本文選題：大學(xué)生 + 心理健康教育　； 參考：《廣西社會科學(xué)》2011年07期

【摘要】：SCL-90癥狀自評量表普查數(shù)據(jù)的計量分析表明,測試總分在160分及以上存在不同程度心理問題的大學(xué)生,其心理因子中的人際關(guān)系敏感、焦慮、偏執(zhí)因子對該學(xué)生群體的總體心理狀況具有"代表性"。對此類"代表因子"進(jìn)行心理成因調(diào)查和教育主題需求分析表明,大學(xué)生需要能夠增強(qiáng)相互認(rèn)同和歸屬感知能力的集體主義教育,增強(qiáng)納悅自我、相互信賴、彼此接納的認(rèn)知能力教育,有關(guān)生涯規(guī)劃方面的主題教育,人格成長理論的主題教育,高尚的價值觀念和道德情操方面的主題教育及常見心理問題自我調(diào)適方法的主題教育。
[Abstract]:The quantitative analysis of SCL-90 symptom Checklist (SCL-90) census data showed that college students with psychological problems with a total score of 160and above had sensitive interpersonal relationship and anxiety in psychological factors. The paranoia factor is representative of the general psychological condition of the student group. The investigation of the psychological causes of such "representative factors" and the analysis of the needs of educational subjects show that college students need collectivism education that can enhance their mutual identity and sense of belonging, enhance their self-acceptance and trust each other. Mutual acceptance of cognitive ability education, thematic education on career planning, thematic education on personality growth theory, thematic education on noble values and moral sentiments, and thematic education on self-adjustment methods for common psychological problems.
【作者單位】： 廣西經(jīng)濟(jì)管理干部學(xué)院學(xué)生工作處;
【基金】：廣西經(jīng)濟(jì)管理干部學(xué)院2010年度科研項目(10KYA012)
【分類號】：B844.2
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本文編號：1952241