积极心理学视角下的心理健康教育课程体系构建

大学生心理健康教育课程对提高大学生的心理健康水平和塑造健康人格起着重要作用.把积极心理学的理念植入大学生心理健康教育课程,从"积极优势、积极情绪、积极关系、积极应对、积极成长"等五方面来构建大学生心理健康教育课程体系,具有重要意义.     

积极心理学在大学生心理辅导中的探究

丈章主要探讨了积极心理学的概念及其主要思想,同时分析了大学生心理辅导的现状,在此基础上探讨了运用积极心理学原理进行大学生心理辅导的理论基础.从实用的角度,讨论在大学生心理辅导中如何具体应用积极心理学.得出的成果对大学生心理辅导有一定的实用价值.     

简述积极情绪在组织中五层次模型理论

随着积极心理学的兴起,对积极情绪的研究也受到重视.本文对积极情绪研究的起源进行简述,对积极情绪概念进行界定,并在就积极情绪在组织中五层次模型理论进行简单介绍.     

二语学习投入与文化适应策略的相关研究

以新疆少数民族学生预科生为调查对象,探究二语学习投入与文化适应策略之间的关系.对被试的汉语学习投入水平及其在汉文化环境中采取的文化适应策略进行分析研究,并对不同性别、年级和民族的被试群体进行对比分析.结果表明,新疆少数民族学生汉语学习投入呈中强度水平,在性别和年级上存在显著差异;其主导文化适应策略是融合策略,且融合策略和分离策略在性别和年级上存在显著差异;融合策略和分离策略对二语学习投入分别有显著正、负向预测,同化策略与之无显著相关.     

浅谈声乐教学中心理学的运用

声乐心理学是一门研究声乐教学和歌唱者心理现象的一门学科。本文从学习声乐的兴趣培养、开动学生想象力、教师和学生之间情绪情感的运用等几个方面,从心理学的角度阐述了声乐学习和演唱的内在规律。     

旅游心理学教学中实施“生本教育”的理论与实践

在旅游专业教授旅游心理学课程中实践“生本教育”理念,探索以学生为本,先学后教,是提高中职课堂教学效果的重要途径;改编旅游心理学教材是实施生本教育的关键,本文就如何编写适应生本教学的教材及在旅游心理课堂中实施生本教育的教学改革理论和实践方面作出有益的探索。     

关于心理学中因果性原则的讨论

因果性问题历来都是英美分析哲学中最为基础和最为核心的论题之一,近些年来随着心理学和心灵哲学的迅速发展,心理因果性也成为了英美分析哲学研究的焦点问题之一.本文以心理学为切入点,分析了该领域中的因果性问题.全文主要通过论述心灵哲,学中物理主义框架下的随附性论题以及还原论问题,对心理因果性问题进行解答.进而分析了意向性与因果性的联系,并以之为基础阐述了在物理学之外的专门科学,尤其是社会科学中因果性概念的本体论地位.     

职业学校体育教学中心理学相关知识的渗透

健身活动和心理健康相互影响,相互制约.健身活动促进心理健康,心理健康有利于健身活动.     

如何激发学生对数学的学习兴趣

数学知识抽象,学习起来枯燥无味,使许多中小学生失去了学习教学的兴趣,新课的导入,因材施教,生动的实例,学以致用,寓教于乐,发挥教学中学生的主体作用等都能提高学生的学习兴趣,使原本枯燥的数学课生动起来.     

旅游专业多媒体课件制作中教育心理学的运用

旅游专业具有空间性、综合性和多学科交叉性的特点,多媒体技术在旅游专业教学中具有很强的优势.本文提出在旅游专业教学课件的开发中,应该以教育心理学理论为指导,尽量考虑到各种相关因素的影响,以充分发挥学生的潜能,强化教学效果,提高教学质量为核心,使课件能够符合学习者的心理物征,获得最佳的教学效果.     

Toward a focus on positive psychology in school psychology.

Introduces this special issue of School Psychology Quarterly and summarizes the articles contained in this issue. The major purposes of this special issue are twofold. One purpose is to illustrate that some of the various threads of positive psychology research related to children and youth, particularly focusing on the area of positive subjective experience (or subjective well-being: SWB). The second purpose is to underscore the importance of understanding the interrelationships of SWB of children and youth, and their various environmental contexts. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Identifying, affirming, and building upon male strengths: The positive psychology/positive masculinity model of psychotherapy with boys and men.

The bulk of the extant literature on the psychology of boys, men and masculinity has been focused on the important challenges of: a) creating an awareness about the detrimental effects of constricted forms of masculinity on boys and men and their relationships with others; and b) developing remedial approaches to psychotherapy that are designed to help boys and men recover from dysfunctional masculinity. The purpose of this article is to expand this literature by introducing the positive psychology/positive masculinity (PPPM) framework, which emphasizes male strengths as the starting point for psychotherapy with boys and men. The central principles of the PPPM framework are described, and the application of the PPPM model with an adult man in psychotherapy is presented. The implications of the PPPM model for future practice and research pertaining to boys, men, and masculinity are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bi-directional influences between positive psychology and primary prevention.

The constructs associated with primary prevention are used to consider the tenets of positive psychology. At the same time, issues from the literature on positive psychology can help to expand and strengthen research on primary prevention. Conclusions are reached - about the potential bi-directional influences that these fields can have on each other that may serve to augment theory, research, and practice. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Toward a comparative psychology of learning.

"About 90% of our work on animal learning has been done with the rat." Exploratory work with new animals, especially phylogenetically lower animals, is desirable. The mammalian phenomena which confound contemporary SR theory "are less likely to appear in more primitive species… . Broadening the phylogenetic base of our work will facilitate the broadening of our outlook, and perhaps one day we shall be able to approach even the higher forms in the same spirit of discovery." 5 figures are presented, including apparatus diagrams for studying learning in the crab, the fly, and the earthworm. From Psyc Abstracts 36:02:2EH04B. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Positive psychology, happiness, and virtue: The troublesome conceptual issues.

This article subjects the recently prominent theory of positive psychology to critical conceptual scrutiny, with emphasis on its general take on happiness, virtue, and positive emotion. It is argued that positive psychology suffers from internal divisions (such as divergent views of its proponents on what happiness is), ambiguities (e.g., regarding the possibility of nonvirtuous happiness), ambivalence (concerning self-realism vs. anti-self-realism), and at least one serious misconception (the assumption that any view that makes overall evaluative judgments thereby prescribes). Nevertheless, many of the charges commonly urged against positive psychology, in particular by Aristotelian theorists, do not stick, and we may be well advised to give it the benefit of our doubt. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied training programmes of psychology in Canada: A survey.

[Correction Notice: An erratum for this article was reported in Vol 12(2) of Canadian Psychologist Psychologie Canadienne (see record 2007-02141-045). Page 49 contains an error regarding the available staff for applied training programs at the University of Victoria. The correct figure under column 7 (staff, full-time, psychology) should not be 40. Instead the correct figure for 1971-72 should be 11; under "staff, other departments", 4 should be listed; under "staff, part-time", 1 should be listed; under "staff in applied settings", 3 should be listed.] A survey of professional applied training programmes in the Canadian universities was carried out in 1969. Reported were 29 programmes: 17 in clinical psychology, 4 each in counselling and school psychology, one each in educational psychology and learning disabilities and 2 in experimental psychopathology. The number of places in the universities was related to the expected manpower requirements. Information was also given concerning the numbers of teachers in each programme, the types of applied settings utilized, and the different courses offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The teaching of psychology and the psychology we teach.

"Does the psychology we teach deserve its present place in the liberal arts curriculum? Have we the moral right to ask our students to spend their time learning the stuff we teach as psychology?" Each subject in the curriculum should be evaluated against criteria such as its contribution to: (1) transmission of significant components of our culture, (2) elicitation of and challange to thought and action, (3) growth of the individual as a person, and (4) preparation for a career. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sport psychology consultation: The influence of gender on learning style.

Consultants in sports psychology need to be aware of the potential gender differences among athletes. Examined are important gender-related factors related to learning styles in athletes. Identified are the observed differences in male and female response style on learning patterns for the population studied. When compared on 20 different learning style factors as measured by a standardized scale, the learning styles of males and females differed at a statistically significant level on 9 factors. Statistically significant differences were noted on factors measuring ability to trust, frustration tolerance, facilitation to change, and feedback preference. Gender differences are discussed, as are issues for the sports psychologist consultant as to the influence of gender on learning styles in male and female athletes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mapping the contours of contemporary positive psychology.

This paper seeks to quantify scholarly interest in the rapidly emerging field of Positive Psychology (PP) and to empirically map the contours of the discipline using six different methodologies. Results document extraordinary growth in the last decade and confirm that scholars in this area have devoted the lion's share of their attention to two of the three 'Pillars' of PP as proposed by Seligman and Csikszentmihalyi (2000): (1) the study of positive subjective experience and (2) positive personal traits. While interest in positive institutions has been somewhat sparse, there has been increased concern with the topics of 'resilience' and eudaimonia (broadly defined). The latter developments help to dispel the myth that PP is an elite endeavour solely concerned with Pollyanna-style 'happiology' in people who find themselves in idyllic circumstances. Hopefully the results of our content analysis of the field will encourage instructors who teach PP to provide their students with a well-balanced curriculum, one that accurately reflects the heterogeneity of the field, and one that mirrors recent scholarly trends. (PsycINFO Database Record (c) 2011 APA, all rights reserved)