大中学生心理健康学校社会工作者培训体系建构与初步验证
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摘要
随着社会的快速发展,竞争的日益激烈,大中学生所面临的各种压力和挑战不断增加,其心理健康状况越来越令人担忧。通过学校社会工作,整合各种社会资源,提高学生心理素质,维护学生心理健康应该成为当今学校工作的重要组成部分。因此,心理健康学校社会工作者在我国学校教育领域将扮演着越来越重要的角色。然而,由于学校社会工作在我国还处于起步阶段,为大中学生心理健康服务的学校社会工作者还十分缺乏,这成为影响大中学校有效开展学生心理健康教育的首要问题。同时,更缺乏大中学校心理健康学校社会工作者培训的理论体系与操作方案。因此,本研究在综合分析国内外相关培训理论与实践操作的基础上,尝试构建我国大中学校心理健康学校社会工作者的培训体系,这对于促进学校心理健康教育工作的开展和提高大中学生心理健康的水平具有重要的理论意义和实践价值。
本研究首先运用文献分析技术对国内外社会工作者、心理健康工作者培训的现状进行了综述,归纳概括了现有研究的主要成果,分析了现有研究的局限和不足,阐述了构建大中学生心理健康学校社会工作者培训体系的理论依据和其他依据。在此基础上,从理论和实践结合的层面上构建了大中学生心理健康学校工作者的培训体系,并进行了初步的验证分析。
本研究主要包括三个系列研究:大中学生心理健康学校社会者培训体系框架和要素的调查研究;大中学生心理健康学校社会工作者培训体系的框架和要素建构研究;大中学生心理健康学校社会工作者培训体系的验证分析。通过研究,得出如下结论:
1.在被调查教师的主观意愿中,绝大多数教师(60%以上)认为在培训目标中应该包含知识、技能、态度或价值观,多数教师特别强调技能目标。70%的教师认为培训应该包括价值观、伦理内容,80%认为应该包括知识、技能、方法内容,30%认为培训内容应该多样化。1/2的教师认为应该采用课堂授课模式,40%认为应采用临床督导模式、人际过程回忆模式、标准化咨客实践培训模式、见习实习模式和反思型培训模式。20%的教师认为应该采用师带徒模式和自学指导模式,10%认为应采用远程教育培训模式。1/2的教师希望在知识方面进行评估,60%教师希望对价值观和技能进行评估。20%教师支持考试评估,40%教师支持前后测、阶段回忆评审、后续电话询问评估方式,1/2的教师支持培训后在工作中受到相关评价。
2.大中学生心理健康学校社会工作者的培训体系包括培训目标、培训内容、培训模式、培训效果评估四个方面。其中,培训目标包括形成受训者积极的职业价值观和个性品质,促进受训者掌握基本的心理健康教育和社会工作的基本知识与技能,并能有效提高心理健康学校社会工作的效果。培训内容包括:(1)心理健康教育和社会工作的价值观;(2)与心理健康相关的心理学和社会工作的知识、技能、研究和评估的方法与技术;(3)大中学生心理健康学校社会工作的伦理态度。培训模式主要包括课堂讲授培训、督导培训、标准化咨客实践、反思型培训、人际过程回忆培训、见习实习、师带徒培训、自学指导培训、远程网络培训9种模式。培训效果评估包括目标内容达成度和受训者满意度两项标准,训后工作效果评估(实践考核)、考试、前后测、阶段会议评估和后续电话评估、全程监督评估几种方法。
3.经专家评价的初步验证,建构的大中学生心理健康学校社会工作者培训体系具有较好的逻辑结构,体系的各项目指标具有必要性、合理性和可行性。
With the rapid development of society and the increasingly intense competition, university and secondary school students face the pressures and challenges continuing to increase, their mental health is got growing cause for concern. Through the school social work to integrate various social resources, improving students' psychological qualities and maintaining mental health of them in today's schools should become an important component of the work. Therefore, the mental health school social workers in the field of schools education in China will play an increasingly important role. However, the school social work in China is still in its infancy, there is also a lack of social workers serving for university and secondary school students' mental health, which became the most important issue influencing the university and secondary school students' mental health education carry through effectively. At the same time, there is also a lack of theoretical system and operation of the programmes for mental health school social workers' training .Therefore, this paper tried to build a training system of mental health school social workers serving for university and secondary school students in China on the basis of the comprehensive analysis of domestic and foreign-related training theories and practice of operating, which had an important theoretical and practical value for the promotion of carrying out the mental health education and enhancing mental health level of university and secondary school students.
This paper firstly used literature analysis technique to summarize the actuality of domestic and foreign social workers' and mental health workers' training, to summarize the main results of existing researches and review them, to expatiate the theorical basis and other basis to construct the training system of mental health school social workers. On this basis, this paper constructed training system of mental health workers from the theoretical and practical aspects and conducted a preliminary analysis of the test. This paper includes three series of studies: investigation of the framework and elements of the training system of mental health school social workers ; construction of training system; confirmatory analysis of the training system. Through these researches, this paper drew the following conclusions:
1. In the subjective will of teachers in the investigation, the majority of them (60 percent) thought that the training target should include the knowledge, skills, attitudes or values; more teachers to emphasize skills objectives. 70% of the teachers thought that training content should include values, ethics, 80% thought that should include knowledge, skills, methodologies, 30% thought that should include divers content. 1/2 of the teachers thought that should use classroom teaching model, 40% believed that should adopt clinical supervision model, interpersonal process recall model, standardized case-to be practiced training model, probation and practice model and reflecting model. 20% of the teachers thought that should use coaching model and self-study guide model, 10% thought that should adopt long-distance network training model. 1/2 of the teachers in the hope that should assess the mastery of knowledge , 60% thought that should assess values and skills, 20% supported the test assessment, 40% supported before and after test, assessment on phase conference in the training process, the follow-up telephone assessment methods, 1/2 supported relevant evaluation of teachers in their work after training.
2.This training system includes four aspects of training objectives, training content, training models, training effect Evaluation. Among them, training objectives include the formation of trainees' positive vocational values and character quality, and the promotion of trainees to master basic knowledge and skills of mental health education and social work, and effectively improving the mental health school social work results. The training content includes:(l) values of mental health education and social work,(2) the knowledge and skills of psychology and social work related to mental health, methods and technology to research and evaluate. (3) ethics attitude of mental health school social work in university and secondary schools. (4) training effect evaluation includes two standards, how the training targets being finished, and the satisfaction of the trainees. The evaluation methods include assessment of work performance after training (practical examination), examinations, before and after measurement, assessment on phase conference in the training process, the follow-up telephone assessment, supervision in the entire process. The main training models include 9 kinds of models: classroom teaching model, supervision model, standardized case-to be-practiced model, reflecting model, interpersonal recall model, probation and practice model, coaching model, self-study guide model, and long-distance network training model.
3. After a preliminary evaluation of the experts, the training system of mental health school social workers serving for university and secondary school students has good logical structure, its every item is necessary , reasonable and feasible.
本研究首先运用文献分析技术对国内外社会工作者、心理健康工作者培训的现状进行了综述,归纳概括了现有研究的主要成果,分析了现有研究的局限和不足,阐述了构建大中学生心理健康学校社会工作者培训体系的理论依据和其他依据。在此基础上,从理论和实践结合的层面上构建了大中学生心理健康学校工作者的培训体系,并进行了初步的验证分析。
本研究主要包括三个系列研究:大中学生心理健康学校社会者培训体系框架和要素的调查研究;大中学生心理健康学校社会工作者培训体系的框架和要素建构研究;大中学生心理健康学校社会工作者培训体系的验证分析。通过研究,得出如下结论:
1.在被调查教师的主观意愿中,绝大多数教师(60%以上)认为在培训目标中应该包含知识、技能、态度或价值观,多数教师特别强调技能目标。70%的教师认为培训应该包括价值观、伦理内容,80%认为应该包括知识、技能、方法内容,30%认为培训内容应该多样化。1/2的教师认为应该采用课堂授课模式,40%认为应采用临床督导模式、人际过程回忆模式、标准化咨客实践培训模式、见习实习模式和反思型培训模式。20%的教师认为应该采用师带徒模式和自学指导模式,10%认为应采用远程教育培训模式。1/2的教师希望在知识方面进行评估,60%教师希望对价值观和技能进行评估。20%教师支持考试评估,40%教师支持前后测、阶段回忆评审、后续电话询问评估方式,1/2的教师支持培训后在工作中受到相关评价。
2.大中学生心理健康学校社会工作者的培训体系包括培训目标、培训内容、培训模式、培训效果评估四个方面。其中,培训目标包括形成受训者积极的职业价值观和个性品质,促进受训者掌握基本的心理健康教育和社会工作的基本知识与技能,并能有效提高心理健康学校社会工作的效果。培训内容包括:(1)心理健康教育和社会工作的价值观;(2)与心理健康相关的心理学和社会工作的知识、技能、研究和评估的方法与技术;(3)大中学生心理健康学校社会工作的伦理态度。培训模式主要包括课堂讲授培训、督导培训、标准化咨客实践、反思型培训、人际过程回忆培训、见习实习、师带徒培训、自学指导培训、远程网络培训9种模式。培训效果评估包括目标内容达成度和受训者满意度两项标准,训后工作效果评估(实践考核)、考试、前后测、阶段会议评估和后续电话评估、全程监督评估几种方法。
3.经专家评价的初步验证,建构的大中学生心理健康学校社会工作者培训体系具有较好的逻辑结构,体系的各项目指标具有必要性、合理性和可行性。
With the rapid development of society and the increasingly intense competition, university and secondary school students face the pressures and challenges continuing to increase, their mental health is got growing cause for concern. Through the school social work to integrate various social resources, improving students' psychological qualities and maintaining mental health of them in today's schools should become an important component of the work. Therefore, the mental health school social workers in the field of schools education in China will play an increasingly important role. However, the school social work in China is still in its infancy, there is also a lack of social workers serving for university and secondary school students' mental health, which became the most important issue influencing the university and secondary school students' mental health education carry through effectively. At the same time, there is also a lack of theoretical system and operation of the programmes for mental health school social workers' training .Therefore, this paper tried to build a training system of mental health school social workers serving for university and secondary school students in China on the basis of the comprehensive analysis of domestic and foreign-related training theories and practice of operating, which had an important theoretical and practical value for the promotion of carrying out the mental health education and enhancing mental health level of university and secondary school students.
This paper firstly used literature analysis technique to summarize the actuality of domestic and foreign social workers' and mental health workers' training, to summarize the main results of existing researches and review them, to expatiate the theorical basis and other basis to construct the training system of mental health school social workers. On this basis, this paper constructed training system of mental health workers from the theoretical and practical aspects and conducted a preliminary analysis of the test. This paper includes three series of studies: investigation of the framework and elements of the training system of mental health school social workers ; construction of training system; confirmatory analysis of the training system. Through these researches, this paper drew the following conclusions:
1. In the subjective will of teachers in the investigation, the majority of them (60 percent) thought that the training target should include the knowledge, skills, attitudes or values; more teachers to emphasize skills objectives. 70% of the teachers thought that training content should include values, ethics, 80% thought that should include knowledge, skills, methodologies, 30% thought that should include divers content. 1/2 of the teachers thought that should use classroom teaching model, 40% believed that should adopt clinical supervision model, interpersonal process recall model, standardized case-to be practiced training model, probation and practice model and reflecting model. 20% of the teachers thought that should use coaching model and self-study guide model, 10% thought that should adopt long-distance network training model. 1/2 of the teachers in the hope that should assess the mastery of knowledge , 60% thought that should assess values and skills, 20% supported the test assessment, 40% supported before and after test, assessment on phase conference in the training process, the follow-up telephone assessment methods, 1/2 supported relevant evaluation of teachers in their work after training.
2.This training system includes four aspects of training objectives, training content, training models, training effect Evaluation. Among them, training objectives include the formation of trainees' positive vocational values and character quality, and the promotion of trainees to master basic knowledge and skills of mental health education and social work, and effectively improving the mental health school social work results. The training content includes:(l) values of mental health education and social work,(2) the knowledge and skills of psychology and social work related to mental health, methods and technology to research and evaluate. (3) ethics attitude of mental health school social work in university and secondary schools. (4) training effect evaluation includes two standards, how the training targets being finished, and the satisfaction of the trainees. The evaluation methods include assessment of work performance after training (practical examination), examinations, before and after measurement, assessment on phase conference in the training process, the follow-up telephone assessment, supervision in the entire process. The main training models include 9 kinds of models: classroom teaching model, supervision model, standardized case-to be-practiced model, reflecting model, interpersonal recall model, probation and practice model, coaching model, self-study guide model, and long-distance network training model.
3. After a preliminary evaluation of the experts, the training system of mental health school social workers serving for university and secondary school students has good logical structure, its every item is necessary , reasonable and feasible.
引文
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55 顾东辉.社会工作的价值观、冲突及对策.北京科技大学学报(社科版).2004,20(2):1-2
56 Karen Slovak,Alfred Louis Joseph Jr,Anne Broussard.School Social Workers' Perceptions of Graduate Education Preparation.Children & Schools.2006,28(2):97-106
57 中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(基础知识).民族出版社.2005
58 中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(二级).民族出版社.2005
59 中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(三级).民族出版社.2005
60 陆士桢,酒曙光.香港社会工作教育课程设置状况及其对内地社工教育的启示(考察报告).中国青年政治学院学报.1994,(1):39
61 袁继红.香港的社会工作教育对内地的启示.长沙民政职业技术学院学报.2002,(17):20-22
62 http://www.disa.pku.edu.cn/
63 http://daxue.learning.sohu.com/school_schoolmajor_4873.html
64 Kim Boland-Prom,Sandra C Anderson.Teaching ethical decision making using dual relationship principles as a case example.Journal of Social Work Education.2005.41(3):495-511
65 Frederic G Reamer.Boundary issues in social work:Managed duel relationships.Social Work.2003,48(1):121-134
66 Leola Dyrud Furman,Perry W.Benson,Cordelia Grimwood,et al.Religion and Spirituality in Social Work Education and Direct Practice at the Millennium:A Survey of UK Social Workers.British Journal of Social Work.2004,34:767-792
67 马仁海.湖北省特殊学校教师在职培训模式的建构.华中师范大学硕士学位论文.2006:12-13
68 刘世清,姚本先.欧美国家学校心理健康教育的现状、趋势及启示.教育发展研究.2004,(Z1):127-129
69 Ching Man Lam,Hung Wong,Terry Tse Fong Leung.An Unfinished Reflexive Journey:Social Work Students'Reflection on their Placement Experiences.British Journal of Social Work.2007.37(1):91-106
70 Corey G,Corey M,Callanan P.Issues and Ethics in the Helping Professions.Pacific Grove,CA:Brooks/Cole Publishing Company,1998
71 同70
72 Tamara L Clingerman,Janine M Bernard.An Investigation of the Use of E-Mail as a Supplemental Modality for Clinical Supervision.Counselor Education and Supervision.2004.44(2):82-96
73 李林英.心理治疗与咨询中临床督导工作的探讨.中国临床心理学杂志.2004,12(1):99
74 http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
75 Lee W Badger,Gordon MacNeil.Standardized clients in the classroom:A novel instructional technique for social work educators.Research on Social Work Practice.Thousand Oaks:May 2002.12(3):364-375
76 同75.
77 黎琼锋.贫困地区中小学教师培训体系研究.广西师范大学硕士研究生学位论文.2002:33
78 Judith Crews,Michael R Smith,Marlowe H Smaby,Cleborne D Maddux,et al.Self-Monitoring and Counseling Skills:Skills-Based Versus Interpersonal Process Recall Training.Journal of Counseling and Development:JCD.2005,83(1):78-86
79 刘世清,姚本先.欧美国家学校心理健康教育的现状、趋势及启示.教育发展研究.2004,(Z1):127-129
80 Gary L Shaffer.Promising School Social Work Practices of the 1920s:Reflections for Today.Children &Schools.2006,28(4):243-252
81 《中国社会工作教育协会上海片会专题报告》
82 http://www.chinasw-web.com/leadbbs/MINI/Default.asp?22-13591-0-0-0-0-0-a-.htm
83 Karen L Murphy,Sue E Mahoney,Chun-Ying Chen,et al..Distance Education.A Constructivist Model of Mentoring,Coaching,and Facilitating Online Discussions.2005,26(3):341-367
84 Gerald Olivero,K Denise Bane,Richard E Kopelman.Executive coaching as a transfer of training tool:Effects on productivity in a public agency Public Personnel Management.1997.26(4):461-470
85 Gary L Shaffer.Promising School Social Work Practices of the 1920s:Reflections for Today.Children &Schools.Washington:2006,28(4):243-252
86 任婷,胡华秀.论基于网络的教师培训体系的建构.当代教育论坛,2005,(10S):50-51
87 Martha Morrison Dote.The retail met hod of social work:The Role of the New York school in the development of clinical practice.The Social Service Review.1999,73(2):168-191
88 韩映雄.国外教师在职培训活动评估及启示.外国教育资料.2000,(6):45-49
89 Judith Crews,Michael R Smith,Marlowe H Smaby,et al.Self-Monitoring and Counseling Skills:Skills-Based Versus Interpersonal Process Recall Training.Journal of Counseling and Development.J:JCD.2005.83(1):78-86
90 http://donglong.dlearn.kmu.edu.tw/class/sw/int.doc
91 http://www.mca.gov.cn/sw/level_show11.asp
92 Nathan L Linsk,Christopher G Mitchell,Joanne Despotes,Judith Cook,et al.Evaluating HIV mental health training:Changes in practice and knowledge for social workers and case managers Health & Social Work.2002,27(1):67-71
93 Cynthia Cannon Poindexter,Terry Saunders Lane,Nancy Capobianco Boyer.AIDS Education and Prevention.Teaching and learning by example:Empowerment principles applied to development,delivery,and evaluation of community-based training for HIV service providers and supervisors.2002,14(5):391-401
94 李锦红,桂富强,林伯海,等.高校辅导员培训需求调查与培训体系建构探讨.西南交通大学学报(社会科学版).2007,10,8(5):95-97
[1]李骅.大学生心理健康的现状及其提高的途径与方法.北京体育大学学报.2005,28(7):919
[2]李远贵编著.大学生心理健康教育.2006年9月:11-12
[3]杨宏飞.我国中小学心理健康研究问题.中国心理卫生杂志,2001,15(4):289-290
[4]张茂林李成金戈鹏王鹏.中学生心理健康现状调查.青少年研究2003,(39):14
[5]陆德宝,肖刚,李晓光,等.890名中学生心理问题与父母养育方式关系的研究.中国校医,2007,21(1):30
[6]李子华.贫困大学生心理健康问题与教育策略.中国高教研究.2007,(1):77
[7]刘传新,杨彦春.中国西南地区大学生心理健康现状及对心理卫生服务需求的研究.中国行为医学科学,2007,16(5):465-466
[8]李锦红,桂富强,林伯海,等.高校辅导员培训需求调查与培训体系建构探讨.西南交通大学学报(社会科学版).2007,10,8(5):95-97
[9]张宁,李箕君,袁勇贵.心理咨询及咨询师的期望与要求的研究.中国心理卫生杂志.2001,15(4):250
[10]刘世清,姚本先.欧美国家学校心理健康教育的现状、趋势及启示.教育发展研究.2004,(Z1):127-129
[11](英)德.朗特里编.陈建平等译.西方教育词典.上海译文出版社.1988年第一版:359
[12]商务印书馆辞书研究中心修订.新华词典2001年修订版.商务印书馆.2002:693
[13]英汉双解词典.柯林斯伯明翰大学国际语料库.上海译文出版社.2002年:1992
[14]顾东辉.社会工作的价值观、冲突及对策.北京科技大学学报(社科版).2004,20(2):1-2
[15]张著名.香港社会工作的内容、特点及启示.福建省社会主义学院学报.2001,(39):17
[16]中国社会工作者协会.台湾的社会工作专业化与社会服务提供.中国社会工作.1996,(1):58
[17]陆士桢,酒曙光.香港社会工作教育课程设置状况及其对内地社工教育的启示(考察报告).中国青年政治学院学报.1994,(1):39
[18]姚伟.国外中小学教师的在职培训.边疆经济与文化.2007,(3):130-132
[19]曾继耘.目前国外教师在职培训的基本特征.中国成人教育.1999,(9):32
[20]李林英.心理治疗与咨询中临床督导工作的探讨.中国临床心理学杂志.2004,12(1):99
[21]王思斌主编.社会工作概论.高等教育出版社2006年5月:14
[22]宋广文等编.成长导航:中学生心理健康辅导.山东人民出版社.2001年3月第1版.42
[23]袁继红.香港的社会工作教育对内地的启示.长沙民政职业技术学院学报2002,(17):20-22
[34]中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(基础知识).民族出版社.2005
[35]中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(二级).民族出版社.2005
[36]中国就业培训技术知道中心&中国心理卫生协会.心理咨询师(三级).民族出版社.2005
[37]顾东辉.社会工作的价值观、冲突及对策.北京科技大学学报(社科版).2004,20(2):1-2
[38]马仁海.湖北省特殊学校教师在职培训模式的建构.华中师范大学硕士学位论文.2006:12-13
[39]黎琼锋.贫困地区中小学教师培训体系研究.广西师范大学硕士研究生学位论文.2002:33
[40]任婷,胡华秀.论基于网络的教师培训体系的建构.当代教育论坛,2005,(10S):50-51
[41]韩映雄.国外教师在职培训活动评估及启示.外国教育资料.2000,(6):45-49
[42]李锦红,桂富强,林伯海,等.高校辅导员培训需求调查与培训体系建构探讨.西南交通大学学报(社会科学版).2007,10,8(5):95-97
[43]《中国社会工作教育协会上海片会专题报告》
[1]Gary L Shaffer.Promising School Social Work Practices.of the 1920s.Reflections for Today.Children & Schools.2006,26(4):243-252
[2]Karen Slovak,Alfred Louis Joseph Jr,Anne Broussard.School Social Workers'Perceptions of Graduate Education Preparation.Children & Schools.2006,128(2):97-106
[3]Hillel Schmid.Public Personnel Management.Relationships between organizational properties and organizational effectiveness in three types of nonprofit human service organizations.2002,31(3):377-396
[4]Ron Avi Astor,William J Behre,John M Wallace,et al.School social workers and school violence;Personal safety,training,and violence programs.Social Work.1998.43(3):223-233
[5]Kim Boland-Prom,Sandra C Anderson.Teaching ethical decision making using dual relationship principles as a case example.Journal of Social Work Education.2005.41(3):495-511
[6]Judith Crews, Michael R Smith, Marlowe H Smaby, et al. Self-Monitoring and Counseling Skills; Skills-Based Versus Interpersonal Process Recall Training. ournal of Counseling and Development. 2005,83(1): 78-86
[7] Barry N Feldman, Stacey Freedenthal. Social Work Education in Suicide Intervention and Prevention. An Unmet Need?Suicide & Life - Threatening Behavior. 2006.36(4):467-481
[8] Weaver, Hilary N.. Transformations. The Professional Training of Native American Psychologists. A Comfortable Fit or More Cultural Loss? 2000, 11(1): 17
[9] Nathan L Linsk, Christopher G Mitchell, Joanne Despotes, et al. Evaluating HIV mental health training: Changes in practice and knowledge for social workers and case managers Health & Social Work. 2002..27(1): 67-71
[10] Cassandra Little, Jill Packman, Marlowe H Smaby, et al. The Skilled Counselor Training Model: Skills Acquisition, Self-Assessment, and Cognitive Complexity. Counselor Education and Supervision. 2005, 44(3): 189-201
[11] Forgeron, Angela, Everall, et al. The essential elements of a comprehensive school suicide-prevention program. Alberta Counsellor. 2002. 27(1):9
[12] Cynthia Cannon Poindexter, Terry Saunders Lane, Nancy Capobianco Boyer. AIDS Education and Prevention. Teaching and learning by example: Empowerment principles applied to development, delivery, and evaluation of community-based training for HIV service providers and supervisors. 2002.14(5):391-401
[13] Frederic G Reamer. Boundary issues in social work: Managed duel relationships. Social work.200348(1):121-134
[14] Leola Dyrud Furman,Perry W. Benson, Cordelia Grimwood, et al. Religion and Spirituality in Social Work Education and Direct Practice at the Millennium: A Survey of UK Social Workers. British Journal of Social Work. 2004,34:767-792
[16] Ching Man Lam,Hung Wong,Terry Tse Fong Leung. An Unfinished Reflexive Journey: Social Work Students' Reflection on their Placement Experiences .British Journal of Social Work. 2007. 37(1):91-106
[17] Corey G,Corey M,Callanan P. Issues and Ethics in the Helping Professions. Pacific Grove, CA: Brooks/Cole Publishing Company, 1998
[18] Tamara L Clingerman, Janine M Bernard. An Investigation of the Use of E-Mail as a Supplemental Modality for Clinical Supervision. Counselor Education and Supervision. 2004. 44(2):82-96
[19] Lee W Badger, Gordon MacNeil. Standardized clients in the classroom: A novel instructional technique for social work educators. Research on Social Work Practice. 2002. 12(3):364-375
[20]Martha Morrison Dore.The retail met hod of social work:The Role of the New York school in the development of clinical practice.The Social Service Review.1999,73(2):168-191
[21]Karen L Murphy,Sue E Mahoney,Chun-Ying Chen,et al..Distance Education.A Constructivist Model of Mentoring,Coaching,and Facilitating Online Discussions.2005,26(3):341-367
[22]Gerald Olivero,K Denise Bane,Richard E Kopelman.Executive coaching as a transfer of training tool:Effects on productivity in a public agency Public Personnel Management.1997,26(4):461-470
[23]Gary L Shaffer.Promising School Social Work Practices of the 1920s:Reflections for Today.Children & Schools:2006,28(4):243-252
[24]Judith Crews,Michael R Smith,Marlowe H Smaby,Cleborne D Maddux,et al.Self-Monitoring and Counseling Skills:Skills-Based Versus Interpersonal Process Recall Training.ournal of Counseling and Development.J:JCD.2005.83(1):78-81
[25]Nathan L Linsk,Christopher G Mitchell,Joanne Despotes,et al.Evaluating HIV mental health training:Changes in practice and knowledge for social workers and case managers Health & Social Work.2002,27(1):67-71
http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
http://youth.gdcc.edu.cn/NewsView.asp?id=103
http://www.disa.pku.edu.cn/
http://daxue.learning.sohu.com/school_schoolmajor_4873.html
http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
http://www.chinasw-web.com/leadbbs/MINI/Default.asp?22-13591-0-0-0-0-0-a-.htm
http://donglong.dlearn.kmu.edu.tw/class/sw/int.doc
http://www.mca.gov.cn/sw/level_show11.asp
http://sjzz.songjiang.gov.cn/detail.asp?id=1426
http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
http://www.mca.gov.cn/sw/level_show11.asp
2 李远贵编著.大学生心理健康教育2006年9月:11-12
3 李子华.贫困大学生心理健康问题与教育策略.中国高教研究.2007,(1):77
4 杨宏飞.我国中小学心理健康研究问题.中国心理卫生杂志,2001,15(4):289-290
5 张茂林李成金戈鹏王鹏.中学生心理健康现状调查.青少年研究 2003,(39):14
6 陆德宝,肖刚,李晓光,等.890名中学生心理问题与父母养育方式关系的研究.中国校医,2007,21(1):30
7 刘传新,杨彦春.中国西南地区大学生心理健康现状及对心理卫生服务需求的研究.中国行为医学科学,2007,16(5):465-466
8 李锦红,桂富强,林伯海,等.高校辅导员培训需求调查与培训体系建构探讨.西南交通大学学报(社会科学版).2007,8(5):95-97
9 张宁,李箕君,袁勇贵.心理咨询及咨询师的期望与要求的研究.中国心理卫生杂志.2001,15(4):250
10 Gary L Shaffer.Promising School Social Work Practices of the 1920s:Reflections for Today.Children &Schools.2006,28(4):243-252
11 Karen Slovak,Alfred Louis Joseph Jr,Anne Broussard.School Social Workers' Perceptions of Graduate Education Preparation.Children & Schools.Washington:2006,28(2):97-106
12 刘世清,姚本先.欧美国家学校心理健康教育的现状、趋势及启示.教育发展研究.2004,(Z1):127-129
13 刘世清,姚本先.欧美国家学校心理健康教育的现状、趋势及启示.教育发展研究.2004,(Z1):127-129
14 Hillel Schmid.Public Personnel Management.Relationships between organizational properties and organizational effectiveness in three types of nonprofit human service organizations.2002,31(3):377-396
15 Karen Slovak,Alfred Louis Joseph Jr,Anne Broussard.School Social Workers' Perceptions of Graduate Education Preparation.Children & Schools.2006,128(2)97-106
16 Ron Avi Astor,William J Behre,John M Wallace,et al.School social workers and school violence:Personal safety,training,and violence programs.Social Work.1998.43(3):223-233
17 李锦红,桂富强,林伯海,等.高校辅导员培训需求调查与培训体系建构探讨,西南交通大学学报(社会科学版),2007,8(5):94
18 钟向阳,胡浩民,蔡秀娟.高校大学生朋辈心理辅导员培训体系的实效研究:中国学校卫生,2007,28(8):707
19 张大均,王金良,郭成.关于心理健康学校社会工作保障系统研究的思考.高等教育研究.2007,28(2):86
20 张大均,王金良,郭成.关于心理健康学校社会工作保障系统研究的思考.高等教育研究.2007,28(2):87
21 张大均,王金良,郭成.关于心理健康学校社会工作保障系统研究的思考.高等教育研究.2007,28(2):86-87
22(英)德.朗特里编.陈建平等译.西方教育词典.上海译文出版社.1988年第一版:359
23 英汉双解词典.柯林斯伯明翰大学国际语料库.上海译文出版社.2002年:1992
24 简华,胡韬.国外学校心理健康教育的主要经验及启示.遵义师范学院学报,2006,8(3):39
25 Kim Boland-Prom,Sandra C Anderson.Teaching ethical decision making using dual relationship principles as a case example.Journal of Social Work Education.2005.41(3):495-511
26 顾东辉.社会工作的价值观、冲突及对策.北京科技大学学报(社科版).2004,20(2):1-2
27 Laura S Abrams,Priscilla Gibson.Refraining multicultural education:teaching white privilege in the social work curriculum.Journal of Social Work Education.2007.43(1):147-161
28 Judith Crews,Michael R Smith,Marlowe H Smaby,et al.Self-Monitoring and Counseling Skills:Skills-Based Versus Interpersonal Process Recall Training.ournal of Counseling and Development.J:JCD.2005,83(1):78-86
29 漆明龙.台港地区心理健康教育发展的历史与现状.川北教育学院学报 2002,12(2):25-27
30 张著名.香港社会工作的内容、特点及启示.福建省社会主义学院学报.2001,(39):17
31 http://sjzz.songjiang.gov.cn/detail.asp?id=1426
32 中国社会工作者协会.台湾的社会工作专业化与礼会服务提供.中国社会工作.1996,(1):58
33 陆士桢,酒曙光.香港社会工作教育课程设置状况及其对内地社工教育的启示(考察报告).中国青年政治学院学报.1994,(1):39
34 http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
35 李波,贾晓明,安芹.国内心理咨询和治疗培训的训查研究.中国健康心理学杂志,2006,14(5):514-516
36 http://www.disa.pku.edu.cn/
37 http://daxue.learning.sohu.com/school_schoolmajor_4873.html
38 http://www.mca.gov.cn/sw/level_show11.asp
39 陈震环.终身教育理论及其与职业教育关系.教育与职业,2002,(2):18
40 高丽娴.基于终身教育理论下中等职业教育课程体系构建的研究.吉林农业大学硕士学位论文.2006年6月:7
41 潘岳祥.成人学习理论与教师继续教育.湖南师范大学教育科学学报,2005,4(4):86、87
42 黄建标.成人学习理论与教师教育技术培训.职业与教育,2007.(15):91-93
43 王思斌主编.社会工作概论.高等教育出版社.2006年5月:14.
44 宋广文等编.成长导航:中学生心理健康辅导.山东人民出版社2001年3月第1版:42
45 参照该课题另一同学归纳总结(其论文为专门探讨了大中学生心理健康学校社会工作者的胜任素质)。
46 Forgeron,Angela,Everall,et al.The essential elements of a comprehensive school suicide-prevention program.Alberta Counsellor.2002.27(1):9
47 Cynthia Cannon Poindexter,Terry Saunders Lane,Nancy Capobianco Boyer.AIDS Education and Prevention.Teaching and learning by example:Empowerment principles applied to development,delivery,and evaluation of community-based training for HIV service providers and supervisors.2002.14(5):391-401
48 马涛,马晓娜.美国马里兰州教师专业发展标准及其启示.中国教师,2007,(44):58
49 袁继红.香港的社会工作教育对内地的启示.长沙民政职业技术学院学报 2002,(17):20-22
50 http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
51 http://youth.gdcc.edu.cn/NewsView.asp?id=103
52 中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(二级).民族出版社.2005
53 中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(三级).民族出版社.2005
54 王思斌主编.社会工作概论.高等教育出版社.2006年5月:14
55 顾东辉.社会工作的价值观、冲突及对策.北京科技大学学报(社科版).2004,20(2):1-2
56 Karen Slovak,Alfred Louis Joseph Jr,Anne Broussard.School Social Workers' Perceptions of Graduate Education Preparation.Children & Schools.2006,28(2):97-106
57 中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(基础知识).民族出版社.2005
58 中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(二级).民族出版社.2005
59 中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(三级).民族出版社.2005
60 陆士桢,酒曙光.香港社会工作教育课程设置状况及其对内地社工教育的启示(考察报告).中国青年政治学院学报.1994,(1):39
61 袁继红.香港的社会工作教育对内地的启示.长沙民政职业技术学院学报.2002,(17):20-22
62 http://www.disa.pku.edu.cn/
63 http://daxue.learning.sohu.com/school_schoolmajor_4873.html
64 Kim Boland-Prom,Sandra C Anderson.Teaching ethical decision making using dual relationship principles as a case example.Journal of Social Work Education.2005.41(3):495-511
65 Frederic G Reamer.Boundary issues in social work:Managed duel relationships.Social Work.2003,48(1):121-134
66 Leola Dyrud Furman,Perry W.Benson,Cordelia Grimwood,et al.Religion and Spirituality in Social Work Education and Direct Practice at the Millennium:A Survey of UK Social Workers.British Journal of Social Work.2004,34:767-792
67 马仁海.湖北省特殊学校教师在职培训模式的建构.华中师范大学硕士学位论文.2006:12-13
68 刘世清,姚本先.欧美国家学校心理健康教育的现状、趋势及启示.教育发展研究.2004,(Z1):127-129
69 Ching Man Lam,Hung Wong,Terry Tse Fong Leung.An Unfinished Reflexive Journey:Social Work Students'Reflection on their Placement Experiences.British Journal of Social Work.2007.37(1):91-106
70 Corey G,Corey M,Callanan P.Issues and Ethics in the Helping Professions.Pacific Grove,CA:Brooks/Cole Publishing Company,1998
71 同70
72 Tamara L Clingerman,Janine M Bernard.An Investigation of the Use of E-Mail as a Supplemental Modality for Clinical Supervision.Counselor Education and Supervision.2004.44(2):82-96
73 李林英.心理治疗与咨询中临床督导工作的探讨.中国临床心理学杂志.2004,12(1):99
74 http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
75 Lee W Badger,Gordon MacNeil.Standardized clients in the classroom:A novel instructional technique for social work educators.Research on Social Work Practice.Thousand Oaks:May 2002.12(3):364-375
76 同75.
77 黎琼锋.贫困地区中小学教师培训体系研究.广西师范大学硕士研究生学位论文.2002:33
78 Judith Crews,Michael R Smith,Marlowe H Smaby,Cleborne D Maddux,et al.Self-Monitoring and Counseling Skills:Skills-Based Versus Interpersonal Process Recall Training.Journal of Counseling and Development:JCD.2005,83(1):78-86
79 刘世清,姚本先.欧美国家学校心理健康教育的现状、趋势及启示.教育发展研究.2004,(Z1):127-129
80 Gary L Shaffer.Promising School Social Work Practices of the 1920s:Reflections for Today.Children &Schools.2006,28(4):243-252
81 《中国社会工作教育协会上海片会专题报告》
82 http://www.chinasw-web.com/leadbbs/MINI/Default.asp?22-13591-0-0-0-0-0-a-.htm
83 Karen L Murphy,Sue E Mahoney,Chun-Ying Chen,et al..Distance Education.A Constructivist Model of Mentoring,Coaching,and Facilitating Online Discussions.2005,26(3):341-367
84 Gerald Olivero,K Denise Bane,Richard E Kopelman.Executive coaching as a transfer of training tool:Effects on productivity in a public agency Public Personnel Management.1997.26(4):461-470
85 Gary L Shaffer.Promising School Social Work Practices of the 1920s:Reflections for Today.Children &Schools.Washington:2006,28(4):243-252
86 任婷,胡华秀.论基于网络的教师培训体系的建构.当代教育论坛,2005,(10S):50-51
87 Martha Morrison Dote.The retail met hod of social work:The Role of the New York school in the development of clinical practice.The Social Service Review.1999,73(2):168-191
88 韩映雄.国外教师在职培训活动评估及启示.外国教育资料.2000,(6):45-49
89 Judith Crews,Michael R Smith,Marlowe H Smaby,et al.Self-Monitoring and Counseling Skills:Skills-Based Versus Interpersonal Process Recall Training.Journal of Counseling and Development.J:JCD.2005.83(1):78-86
90 http://donglong.dlearn.kmu.edu.tw/class/sw/int.doc
91 http://www.mca.gov.cn/sw/level_show11.asp
92 Nathan L Linsk,Christopher G Mitchell,Joanne Despotes,Judith Cook,et al.Evaluating HIV mental health training:Changes in practice and knowledge for social workers and case managers Health & Social Work.2002,27(1):67-71
93 Cynthia Cannon Poindexter,Terry Saunders Lane,Nancy Capobianco Boyer.AIDS Education and Prevention.Teaching and learning by example:Empowerment principles applied to development,delivery,and evaluation of community-based training for HIV service providers and supervisors.2002,14(5):391-401
94 李锦红,桂富强,林伯海,等.高校辅导员培训需求调查与培训体系建构探讨.西南交通大学学报(社会科学版).2007,10,8(5):95-97
[1]李骅.大学生心理健康的现状及其提高的途径与方法.北京体育大学学报.2005,28(7):919
[2]李远贵编著.大学生心理健康教育.2006年9月:11-12
[3]杨宏飞.我国中小学心理健康研究问题.中国心理卫生杂志,2001,15(4):289-290
[4]张茂林李成金戈鹏王鹏.中学生心理健康现状调查.青少年研究2003,(39):14
[5]陆德宝,肖刚,李晓光,等.890名中学生心理问题与父母养育方式关系的研究.中国校医,2007,21(1):30
[6]李子华.贫困大学生心理健康问题与教育策略.中国高教研究.2007,(1):77
[7]刘传新,杨彦春.中国西南地区大学生心理健康现状及对心理卫生服务需求的研究.中国行为医学科学,2007,16(5):465-466
[8]李锦红,桂富强,林伯海,等.高校辅导员培训需求调查与培训体系建构探讨.西南交通大学学报(社会科学版).2007,10,8(5):95-97
[9]张宁,李箕君,袁勇贵.心理咨询及咨询师的期望与要求的研究.中国心理卫生杂志.2001,15(4):250
[10]刘世清,姚本先.欧美国家学校心理健康教育的现状、趋势及启示.教育发展研究.2004,(Z1):127-129
[11](英)德.朗特里编.陈建平等译.西方教育词典.上海译文出版社.1988年第一版:359
[12]商务印书馆辞书研究中心修订.新华词典2001年修订版.商务印书馆.2002:693
[13]英汉双解词典.柯林斯伯明翰大学国际语料库.上海译文出版社.2002年:1992
[14]顾东辉.社会工作的价值观、冲突及对策.北京科技大学学报(社科版).2004,20(2):1-2
[15]张著名.香港社会工作的内容、特点及启示.福建省社会主义学院学报.2001,(39):17
[16]中国社会工作者协会.台湾的社会工作专业化与社会服务提供.中国社会工作.1996,(1):58
[17]陆士桢,酒曙光.香港社会工作教育课程设置状况及其对内地社工教育的启示(考察报告).中国青年政治学院学报.1994,(1):39
[18]姚伟.国外中小学教师的在职培训.边疆经济与文化.2007,(3):130-132
[19]曾继耘.目前国外教师在职培训的基本特征.中国成人教育.1999,(9):32
[20]李林英.心理治疗与咨询中临床督导工作的探讨.中国临床心理学杂志.2004,12(1):99
[21]王思斌主编.社会工作概论.高等教育出版社2006年5月:14
[22]宋广文等编.成长导航:中学生心理健康辅导.山东人民出版社.2001年3月第1版.42
[23]袁继红.香港的社会工作教育对内地的启示.长沙民政职业技术学院学报2002,(17):20-22
[34]中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(基础知识).民族出版社.2005
[35]中国就业培训技术知道中心＆中国心理卫生协会.心理咨询师(二级).民族出版社.2005
[36]中国就业培训技术知道中心&中国心理卫生协会.心理咨询师(三级).民族出版社.2005
[37]顾东辉.社会工作的价值观、冲突及对策.北京科技大学学报(社科版).2004,20(2):1-2
[38]马仁海.湖北省特殊学校教师在职培训模式的建构.华中师范大学硕士学位论文.2006:12-13
[39]黎琼锋.贫困地区中小学教师培训体系研究.广西师范大学硕士研究生学位论文.2002:33
[40]任婷,胡华秀.论基于网络的教师培训体系的建构.当代教育论坛,2005,(10S):50-51
[41]韩映雄.国外教师在职培训活动评估及启示.外国教育资料.2000,(6):45-49
[42]李锦红,桂富强,林伯海,等.高校辅导员培训需求调查与培训体系建构探讨.西南交通大学学报(社会科学版).2007,10,8(5):95-97
[43]《中国社会工作教育协会上海片会专题报告》
[1]Gary L Shaffer.Promising School Social Work Practices.of the 1920s.Reflections for Today.Children & Schools.2006,26(4):243-252
[2]Karen Slovak,Alfred Louis Joseph Jr,Anne Broussard.School Social Workers'Perceptions of Graduate Education Preparation.Children & Schools.2006,128(2):97-106
[3]Hillel Schmid.Public Personnel Management.Relationships between organizational properties and organizational effectiveness in three types of nonprofit human service organizations.2002,31(3):377-396
[4]Ron Avi Astor,William J Behre,John M Wallace,et al.School social workers and school violence;Personal safety,training,and violence programs.Social Work.1998.43(3):223-233
[5]Kim Boland-Prom,Sandra C Anderson.Teaching ethical decision making using dual relationship principles as a case example.Journal of Social Work Education.2005.41(3):495-511
[6]Judith Crews, Michael R Smith, Marlowe H Smaby, et al. Self-Monitoring and Counseling Skills; Skills-Based Versus Interpersonal Process Recall Training. ournal of Counseling and Development. 2005,83(1): 78-86
[7] Barry N Feldman, Stacey Freedenthal. Social Work Education in Suicide Intervention and Prevention. An Unmet Need?Suicide & Life - Threatening Behavior. 2006.36(4):467-481
[8] Weaver, Hilary N.. Transformations. The Professional Training of Native American Psychologists. A Comfortable Fit or More Cultural Loss? 2000, 11(1): 17
[9] Nathan L Linsk, Christopher G Mitchell, Joanne Despotes, et al. Evaluating HIV mental health training: Changes in practice and knowledge for social workers and case managers Health & Social Work. 2002..27(1): 67-71
[10] Cassandra Little, Jill Packman, Marlowe H Smaby, et al. The Skilled Counselor Training Model: Skills Acquisition, Self-Assessment, and Cognitive Complexity. Counselor Education and Supervision. 2005, 44(3): 189-201
[11] Forgeron, Angela, Everall, et al. The essential elements of a comprehensive school suicide-prevention program. Alberta Counsellor. 2002. 27(1):9
[12] Cynthia Cannon Poindexter, Terry Saunders Lane, Nancy Capobianco Boyer. AIDS Education and Prevention. Teaching and learning by example: Empowerment principles applied to development, delivery, and evaluation of community-based training for HIV service providers and supervisors. 2002.14(5):391-401
[13] Frederic G Reamer. Boundary issues in social work: Managed duel relationships. Social work.200348(1):121-134
[14] Leola Dyrud Furman,Perry W. Benson, Cordelia Grimwood, et al. Religion and Spirituality in Social Work Education and Direct Practice at the Millennium: A Survey of UK Social Workers. British Journal of Social Work. 2004,34:767-792
[16] Ching Man Lam,Hung Wong,Terry Tse Fong Leung. An Unfinished Reflexive Journey: Social Work Students' Reflection on their Placement Experiences .British Journal of Social Work. 2007. 37(1):91-106
[17] Corey G,Corey M,Callanan P. Issues and Ethics in the Helping Professions. Pacific Grove, CA: Brooks/Cole Publishing Company, 1998
[18] Tamara L Clingerman, Janine M Bernard. An Investigation of the Use of E-Mail as a Supplemental Modality for Clinical Supervision. Counselor Education and Supervision. 2004. 44(2):82-96
[19] Lee W Badger, Gordon MacNeil. Standardized clients in the classroom: A novel instructional technique for social work educators. Research on Social Work Practice. 2002. 12(3):364-375
[20]Martha Morrison Dore.The retail met hod of social work:The Role of the New York school in the development of clinical practice.The Social Service Review.1999,73(2):168-191
[21]Karen L Murphy,Sue E Mahoney,Chun-Ying Chen,et al..Distance Education.A Constructivist Model of Mentoring,Coaching,and Facilitating Online Discussions.2005,26(3):341-367
[22]Gerald Olivero,K Denise Bane,Richard E Kopelman.Executive coaching as a transfer of training tool:Effects on productivity in a public agency Public Personnel Management.1997,26(4):461-470
[23]Gary L Shaffer.Promising School Social Work Practices of the 1920s:Reflections for Today.Children & Schools:2006,28(4):243-252
[24]Judith Crews,Michael R Smith,Marlowe H Smaby,Cleborne D Maddux,et al.Self-Monitoring and Counseling Skills:Skills-Based Versus Interpersonal Process Recall Training.ournal of Counseling and Development.J:JCD.2005.83(1):78-81
[25]Nathan L Linsk,Christopher G Mitchell,Joanne Despotes,et al.Evaluating HIV mental health training:Changes in practice and knowledge for social workers and case managers Health & Social Work.2002,27(1):67-71
http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
http://youth.gdcc.edu.cn/NewsView.asp?id=103
http://www.disa.pku.edu.cn/
http://daxue.learning.sohu.com/school_schoolmajor_4873.html
http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
http://www.chinasw-web.com/leadbbs/MINI/Default.asp?22-13591-0-0-0-0-0-a-.htm
http://donglong.dlearn.kmu.edu.tw/class/sw/int.doc
http://www.mca.gov.cn/sw/level_show11.asp
http://sjzz.songjiang.gov.cn/detail.asp?id=1426
http://web.swk.cuhk.edu.hk/eng/html_popup/MSW.pdf
http://www.mca.gov.cn/sw/level_show11.asp