發(fā)布時間：2018-05-10 12:47

  本文選題：輕度弱智 + 心理健康　； 參考：《華東師范大學(xué)》2003年碩士論文

【摘要】： 自20世紀(jì)30年代起至今，許多學(xué)者對于心理健康賦予了很多定義，并從不同的角度闡述了心理健康的標(biāo)準(zhǔn)，還產(chǎn)生了各種測驗量表。自20世紀(jì)50、60年代起，學(xué)者們把對心理健康的研究引深到對心理健康教育的研究，提出了許多方法和途徑。但這些研究的對象大都是智力正常的人群，對于智力障礙人群的心理健康及其調(diào)適的研究很顯見。隨著社會的發(fā)展和人類文明的進步，人們對于殘障人群的教育越來越重視。作為殘障人群之一的智力障礙兒童，他們需要通過教育能成為適應(yīng)社會、獨立于社會的人，因此，在學(xué)校教育中，不僅要給予他們應(yīng)有的知識和技能，還要給予他們應(yīng)有的心理健康教育，讓他們調(diào)適好心態(tài)，，接受社會的磨練。本研究主要對象是10—16歲輕度弱智兒童，運用《心理健康診斷測驗(MHT)》和《父母養(yǎng)育方式評價量表(EMBU)》，對他們的心理健康與調(diào)適進行了初步的探討。 研究結(jié)果表明，智力正常學(xué)生與輕度弱智學(xué)生心理健康水平的差異主要集中在學(xué)習(xí)焦慮、對人焦慮、孤獨傾向、身體癥狀、恐怖傾向等五個方面，而且在孤獨傾向和身體癥狀兩個方面有著極其顯著性差異，輕度弱智學(xué)生的心理健康水平低于智力正常學(xué)生的心理健康水平。對處于不同的教育安置形式的輕度弱智學(xué)生而言，他們之間有著明顯的差異。輔讀學(xué)校的輕度弱智學(xué)生在心理健康各因素方面的表現(xiàn)都要優(yōu)于隨班就讀的輕度弱智學(xué)生，隨班就讀的輕度弱智學(xué)生的心理健康水平是最低的。 產(chǎn)生這樣結(jié)果的主要原因在于對隨班就讀的輕度弱智學(xué)生的教育支持系統(tǒng)還不夠完善，為此，本研究提出了一些心理健康教育建議，通過多種途徑整合教育的力量，培養(yǎng)輕度弱智學(xué)生良好的心理素質(zhì)。
[Abstract]:Since the 1930s, many scholars have given many definitions to mental health, expounded the standards of mental health from different angles, and produced various test scales. Since the 1950s and 1960s, many methods and approaches have been put forward for the study of mental health to the study of mental health education. However, most of these studies focus on people with normal intelligence, and the research on mental health and adjustment of people with mental retardation is obvious. With the development of society and the progress of human civilization, people pay more and more attention to the education of disabled people. Children with mental disabilities, as one of the disabled, need to be socially adapted and independent of society through education. Therefore, in school education, not only should they be given the knowledge and skills they should have, They should also be given mental health education, so that they adjust their mentality, accept social training. The main subjects of this study were children with mild mental retardation aged 10-16 years. Their mental health and adjustment were preliminarily discussed by using Mental Health Diagnostic Test (MHT) and Parental rearing style Evaluation scale (EMBU). The results show that the difference of mental health level between normal students and mild mentally handicapped students is mainly in five aspects: study anxiety, anxiety towards people, loneliness tendency, physical symptoms, terror tendency, etc. There were significant differences in loneliness tendency and physical symptoms. The mental health level of mild mentally retarded students was lower than that of normal students. For mild mentally handicapped students in different forms of educational placement, there are significant differences between them. The mental health of the mild mentally handicapped students in the auxiliary school was better than that of the mild mentally retarded students in the class, and the mental health level of the mild mentally retarded students in the secondary school was the lowest. The main reason for this result is that the educational support system for the mild mentally retarded students in the class is not perfect enough. Therefore, this study puts forward some suggestions on mental health education to integrate the educational power through various ways. Cultivate students with mild mental retardation good psychological quality.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2003
【分類號】：G76

【引證文獻】

相關(guān)期刊論文 前1條

1 于素紅;;初中隨班就讀輕度智力落后學(xué)生課程學(xué)習(xí)情況調(diào)查研究[J];南京特教學(xué)院學(xué)報;2010年04期

相關(guān)碩士學(xué)位論文 前3條

1 趙巖;父親教養(yǎng)方式與青少年內(nèi)隱問題行為相關(guān)的元分析研究[D];河北師范大學(xué);2006年

2 劉東青;音樂治療對智障兒童情緒障礙的干預(yù)研究[D];山東藝術(shù)學(xué)院;2011年

3 吳拾紅;智力殘疾人群社會支持研究[D];南京師范大學(xué);2012年

本文編號：1869372