本文關(guān)鍵詞：理性情緒教育對(duì)初中學(xué)生考試焦慮的干預(yù)實(shí)驗(yàn)研究，由筆耕文化傳播整理發(fā)布。

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所有學(xué)科

教育理論與教育管理

心理學(xué)

內(nèi)分泌腺及全身性疾病

臨床醫(yī)學(xué)

基礎(chǔ)醫(yī)學(xué)

醫(yī)學(xué)教育與醫(yī)學(xué)邊緣學(xué)科

精神病學(xué)

高等教育

中等教育

    The Role of Rational Emotive Education on Mental Health of Middle School Students

    理性情緒教育對(duì)提高學(xué)生心理健康的作用研究

短句來(lái)源

    The Theoretical Analysis of Rational Emotive Behavior Therapy and the Research That the University Student

    理性情緒行為療法理論分析及其對(duì)大學(xué)生抑郁情緒調(diào)控的研究

短句來(lái)源

    Sometimes in high spirits, sometimes in low spirits. Therefore, the purpose of this study is to explore the impact to the emotional stability of Junior high school students according to the emotional education which combine many theories such as theory of rational emotive education, theory of emotional intelligence, theory of multiple intelligence and give some suggestions on how to implement emotive education to the school according to the result of this study.

    因此本研究旨在探討基于理性情緒教育理論、情緒智力理論、多元智力理論的情緒教育對(duì)初中生情緒穩(wěn)定性的影響并根據(jù)研究的發(fā)現(xiàn)，提出具體建議，以作為學(xué)校情緒教育及進(jìn)一步研究提供參考。

短句來(lái)源

    Objective:To study the positive effect of rational emotive education on developing the self concept of students, enhancing the stability of emotion, and promoting their mental heath.

    目的 :探討理性情緒教育在提升學(xué)生自我概念 ,增進(jìn)情緒穩(wěn)定性 ,促進(jìn)心理健康方面的有效性。

短句來(lái)源

    Method: 92 students of grade 8 in Huayuan Junior Middle School were selected as the sample. 46 were in the study class, who received half years of rational emotive education, the other 46 students were in the control class who received normal education.

    方法 :選取麗水市花園中學(xué)初二年級(jí)學(xué)生 92人 (實(shí)驗(yàn)班 46人 ,對(duì)照班 46人 ) ,對(duì)實(shí)驗(yàn)班進(jìn)行一個(gè)學(xué)期 ( 1 8周 )的理性情緒教育 ,對(duì)照班不接受理性情緒教育。

短句來(lái)源

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    The Methodological Research of Mental-health Education in Higher Vocational Colleges ——Rational-emotive Therapy and Mental-health Education

    高職院校心理健康教育方法探索——理性情緒干預(yù)與高職心理健康教育

短句來(lái)源

    An Experimental Study on the Rational-emotive Education to the Test Anxiety of Junior High School Student

    理性情緒教育對(duì)初中學(xué)生考試焦慮的干預(yù)實(shí)驗(yàn)研究

短句來(lái)源

    This course is mainly based on Rational-emotive Therapy ( RET) by Albert Ellis from the USA, referring to " A Course Design for Rational Education" by Wu Lijuan from Taiwan as well.

    本次研究的理性情緒教育輔導(dǎo)課程主要以美國(guó)艾里斯(Albert Ellis)建立的理性情緒治療理論(Rational-emotive therapy，RET)為基礎(chǔ)，借鑒臺(tái)灣學(xué)者吳麗娟老師的《理情教育課程設(shè)計(jì)》中的理念設(shè)計(jì)而成。

短句來(lái)源

    The research is aimed at designing a rational-emotive education (REE) course which satisfies the actual demands of the school, and at the same time making a study of the effect it may have on reducing or removing unhealthy mood.

    本研究旨在設(shè)計(jì)一套針對(duì)我校實(shí)際需要的理性情緒教育(Rational-emotive education，REE)輔導(dǎo)課程，并探討該課程在減低或消除不良情緒及提高心理健康方面的輔導(dǎo)效果。

短句來(lái)源

    However, how take rational-emotive therapy in emotional education is lack of practice in class, especially aiming to the junior high school students.

    但是,將理性情緒理論用于情緒教育還缺乏納入課堂教學(xué)的實(shí)踐研究。

短句來(lái)源

    Rational-EmotiveTherapy: An Effective Method of Handling College Students' Psychological Problems

    理性情緒療法是解決大學(xué)生心理困擾的有效方法

短句來(lái)源

    A Study on the Effect of a REE Based Counseling Program on Improving Students' Emotion in High School

    基于理性情緒教育的輔導(dǎo)課程對(duì)改善高中生不良情緒的效果研究

短句來(lái)源

    Survey results indicate that : 1 )Most high school students in this sample identify with the view of human nature of humanistic and cognitive school ,whereas relative few identify with that of behavioral school.

    結(jié)果如下：1．高中生比較認(rèn)同人本主義學(xué)派(當(dāng)事人中心療法)和認(rèn)知學(xué)派(理性情緒療法)的人性觀，較少認(rèn)同行為主義學(xué)派(行為療法)的人性觀。

短句來(lái)源

    1. To inquire into the effect the REE course may have on reducing or removing emotional perplexity, promoting rational thinking and emotional steadiness so as to improve the students' psychological health;

    1、探討理性情緒教育輔導(dǎo)課程在消除或減低情緒困擾、增進(jìn)理性思維及情緒穩(wěn)定性，全面提高學(xué)生心理健康方面的輔導(dǎo)效果；

短句來(lái)源

    The classes and exercises were designed according to the theory mentioned above, as the contrast;

    課程及課后作業(yè)的設(shè)計(jì)以理性情緒教育理論、情緒智力理論、多元智力理論和初中生的實(shí)際情況為依據(jù)。

短句來(lái)源

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  rational emotive

Existing definitions either lead to the inclusion of procedures that are not generally regarded as placebos (e.g., systematic desensitization and rational emotive therapy) or result in an empty set.

It is argued that rational emotive assessment techniques may be too directive to ensure sufficient levels of self-discovery.

Cognitive style and counselor credibility: Effects on client endorsement of Rational Emotive Therapy

Eighteen DSM-III diagnosed obsessive-compulsives were randomly allocated to two treatment conditions: (1) Rational Emotive Therapy (RET) and (2) exposure in vivo.

In his recent formulations of rational emotive therapy (RET), Ellis (1985) has increasingly emphasized what he believes to be the central role of necessitous thinking or "musturbation" in the development of depression.

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  rational-emotive

The first is a cognitive behavioral stress management program which has three component parts: relaxation training, rational-emotive training, and assertiveness training.

This was attributed to the fact that the former gained less from the rational-emotive training, denied problems with assertiveness, and did not practice the acquired relaxation skills.

This article discusses the sources of stress and tension and provides a partial solution based upon the principles of Rational-Emotive Therapy (RET).

The treatment components of challenging maladaptive cognitions and learning self-instructions were examined by comparing Rational-Emotive, Self-Instructional, and Behavioral Assertion Training.

However, on an in vivo test of transfer of training at posttest, only the Rational-Emotive group evidenced significant generalization of treatment gains.

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The thesis studies the therapeutic effect of group psychological counseling on treating depression of the university students.We adopt group psychological counseling as our therapeutic form.The therapeutic method is cognitive behavior modification (including retional emotive therapy).The participants are university students.We evaluate the effect of the group activities by many methods and find group psychological counseling can alleviate the degree of the participants'depvession effectively.Through the activities,We...

The thesis studies the therapeutic effect of group psychological counseling on treating depression of the university students.We adopt group psychological counseling as our therapeutic form.The therapeutic method is cognitive behavior modification (including retional emotive therapy).The participants are university students.We evaluate the effect of the group activities by many methods and find group psychological counseling can alleviate the degree of the participants'depvession effectively.Through the activities,We enrich our experience and find some problems at the same time,It deserves further study.

本文研究了團(tuán)體心理咨詢?cè)谥委煷髮W(xué)生的抑郁癥方面的效果。我們采用的治療形式是團(tuán)體心理咨詢 ,治療方法是認(rèn)知行為療法 (包括理性情緒療法 ) ,被試是四名大學(xué)生。我們對(duì)團(tuán)體活動(dòng)的效果采用了多種方法進(jìn)行評(píng)估 ,結(jié)果發(fā)現(xiàn) ,團(tuán)體心理治療可以有效地減輕大學(xué)生的抑郁程度。活動(dòng)中我們?nèi)〉昧艘欢ǖ慕?jīng)驗(yàn) ,但同時(shí)也發(fā)現(xiàn)了一些問(wèn)題 ,值得我們做進(jìn)一步的研究

Objective:To study the positive effect of rational emotive education on developing the self concept of students, enhancing the stability of emotion, and promoting their mental heath. Method: 92 students of grade 8 in Huayuan Junior Middle School were selected as the sample. 46 were in the study class, who received half years of rational emotive education, the other 46 students were in the control class who received normal education. The study class used a self designed teaching material once a weel. At the...

Objective:To study the positive effect of rational emotive education on developing the self concept of students, enhancing the stability of emotion, and promoting their mental heath. Method: 92 students of grade 8 in Huayuan Junior Middle School were selected as the sample. 46 were in the study class, who received half years of rational emotive education, the other 46 students were in the control class who received normal education. The study class used a self designed teaching material once a weel. At the last, SCL 90, Tennessee Self concept Scale, and Aishenke Emotion Stability Scale were used to evaluate the effect.Results:Rational emotive education is helpful in improving self concept, emotion stability, and mental health of student; Rational emotive education meet the need of the growing teen age.

目的 :探討理性情緒教育在提升學(xué)生自我概念 ,增進(jìn)情緒穩(wěn)定性 ,促進(jìn)心理健康方面的有效性。方法 :選取麗水市花園中學(xué)初二年級(jí)學(xué)生 92人 (實(shí)驗(yàn)班 46人 ,對(duì)照班 46人 ) ,對(duì)實(shí)驗(yàn)班進(jìn)行一個(gè)學(xué)期 ( 1 8周 )的理性情緒教育 ,對(duì)照班不接受理性情緒教育。用自行設(shè)計(jì)的理情教育教材對(duì)實(shí)驗(yàn)班學(xué)生進(jìn)行每周一課時(shí)的干預(yù)。最后用SCL -90量表、田納西自我概念量表和艾森克情緒穩(wěn)定性量表進(jìn)行評(píng)定。結(jié)果 :理性情緒教育對(duì)提升學(xué)生的自我概念、情緒穩(wěn)定性和增進(jìn)學(xué)生心理健康方面有良好的促進(jìn)作用 ;理性情緒教育十分適合成長(zhǎng)中青少年的需要。

According to psychologists of emotion and clinic, testing anxiety is a kind of r ealistic anxiety, caused directly by the mental pressure of testing situation b ut put into psychic syndromes by some personality variables such as fears of lo ss, over-concerns about the results and horrors of uncertainty in the future. We can help clients who are suffering from testing anxiety by three means: cogniti ve adjustment, improving self-evaluation and self-esteem; self-defence mechanism analysis; psycho-therapeutic technique...

According to psychologists of emotion and clinic, testing anxiety is a kind of r ealistic anxiety, caused directly by the mental pressure of testing situation b ut put into psychic syndromes by some personality variables such as fears of lo ss, over-concerns about the results and horrors of uncertainty in the future. We can help clients who are suffering from testing anxiety by three means: cogniti ve adjustment, improving self-evaluation and self-esteem; self-defence mechanism analysis; psycho-therapeutic technique of RET (Rational Emotional Therapy); car eful plan and effective action ( By the psycho-therapeutic techniques of GT (Ges talt Therapy) and AAL (Action Analysis of Life); regulating diet and all detaile d arrangements of daily life; getting self control in processes of test. We can find many effective ways to cope with testing anxiety only if we can face direct ly the problem.

情緒與臨床心理學(xué)家認(rèn)為 ,考試焦慮是直接由考試情景引發(fā)心理壓力的一種現(xiàn)實(shí)性焦慮。一旦與害怕失敗、過(guò)分關(guān)注未來(lái)不確定結(jié)果以至恐懼的人格特征結(jié)合 ,就會(huì)引發(fā)心理精神癥狀。我們通過(guò)多種方法來(lái)幫助考試焦慮困擾者 :通過(guò)認(rèn)知調(diào)節(jié)改善自我評(píng)價(jià)方式 ,提高自尊水平 ;自我防御機(jī)制分析 ;RET心理治療技術(shù) (理性情緒療法 ) ;精心計(jì)劃、有效行動(dòng)的現(xiàn)實(shí)感建構(gòu)療法 (基于格式塔療法 )與生活行動(dòng)分析法 ;合理的膳食結(jié)構(gòu)與規(guī)律性強(qiáng)的生活起居 ,考試過(guò)程中的良好自我控制 ,等等。只要我們能夠直面考試焦慮 ,我們就能夠找到有效的方法來(lái)有效對(duì)付它。

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  本文關(guān)鍵詞：理性情緒教育對(duì)初中學(xué)生考試焦慮的干預(yù)實(shí)驗(yàn)研究，由筆耕文化傳播整理發(fā)布。