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題名 | 正向心理學對拒學症學生輔導之啟示=The Enlightenment of Positive Psychology in Guidance of School Refusal Students |
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作者 | 洪筱琦; Hung, Hsiao-chi; |
期刊 | 教育研究 |
出版日期 | 20080600 |
卷期 | 16 2008.06[民97.06] |
頁次 | 頁1-11 |
分類號 | 527.47 |
語文 | chi |
關鍵詞 | 正向心理學; 拒學症; Positive psychology; School refusal; |
中文摘要 | 過去50幾年來心理學者強調的修復疾病的病理模式,正向心理學卻提醒我們會忽略個體具有追求自我實現及促進組織繁榮的能耐,對拒學症童的治療與輔導也是如此。拒學症的小孩約佔所有孩童中的5%(King & Bernstein, 2001),拒學症童會對學校產生恐懼、焦慮、逃避的情緒,進而拒絕上學。拒學症的類型大約可分為「焦慮型」、「逃避型」及「裝病型」。最後,筆者以正向心理學的三大支柱「正向主觀經驗」、「正向個體特質」及「正向組織環境」為架構,探討正向心理學對拒學症輔導之啟示,不僅希望作為教育實務參考,也期待能擴充輔導拒學症童的方法,提供教育實務者選擇的機會。 |
英文摘要 | The disease model of repairing mental illness has driven psychologist for the past half-century. However, positive psychologist remind that it's oriented to neglect people toward fulfillment the goals and flourishing the organizations. It occurs to given the guidance in school refusal students. Approximately 5% of students are reported to engage in school refusal behavior (King & Bernstein, 2001). School refusal students are fear, anxious and elusive toward the school. There are three subtypes of chronic school refusal: anxiety subtype, avoidance subtype and malingering subtype. At the last, within the framework of positive psychology of the three pillars, positive subjective experiences, positive individual traits, and positive institution, we discuss positive psychology how to inspire in guidance of school refusal students, which's maybe adopted by educators. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。