【作者】 周仁会；

【导师】 郭成；

【作者基本信息】 西南大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 随着社会的快速发展,竞争的日益激烈,大中学生所面临的各种压力和挑战不断增加,其心理健康状况越来越令人担忧。通过学校社会工作,整合各种社会资源,提高学生心理素质,维护学生心理健康应该成为当今学校工作的重要组成部分。因此,心理健康学校社会工作者在我国学校教育领域将扮演着越来越重要的角色。然而,由于学校社会工作在我国还处于起步阶段,为大中学生心理健康服务的学校社会工作者还十分缺乏,这成为影响大中学校有效开展学生心理健康教育的首要问题。同时,更缺乏大中学校心理健康学校社会工作者培训的理论体系与操作方案。因此,本研究在综合分析国内外相关培训理论与实践操作的基础上,尝试构建我国大中学校心理健康学校社会工作者的培训体系,这对于促进学校心理健康教育工作的开展和提高大中学生心理健康的水平具有重要的理论意义和实践价值。本研究首先运用文献分析技术对国内外社会工作者、心理健康工作者培训的现状进行了综述,归纳概括了现有研究的主要成果,分析了现有研究的局限和不足,阐述了构建大中学生心理健康学校社会工作者培训体系的理论依据和其他依据。在此基础上,从理论和实践结合的层面上构建了大中学生心理健康学校工作者的培训体系,并进行了初步的验证分析。本研究主要包括三个系列研究:大中学生心理健康学校社会者培训体系框架和要素的调查研究;大中学生心理健康学校社会工作者培训体系的框架和要素建构研究;大中学生心理健康学校社会工作者培训体系的验证分析。通过研究,得出如下结论:1.在被调查教师的主观意愿中,绝大多数教师(60%以上)认为在培训目标中应该包含知识、技能、态度或价值观,多数教师特别强调技能目标。70%的教师认为培训应该包括价值观、伦理内容,80%认为应该包括知识、技能、方法内容,30%认为培训内容应该多样化。1/2的教师认为应该采用课堂授课模式,40%认为应采用临床督导模式、人际过程回忆模式、标准化咨客实践培训模式、见习实习模式和反思型培训模式。20%的教师认为应该采用师带徒模式和自学指导模式,10%认为应采用远程教育培训模式。1/2的教师希望在知识方面进行评估,60%教师希望对价值观和技能进行评估。20%教师支持考试评估,40%教师支持前后测、阶段回忆评审、后续电话询问评估方式,1/2的教师支持培训后在工作中受到相关评价。2.大中学生心理健康学校社会工作者的培训体系包括培训目标、培训内容、培训模式、培训效果评估四个方面。其中,培训目标包括形成受训者积极的职业价值观和个性品质,促进受训者掌握基本的心理健康教育和社会工作的基本知识与技能,并能有效提高心理健康学校社会工作的效果。培训内容包括:(1)心理健康教育和社会工作的价值观;(2)与心理健康相关的心理学和社会工作的知识、技能、研究和评估的方法与技术;(3)大中学生心理健康学校社会工作的伦理态度。培训模式主要包括课堂讲授培训、督导培训、标准化咨客实践、反思型培训、人际过程回忆培训、见习实习、师带徒培训、自学指导培训、远程网络培训9种模式。培训效果评估包括目标内容达成度和受训者满意度两项标准,训后工作效果评估(实践考核)、考试、前后测、阶段会议评估和后续电话评估、全程监督评估几种方法。3.经专家评价的初步验证,建构的大中学生心理健康学校社会工作者培训体系具有较好的逻辑结构,体系的各项目指标具有必要性、合理性和可行性。更多还原

【Abstract】 With the rapid development of society and the increasingly intense competition, university and secondary school students face the pressures and challenges continuing to increase, their mental health is got growing cause for concern. Through the school social work to integrate various social resources, improving students’ psychological qualities and maintaining mental health of them in today’s schools should become an important component of the work. Therefore, the mental health school social workers in the field of schools education in China will play an increasingly important role. However, the school social work in China is still in its infancy, there is also a lack of social workers serving for university and secondary school students’ mental health, which became the most important issue influencing the university and secondary school students’ mental health education carry through effectively. At the same time, there is also a lack of theoretical system and operation of the programmes for mental health school social workers’ training .Therefore, this paper tried to build a training system of mental health school social workers serving for university and secondary school students in China on the basis of the comprehensive analysis of domestic and foreign-related training theories and practice of operating, which had an important theoretical and practical value for the promotion of carrying out the mental health education and enhancing mental health level of university and secondary school students.This paper firstly used literature analysis technique to summarize the actuality of domestic and foreign social workers’ and mental health workers’ training, to summarize the main results of existing researches and review them, to expatiate the theorical basis and other basis to construct the training system of mental health school social workers. On this basis, this paper constructed training system of mental health workers from the theoretical and practical aspects and conducted a preliminary analysis of the test. This paper includes three series of studies: investigation of the framework and elements of the training system of mental health school social workers ; construction of training system; confirmatory analysis of the training system. Through these researches, this paper drew the following conclusions:1. In the subjective will of teachers in the investigation, the majority of them (60 percent) thought that the training target should include the knowledge, skills, attitudes or values; more teachers to emphasize skills objectives. 70% of the teachers thought that training content should include values, ethics, 80% thought that should include knowledge, skills, methodologies, 30% thought that should include divers content. 1/2 of the teachers thought that should use classroom teaching model, 40% believed that should adopt clinical supervision model, interpersonal process recall model, standardized case-to be practiced training model, probation and practice model and reflecting model. 20% of the teachers thought that should use coaching model and self-study guide model, 10% thought that should adopt long-distance network training model. 1/2 of the teachers in the hope that should assess the mastery of knowledge , 60% thought that should assess values and skills, 20% supported the test assessment, 40% supported before and after test, assessment on phase conference in the training process, the follow-up telephone assessment methods, 1/2 supported relevant evaluation of teachers in their work after training.2.This training system includes four aspects of training objectives, training content, training models, training effect Evaluation. Among them, training objectives include the formation of trainees’ positive vocational values and character quality, and the promotion of trainees to master basic knowledge and skills of mental health education and social work, and effectively improving the mental health school social work results. The training content includes:(l) values of mental health education and social work,(2) the knowledge and skills of psychology and social work related to mental health, methods and technology to research and evaluate. (3) ethics attitude of mental health school social work in university and secondary schools. (4) training effect evaluation includes two standards, how the training targets being finished, and the satisfaction of the trainees. The evaluation methods include assessment of work performance after training (practical examination), examinations, before and after measurement, assessment on phase conference in the training process, the follow-up telephone assessment, supervision in the entire process. The main training models include 9 kinds of models: classroom teaching model, supervision model, standardized case-to be-practiced model, reflecting model, interpersonal recall model, probation and practice model, coaching model, self-study guide model, and long-distance network training model.3. After a preliminary evaluation of the experts, the training system of mental health school social workers serving for university and secondary school students has good logical structure, its every item is necessary , reasonable and feasible.更多还原