【作者】 张秀敏；

【导师】 黄辛隐；

【作者基本信息】 苏州大学 ， 应用心理学， 2003， 硕士

【摘要】 随着高等教育日益受到重视，高校青年教师的比例日益上升，高校青年教师的心理健康问题必须予以足够的重视。本研究采用临床症状自评量表(SCL-90)和艾森克个性问卷(EPQ)对高校青年教师心理健康状况进行调查，结果显示高校青年教师主要存在的问题表现在生理与心理问题、人际关系问题、心理压力问题、情绪稳定性问题等四方面。依据行为主义的学习观，以高校青年教师的心理健康现状为现实基础，高校青年教师的心理特征为理论基础，构建高校青年教师心理健康训练的模式。该模式主要包括高校青年教师心理健康训练的目标、内容、方法、操作大纲。高校青年教师心理健康训练是一种方法教育，通过讲授、T组训练、角色扮演、配对训练、VMBR训练等形式进行改善心智模式训练、情绪管理训练、意志力训练、人格魅力训练、人际沟通训练、缓解压力训练、适应与发展训练、身心保健训练，使他们掌握保持心理健康的方法，最终达到训练目标。更多还原

【Abstract】 As college education is considered more and more important, and the percentage of college young teachers is growing up, we should take college young teachers’ mental health into account. This study investigated the status of college young teachers’ mental health with SCL-90 and EPQ. It shows that there are four problems about college young teachers’ mental health: body and mind, interpersonal relationships, stress, emotional stability. We create the model of college young teachers’ mental health training according to behavioristic learning idea .The model is based on the status and the attribute of college young teachers’ mental health ,which are made of theoretical and practical basis of the model. The model mainly includes goal, content, methods, operational instructions. The mental health training is a method education, which contains ameliorate mind model training, emotion management training, will power training, personality training, interpersonal communication training, remission stress training, adaptation and development training and mental retention training through the ways of teaching, T-grouping training, role training, paired training, visual-motor behavior rehearsal training, etc. College young teachers are hoped to learn to how to keep themselves healthy after mental health training, which is also the goal of the training.更多还原