發(fā)布時間：2018-06-01 10:15

  本文選題：心理健康教育 + 價值問題�。� 參考：《武漢大學》2012年博士論文

【摘要】：在心理健康教育領(lǐng)域,對心理健康教育要不要涉及價值問題和如何處理價值問題,一直存有爭議。在這樣的背景下,本論文以高校大學生心理健康教育為切入點,對心理健康教育中的價值問題進行了深入研究,全文共分五個部分。 第一部分,從理論和實踐兩方面論述心理健康教育價值問題的客觀性。理論層面,通過論述心理健康教育是一種具有明確價值導向的教育活動和心理健康教育是思想政治教育的重要組成部分,闡明了心理健康教育中價值問題的客觀性；實踐層面,通過對心理健康教育實踐活動的審察,說明心理健康教育實踐活動中離不開對價值問題的處理。首先,從問卷調(diào)查中,了解到高校教師在心理健康教育中的價值導向和價值引導上的普遍傾向和不同看法；其次,通過對專家的深度訪談,發(fā)現(xiàn)他們對心理健康教育中的價值問題處理所持觀點及具體的處理方法各有不同,從而說明心理健康教育中的價值問題不僅客觀存在,而且有許多不同的處理方法；最后,通過對國外高校心理健康教育中的價值干預情況的分析,了解其特點,進一步證明心理健康教育中的價值問題是客觀存在和不容回避的。 第二部分,闡述心理健康教育的基本價值理念和具體價值理念�；谛睦斫】到逃且环N具有明確價值導向性的教育活動,本部分提出了心理健康教育的價值理念。首先,從心理健康教育的本質(zhì)和目的出發(fā),提出了心理健康教育的基本價值理念,即人本性、積極性、發(fā)展性和健康性的理念,它們是在心理健康教育過程中應該秉持的基本信念和基本看法,是心理健康教育的出發(fā)點和前提；其次,從心理健康教育的基本價值理念出發(fā),進一步提出了心理健康教育的具體價值理念,包括關(guān)愛生命、提倡積極、促進發(fā)展、引導適應、主動預防和及時矯治等價值理念。六個具體價值理念是四個基本理念的具體化,它們在心理健康教育中各有其關(guān)注的重點和不同的任務(wù),可以解決不同層面的心理問題。 第三部分,論述心理健康教育的價值目標和處理價值問題的基本原則。首先,根據(jù)大學生的生命成長與心理健康維護的需要,提出了心理健康教育的價值目標,即增進以心理和諧為核心的整體健康,提高以人格完善為根本的心理素質(zhì),促進個人與社會共同發(fā)展,創(chuàng)造富有意義的生命價值等。四個價值目標體現(xiàn)為四個層次,其順序由低到高依次是：即維護心理和諧→提高心理素質(zhì)→促進全面發(fā)展→實現(xiàn)生命價值。它們是心理健康教育的方向標和指南針；其次,進一步提出心理健康教育價值目標的具體要求,并從“維護心理和諧,促進心理健康；提高心理素質(zhì),促進人格完善；關(guān)注個人發(fā)展,促進社會和諧；領(lǐng)悟生命意義,促進價值實現(xiàn)”四個層面進行了具體詳實的論述。價值目標的具體要求是四個層次目標的全面展開和具體實現(xiàn)；再次,承上啟下地提出了心理健康教育價值問題處理的基本原則,即生命意識與生命成全相融合原則；個人價值與社會價值相統(tǒng)一原則；一元價值與多元價值相共生原則；價值中立與價值干預相結(jié)合原則；本土化與普適性相補充原則等。這些基本原則既體現(xiàn)了與心理健康教育的價值理念與價值目標相承接與相統(tǒng)一,又提出了對心理健康教育中進行價值問題處理的約束與規(guī)制,也反映了心理健康教育不偏離思想政治教育的方向。 第四部分,探討了心理健康教育價值問題的引導路徑。高校的心理健康教育形式多樣,它們都是對大學生進行價值引導的不同路徑。首先,探討了心理健康教育課程中價值問題的引導。其中重點探討了《大學生心理健康教育》課程教學中的價值引導問題,認為不僅要秉持心理健康教育的價值理念,實現(xiàn)心理健康教育的價值目標,而且還要在教學中融入社會主義核心與主流價值觀的引導,并從內(nèi)容和方法兩個視角論述了如何進行具體的價值引導；同時,區(qū)分了其他類課程心理健康教育中的價值引導的不同特點,并提出了一般性的指導性原則。其次,探討了心理健康教育活動中價值問題的引導。一是概括了心理健康教育活動中價值引導的一般特點,如情感性、間接性和隱蔽性特點等；二是探討了心理健康教育活動中價值引導的具體路徑,即把價值引導融入整個活動的指導思想、方案設(shè)計、活動評價以及具體的活動形式之中等。再次,探討了網(wǎng)絡(luò)和朋輩心理健康教育中價值問題的引導,主要是根據(jù)網(wǎng)絡(luò)和朋輩心理健康教育的特點提出了網(wǎng)絡(luò)和朋輩心理健康教育價值引導的具體做法。 第五部分,探討了心理咨詢中價值問題的處理方法。心理咨詢是心理健康教育比較特殊的重要組成部分,也是最早討論價值問題如何處理的領(lǐng)域,爭論的焦點是,心理咨詢中是應該價值中立,還是價值干預?本文認為,在心理咨詢中,價值干預是一個系統(tǒng)過程,價值中立是價值干預過程中的一個環(huán)節(jié),一種方法和 一種態(tài)度�；诖�,首先,回顧了心理咨詢中價值問題提出的歷程,認為心理咨詢活動中的價值問題的提出,既受科學主義和社會的思潮影響,也是心理咨詢學科發(fā)展的必然；并對精神分析學派、行為主義學派、認知主義學派、人本主義學派和積極心理學派在心理咨詢中的價值干預的方法和特點進行總結(jié)和歸納,以供借鑒。其次,探討了心理咨詢過程不同階段的價值干預的具體操作方法,提出了在咨詢關(guān)系建立階段要把握好價值中立的尺度,在咨詢實施階段需做好價值澄清和價值引導,在咨詢結(jié)束階段要做好價值干預的評估以鞏固效果等；再次,提出了心理咨詢中價值問題處理的基本方法,即支持性價值干預方法、教育性價值干預和分析性價值干預方法,并進行了具體的論述。 最后的結(jié)語部分,對本論文的基本立場和主要觀點進行了概括性的總結(jié),并展望了關(guān)于心理健康教育價值問題研究的未來發(fā)展方向。 論文體現(xiàn)了從一般到具體的研究邏輯和過程,即從論證心理健康教育中價值問題的客觀性入手,進而提出并論述了心理健康教育的價值理念和價值目標,然后探討了心理健康教育中價值引導的具體路徑以及心理咨詢中價值干預的基本過程與基本方法,最后完成對心理健康教育的價值問題的比較全面、系統(tǒng)的探索,得出較完整的研究結(jié)論。
[Abstract]:In the field of mental health education, there are always disputes about whether mental health education should involve value problems and how to deal with value problems. Under this background, this paper takes the psychological health education of college students as the breakthrough point, and makes an in-depth study of the value problems in mental health education. The full text is divided into five parts.
In the first part, the objectivity of the value problem of mental health education is discussed from two aspects of theory and practice. On the theoretical level, the theory of psychological health education is an important part of the ideological and political education, which has a clear value oriented education activity and psychological health education, and explains the objectivity of the value problem in mental health education. On the practical level, through the examination of the practice of mental health education, it shows that the practice of mental health education can not be separated from the treatment of value problems. First, from the questionnaire survey, the general tendency and different views on the value guidance and value guidance of College Teachers in mental health education are understood. Secondly, through the experts. In depth interviews, it is found that their views and methods of dealing with value problems in mental health education are different, which indicates that the value problems in mental health education are not only objective but also many different methods of treatment. Finally, the value intervention of mental health education in universities and colleges in foreign countries is carried out. By analyzing its characteristics, we further prove that the problem of value in mental health education is objective and unavoidable.
The second part expounds the basic value concept and the specific value concept of mental health education. Based on the psychological health education is a kind of educational activity with clear value orientation, the value concept of mental health education is put forward in this part. First, starting from the essence and purpose of mental health education, the basic of mental health education is put forward. The concept of value, namely, the concept of human nature, enthusiasm, development and health, is the basic belief and basic view that should be held in the process of mental health education. It is the starting point and premise of mental health education. Secondly, starting from the basic value concept of mental health education, the specific price of mental health education is further proposed. Value concept, including caring for life, advocating positive, promoting development, guiding adaptation, proactive prevention and timely correction. The six concrete values are the concrete of the four basic concepts. They have their own focus and different tasks in mental health education, and can solve different levels of psychological problems.
The third part discusses the value goal of mental health education and the basic principles to deal with the problem of value. Firstly, according to the needs of the life and mental health maintenance of college students, the value goal of mental health education is put forward, that is to promote the overall health and health with psychological harmony as the core, and to improve the psychological quality with the perfect personality as the fundamental quality and promote the mental health education. The four values are embodied in four levels, and the order from low to high is the following: maintaining psychological harmony, improving mental quality, promoting overall development and realizing the value of life. They are the direction and compass of mental health education and the compass. Secondly, further mention The specific requirements of the value goal of mental health education, and from "maintaining psychological harmony, promoting mental health, improving psychological quality, promoting personality perfection, paying attention to personal development, promoting social harmony, understanding the meaning of life and promoting value realization", the four levels are detailed and detailed. The specific requirements of the value target are four At the same time, the basic principles for the treatment of the value of mental health education are put forward, that is, the principle of the integration of life consciousness and life, the principle of the unity of the individual value and the social value, the principle of the intergrowth of the value and the value of the pluralistic value, and the combination of value neutrality and value intervention. The principle of integration and the principle of complementarity of localization and universality. These basic principles not only reflect the value concept and value goal of mental health education, but also put forward the restriction and regulation on the treatment of value problems in mental health education, and also reflect the theory that the mental health education does not deviate from the ideological and political education. Direction.
The fourth part discusses the guiding path of the value of mental health education. There are various forms of mental health education in Colleges and universities. They are all different ways to guide the value of college students. First, the guidance of the value problems in the course of mental health education is discussed. The problem of value guidance is not only to uphold the value concept of mental health education, to achieve the value goal of mental health education, but also to integrate the guidance of the socialist core and the mainstream values in the teaching, and to discuss how to conduct the practical value guidance from the two perspectives of content and method; at the same time, it distinguishes other classes of courses. The different characteristics of value guidance in mental health education and the general guiding principles are put forward. Secondly, the guidance of value problems in mental health education activities is discussed. First, the general characteristics of value guidance in mental health education activities are summarized, such as emotional emotion, indirect and concealment characteristics, and two, the mental health is discussed. The specific path of value guidance in educational activities is to guide the guiding ideology of value into the whole activity, project design, activity evaluation and specific activity form. Again, the guidance of value problems in network and peer mental health education is discussed, mainly based on the characteristics of network and peer mental health education. The specific way of guiding the value of Internet and peer mental health education.
The fifth part discusses the processing methods of value problems in psychological consultation. Psychological counseling is a special important part of mental health education and the first field to discuss how to deal with value problems. The focus of the debate is that it should be value neutrality and value intervention in psychological consultation. Intervention is a systematic process. Value neutrality is a link in the process of value intervention.
A kind of attitude. Based on this, first, it reviews the course of the value problem in psychological counseling, and thinks that the proposition of value in psychological counseling is not only influenced by the thought of scientism and society, but also the necessity of the development of psychological counselling, and the psychoanalytic school, behaviorist school, cognitive school and humanism. By summarizing and summarizing the methods and characteristics of value intervention in psychological consultation, the school of school and positive psychology are summed up and summed up for reference. Secondly, the specific operation methods of value intervention in different stages of psychological consultation process are discussed. It is proposed that the scale of value neutrality should be grasped in the stage of the establishment of consultancy relations, and the value should be done well in the stage of consultation and implementation. Clarification and value guidance, the evaluation of value intervention should be done to consolidate effect at the end of consultation, and the basic methods to deal with value problems in psychological consultation, namely, supportive value intervention, educational value intervention and analytical value intervention, are put forward.
In the final conclusion, the basic position and main points of this paper are summarized, and the future development direction of the research on the value of mental health education is prospected.
The thesis embodies the logic and process from general to specific research, namely, the objectivity of the value problem in the demonstration of mental health education, and then the value concept and value goal of mental health education, and then the body path of value guidance in mental health education and the basis of value intervention in psychological consultation. In the end, we completed a comprehensive and systematic exploration of the value of mental health education, and drew a more complete conclusion.
【學位授予單位】：武漢大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：B844.2

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