心理健康教育中的价值问题研究

发布时间：2018-06-01 10:15

本文选题：心理健康教育 + 价值问题　；参考：《武汉大学》2012年博士论文

【摘要】：在心理健康教育领域,对心理健康教育要不要涉及价值问题和如何处理价值问题,一直存有争议。在这样的背景下,本论文以高校大学生心理健康教育为切入点,对心理健康教育中的价值问题进行了深入研究,全文共分五个部分。第一部分,从理论和实践两方面论述心理健康教育价值问题的客观性。理论层面,通过论述心理健康教育是一种具有明确价值导向的教育活动和心理健康教育是思想政治教育的重要组成部分,阐明了心理健康教育中价值问题的客观性；实践层面,通过对心理健康教育实践活动的审察,说明心理健康教育实践活动中离不开对价值问题的处理。首先,从问卷调查中,了解到高校教师在心理健康教育中的价值导向和价值引导上的普遍倾向和不同看法；其次,通过对专家的深度访谈,发现他们对心理健康教育中的价值问题处理所持观点及具体的处理方法各有不同,从而说明心理健康教育中的价值问题不仅客观存在,而且有许多不同的处理方法；最后,通过对国外高校心理健康教育中的价值干预情况的分析,了解其特点,进一步证明心理健康教育中的价值问题是客观存在和不容回避的。第二部分,阐述心理健康教育的基本价值理念和具体价值理念。基于心理健康教育是一种具有明确价值导向性的教育活动,本部分提出了心理健康教育的价值理念。首先,从心理健康教育的本质和目的出发,提出了心理健康教育的基本价值理念,即人本性、积极性、发展性和健康性的理念,它们是在心理健康教育过程中应该秉持的基本信念和基本看法,是心理健康教育的出发点和前提；其次,从心理健康教育的基本价值理念出发,进一步提出了心理健康教育的具体价值理念,包括关爱生命、提倡积极、促进发展、引导适应、主动预防和及时矫治等价值理念。六个具体价值理念是四个基本理念的具体化,它们在心理健康教育中各有其关注的重点和不同的任务,可以解决不同层面的心理问题。第三部分,论述心理健康教育的价值目标和处理价值问题的基本原则。首先,根据大学生的生命成长与心理健康维护的需要,提出了心理健康教育的价值目标,即增进以心理和谐为核心的整体健康,提高以人格完善为根本的心理素质,促进个人与社会共同发展,创造富有意义的生命价值等。四个价值目标体现为四个层次,其顺序由低到高依次是：即维护心理和谐→提高心理素质→促进全面发展→实现生命价值。它们是心理健康教育的方向标和指南针；其次,进一步提出心理健康教育价值目标的具体要求,并从“维护心理和谐,促进心理健康；提高心理素质,促进人格完善；关注个人发展,促进社会和谐；领悟生命意义,促进价值实现”四个层面进行了具体详实的论述。价值目标的具体要求是四个层次目标的全面展开和具体实现；再次,承上启下地提出了心理健康教育价值问题处理的基本原则,即生命意识与生命成全相融合原则；个人价值与社会价值相统一原则；一元价值与多元价值相共生原则；价值中立与价值干预相结合原则；本土化与普适性相补充原则等。这些基本原则既体现了与心理健康教育的价值理念与价值目标相承接与相统一,又提出了对心理健康教育中进行价值问题处理的约束与规制,也反映了心理健康教育不偏离思想政治教育的方向。第四部分,探讨了心理健康教育价值问题的引导路径。高校的心理健康教育形式多样,它们都是对大学生进行价值引导的不同路径。首先,探讨了心理健康教育课程中价值问题的引导。其中重点探讨了《大学生心理健康教育》课程教学中的价值引导问题,认为不仅要秉持心理健康教育的价值理念,实现心理健康教育的价值目标,而且还要在教学中融入社会主义核心与主流价值观的引导,并从内容和方法两个视角论述了如何进行具体的价值引导；同时,区分了其他类课程心理健康教育中的价值引导的不同特点,并提出了一般性的指导性原则。其次,探讨了心理健康教育活动中价值问题的引导。一是概括了心理健康教育活动中价值引导的一般特点,如情感性、间接性和隐蔽性特点等；二是探讨了心理健康教育活动中价值引导的具体路径,即把价值引导融入整个活动的指导思想、方案设计、活动评价以及具体的活动形式之中等。再次,探讨了网络和朋辈心理健康教育中价值问题的引导,主要是根据网络和朋辈心理健康教育的特点提出了网络和朋辈心理健康教育价值引导的具体做法。第五部分,探讨了心理咨询中价值问题的处理方法。心理咨询是心理健康教育比较特殊的重要组成部分,也是最早讨论价值问题如何处理的领域,争论的焦点是,心理咨询中是应该价值中立,还是价值干预?本文认为,在心理咨询中,价值干预是一个系统过程,价值中立是价值干预过程中的一个环节,一种方法和一种态度。基于此,首先,回顾了心理咨询中价值问题提出的历程,认为心理咨询活动中的价值问题的提出,既受科学主义和社会的思潮影响,也是心理咨询学科发展的必然；并对精神分析学派、行为主义学派、认知主义学派、人本主义学派和积极心理学派在心理咨询中的价值干预的方法和特点进行总结和归纳,以供借鉴。其次,探讨了心理咨询过程不同阶段的价值干预的具体操作方法,提出了在咨询关系建立阶段要把握好价值中立的尺度,在咨询实施阶段需做好价值澄清和价值引导,在咨询结束阶段要做好价值干预的评估以巩固效果等；再次,提出了心理咨询中价值问题处理的基本方法,即支持性价值干预方法、教育性价值干预和分析性价值干预方法,并进行了具体的论述。最后的结语部分,对本论文的基本立场和主要观点进行了概括性的总结,并展望了关于心理健康教育价值问题研究的未来发展方向。论文体现了从一般到具体的研究逻辑和过程,即从论证心理健康教育中价值问题的客观性入手,进而提出并论述了心理健康教育的价值理念和价值目标,然后探讨了心理健康教育中价值引导的具体路径以及心理咨询中价值干预的基本过程与基本方法,最后完成对心理健康教育的价值问题的比较全面、系统的探索,得出较完整的研究结论。
[Abstract]:In the field of mental health education, there are always disputes about whether mental health education should involve value problems and how to deal with value problems. Under this background, this paper takes the psychological health education of college students as the breakthrough point, and makes an in-depth study of the value problems in mental health education. The full text is divided into five parts.
In the first part, the objectivity of the value problem of mental health education is discussed from two aspects of theory and practice. On the theoretical level, the theory of psychological health education is an important part of the ideological and political education, which has a clear value oriented education activity and psychological health education, and explains the objectivity of the value problem in mental health education. On the practical level, through the examination of the practice of mental health education, it shows that the practice of mental health education can not be separated from the treatment of value problems. First, from the questionnaire survey, the general tendency and different views on the value guidance and value guidance of College Teachers in mental health education are understood. Secondly, through the experts. In depth interviews, it is found that their views and methods of dealing with value problems in mental health education are different, which indicates that the value problems in mental health education are not only objective but also many different methods of treatment. Finally, the value intervention of mental health education in universities and colleges in foreign countries is carried out. By analyzing its characteristics, we further prove that the problem of value in mental health education is objective and unavoidable.
The second part expounds the basic value concept and the specific value concept of mental health education. Based on the psychological health education is a kind of educational activity with clear value orientation, the value concept of mental health education is put forward in this part. First, starting from the essence and purpose of mental health education, the basic of mental health education is put forward. The concept of value, namely, the concept of human nature, enthusiasm, development and health, is the basic belief and basic view that should be held in the process of mental health education. It is the starting point and premise of mental health education. Secondly, starting from the basic value concept of mental health education, the specific price of mental health education is further proposed. Value concept, including caring for life, advocating positive, promoting development, guiding adaptation, proactive prevention and timely correction. The six concrete values are the concrete of the four basic concepts. They have their own focus and different tasks in mental health education, and can solve different levels of psychological problems.
The third part discusses the value goal of mental health education and the basic principles to deal with the problem of value. Firstly, according to the needs of the life and mental health maintenance of college students, the value goal of mental health education is put forward, that is to promote the overall health and health with psychological harmony as the core, and to improve the psychological quality with the perfect personality as the fundamental quality and promote the mental health education. The four values are embodied in four levels, and the order from low to high is the following: maintaining psychological harmony, improving mental quality, promoting overall development and realizing the value of life. They are the direction and compass of mental health education and the compass. Secondly, further mention The specific requirements of the value goal of mental health education, and from "maintaining psychological harmony, promoting mental health, improving psychological quality, promoting personality perfection, paying attention to personal development, promoting social harmony, understanding the meaning of life and promoting value realization", the four levels are detailed and detailed. The specific requirements of the value target are four At the same time, the basic principles for the treatment of the value of mental health education are put forward, that is, the principle of the integration of life consciousness and life, the principle of the unity of the individual value and the social value, the principle of the intergrowth of the value and the value of the pluralistic value, and the combination of value neutrality and value intervention. The principle of integration and the principle of complementarity of localization and universality. These basic principles not only reflect the value concept and value goal of mental health education, but also put forward the restriction and regulation on the treatment of value problems in mental health education, and also reflect the theory that the mental health education does not deviate from the ideological and political education. Direction.
The fourth part discusses the guiding path of the value of mental health education. There are various forms of mental health education in Colleges and universities. They are all different ways to guide the value of college students. First, the guidance of the value problems in the course of mental health education is discussed. The problem of value guidance is not only to uphold the value concept of mental health education, to achieve the value goal of mental health education, but also to integrate the guidance of the socialist core and the mainstream values in the teaching, and to discuss how to conduct the practical value guidance from the two perspectives of content and method; at the same time, it distinguishes other classes of courses. The different characteristics of value guidance in mental health education and the general guiding principles are put forward. Secondly, the guidance of value problems in mental health education activities is discussed. First, the general characteristics of value guidance in mental health education activities are summarized, such as emotional emotion, indirect and concealment characteristics, and two, the mental health is discussed. The specific path of value guidance in educational activities is to guide the guiding ideology of value into the whole activity, project design, activity evaluation and specific activity form. Again, the guidance of value problems in network and peer mental health education is discussed, mainly based on the characteristics of network and peer mental health education. The specific way of guiding the value of Internet and peer mental health education.
The fifth part discusses the processing methods of value problems in psychological consultation. Psychological counseling is a special important part of mental health education and the first field to discuss how to deal with value problems. The focus of the debate is that it should be value neutrality and value intervention in psychological consultation. Intervention is a systematic process. Value neutrality is a link in the process of value intervention.
A kind of attitude. Based on this, first, it reviews the course of the value problem in psychological counseling, and thinks that the proposition of value in psychological counseling is not only influenced by the thought of scientism and society, but also the necessity of the development of psychological counselling, and the psychoanalytic school, behaviorist school, cognitive school and humanism. By summarizing and summarizing the methods and characteristics of value intervention in psychological consultation, the school of school and positive psychology are summed up and summed up for reference. Secondly, the specific operation methods of value intervention in different stages of psychological consultation process are discussed. It is proposed that the scale of value neutrality should be grasped in the stage of the establishment of consultancy relations, and the value should be done well in the stage of consultation and implementation. Clarification and value guidance, the evaluation of value intervention should be done to consolidate effect at the end of consultation, and the basic methods to deal with value problems in psychological consultation, namely, supportive value intervention, educational value intervention and analytical value intervention, are put forward.
In the final conclusion, the basic position and main points of this paper are summarized, and the future development direction of the research on the value of mental health education is prospected.
The thesis embodies the logic and process from general to specific research, namely, the objectivity of the value problem in the demonstration of mental health education, and then the value concept and value goal of mental health education, and then the body path of value guidance in mental health education and the basis of value intervention in psychological consultation. In the end, we completed a comprehensive and systematic exploration of the value of mental health education, and drew a more complete conclusion.
【学位授予单位】：武汉大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：B844.2

【参考文献】