高校心理委员专业能力培训效果评价
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摘要
目的探索高校心理委员专业能力培训对受训者心理健康工作知识和技能的影响,为推动高校心理健康教育工作提供参考。方法采用目的抽样方法,抽取南京某大学大一年级心理委员198名、非心理委员210名进行问卷调查,使用SPSS 21.0软件对数据进行统计分析。结果培训前心理委员心理健康工作的内容认知与实际技能得分与非心理委员差异均无统计学意义(t值分别为0.34,-0.08,P值均>0.05)。配对样本t检验显示,心理委员培训后在内容认知、实际技能、合格预期维度评分均高于培训前(t值分别为23.34,23.21,3.30,P值均<0.01)。经过培训,心理委员对于工作职责与基本助人技能、人际沟通、大学生常见心理问题、班级心理活动开展、心理咨询、心理障碍识别、团体辅导、危机干预相关知识的了解程度和相应技能评分均高于培训前(P值均<0.01)。结论专业能力培训可提高高校新任心理委员心理健康工作的知识和技能,并对其态度产生积极变化。
Objective To evaluate the effectiveness of professional competency training on the psychological commissioners in college,and to provide a reference for promoting mental health education in colleges. Methods Using the purposive sampling method, 198 psychological commissioners and 210 non-psychological commissioners from freshmen in a university in Nanjing were selected for questionnaire survey. SPSS 21.0 statistic software was utilized for data analysis. Results The levels of knowledge and skills of mental health practice among trained psychological commissioners showed no difference with those non-psychological commissioner students before training( t = 0.34,-0.08, P> 0.05). Compared with pre-training, the paired sample t-test indicated that knowledge, practical skills, and expected skills among qualified psychological commissioners increased significantly after training,respectively( t = 23.34, 23.21, 3.30, P<0.01). Understanding of job duty, basic helping skills, interpersonal communication, mental problems among college students, classroom-based psychological activities, psychological counseling, mental disorders identification, group counseling and crisis intervention increased significantly after training( P<0.01). Conclusion The professional competency training could substantially improve mental health practice, skills, as well as attitudes among psychological commissioners recruited from college freshmen.
Objective To evaluate the effectiveness of professional competency training on the psychological commissioners in college,and to provide a reference for promoting mental health education in colleges. Methods Using the purposive sampling method, 198 psychological commissioners and 210 non-psychological commissioners from freshmen in a university in Nanjing were selected for questionnaire survey. SPSS 21.0 statistic software was utilized for data analysis. Results The levels of knowledge and skills of mental health practice among trained psychological commissioners showed no difference with those non-psychological commissioner students before training( t = 0.34,-0.08, P> 0.05). Compared with pre-training, the paired sample t-test indicated that knowledge, practical skills, and expected skills among qualified psychological commissioners increased significantly after training,respectively( t = 23.34, 23.21, 3.30, P<0.01). Understanding of job duty, basic helping skills, interpersonal communication, mental problems among college students, classroom-based psychological activities, psychological counseling, mental disorders identification, group counseling and crisis intervention increased significantly after training( P<0.01). Conclusion The professional competency training could substantially improve mental health practice, skills, as well as attitudes among psychological commissioners recruited from college freshmen.
引文
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[2]姚镭栓.高职院校班级心理委员培养体系的创新与实践研究[J].都市家教(下月刊),2016(12):175.
[3]赵谦.国内心理委员研究十年回顾与展望:基于225篇样本的文献计量和内容分析[J].教育教学论坛,2017(1):129-130.
[4]袁婷,李晓丹.团体辅导在高等职业院校心理委员培养中的优势性探讨[J].校园心理,2017,15(4):288-290.
[5]董秀娜,刘洁.高校心理委员培训存在的问题与对策[J].教育探索,2013(4):79-80.
[6]鞠晓辉,何召祥.班级心理委员的选拔与培训模式探讨[J].中国电力教育,2013(20):124-125.
[7]李莉,曾智斌.江西省高校班级心理委员工作现况[J].中国学校卫生,2014,35(10):1586-1587.
[8]董雪,陈莉,刘一蓉.高校班级心理委员培训体系构建的探索与运用:以陕西科技大学为例[J].陕西教育(高教),2012(z2):91.
[9]詹启生.心理委员的基础心理知识与实用技能[M].北京:人民出版社,2011.
[10]马建青,王晓刚.高校班级心理委员培训教程[M].杭州:杭州出版社,2010.
[11]詹启生.心理委员角色行为规范化探析[J].天津大学学报(社会科学版),2012,14(1):93-96.
[12]来燕,李海滨,刘曼曼.案例教学在班级心理委员培养中的运用:以某高校心理委员培训项目为例[J].中国电力教育,2011(13):86-87.
[13]刘曼曼,来燕.“情景剧教学法”在高校心理委员培训中的应用研究[J].中国高等医学教育,2014(5):100-101.
[14]周祎,杨平,叶航迪.某医学院校学生心理委员心理健康教育效果评价[J].中国学校卫生,2008,29(5):452-453.
[15]李佳佳.高校心理委员培训的方案设计与效果评估:以湖北经济学院为例[D].武汉:华中师范大学,2012.
[16]柳珺珺.“以人为中心”理念在心理委员培训中的应用[J].中国健康心理学杂志,2009,17(9):1081-1083.