic and scientific way. This model focus on stress mediator factors to achieve six purposes such as changing cognitive mode, adjusting reflection mode, improving the coping skills and adaptability and emotional management ability, getting social support and utilization and positive personality quality training. In this way it can ultimately achieve the purpose of education.
The mental health of college students has been a great concern. Based on the psychological stress theory, this paper combines three links such as stressors, stress mediator factors, stress response to select the intervention means to build a new model to enhance the mental health of college students and increase the work in standardized, systematic and scientific way. This model focus on stress mediator factors to achieve six purposes such as changing cognitive mode, adjusting reflection mode, improving the coping skills and adaptability and emotional management ability, getting social support and utilization and positive personality quality training. In this way it can ultimately achieve the purpose of education.
引文
[1]石祥.大学生心理健康管理体系构建初探[J].江苏高教,2013(1):142-143.
[2]姜乾金.医学心理学[M].北京:人民卫生出版社,2005:80-82.
[3]Lazarus R S.Stress,coping,and illness[M].In Friedman HS.Personality and Disease.New York:Wiley,1990:97-120.
[4]李彩娜,邹泓,杨晓莉.青少年的人格、师生关系与心理健康的关系研究[J].中国临床心理学杂志,2005(4):4.
[5]胡军生,王登峰,滕兰芳.人格和应对方式与心理健康的关系[J].西南大学学报(社会科学版),2007(6):28-31.
[6]刘建平,何志芳.高校教师人格对心理资本与心理健康的影响研究[J].心理学探新,2013(6):537-540.
[7]孙灯勇,王倩,王梅,满丛英.个人成长主动性的概念、测量及影响[J].心理科学进展,2014(9):1413-1422.
[8]任俊,叶浩生.积极人格:人格心理学研究的新取向[J].华中师范大学学报(人文社会科学版),2005(4):120-126.
[9]肖盛兰.积极心理学.积极人格理论评述[J].西南交通大学学报(社会科学版),2012(2):96-98.
[2]姜乾金.医学心理学[M].北京:人民卫生出版社,2005:80-82.
[3]Lazarus R S.Stress,coping,and illness[M].In Friedman HS.Personality and Disease.New York:Wiley,1990:97-120.
[4]李彩娜,邹泓,杨晓莉.青少年的人格、师生关系与心理健康的关系研究[J].中国临床心理学杂志,2005(4):4.
[5]胡军生,王登峰,滕兰芳.人格和应对方式与心理健康的关系[J].西南大学学报(社会科学版),2007(6):28-31.
[6]刘建平,何志芳.高校教师人格对心理资本与心理健康的影响研究[J].心理学探新,2013(6):537-540.
[7]孙灯勇,王倩,王梅,满丛英.个人成长主动性的概念、测量及影响[J].心理科学进展,2014(9):1413-1422.
[8]任俊,叶浩生.积极人格:人格心理学研究的新取向[J].华中师范大学学报(人文社会科学版),2005(4):120-126.
[9]肖盛兰.积极心理学.积极人格理论评述[J].西南交通大学学报(社会科学版),2012(2):96-98.