健康心理学外文文献翻译
健康心理学 英文版
Many teenagers start smoking and drinking at 12-13.
Changing health habits
Attitude change and health behavior Educational appeals
Colorful and vivid Expert, prestigious, trustworthy, likable, and similar to the audience Strong arguments at the beginning and end of message Short, clear, and direct
Why do people…?
smoke cigarettes? drink too much alcohol? overeat? fail to follow their doctor’s recommendations?
Break into groups
Chapter outline:
Introduction to health behaviors Changing health habits: The Health Belief Model Cognitive-behavioral approaches to health behavior change Transtheoretical model of behavior change
英文文献 (19)
Medical psychology is the application of psychological principles to the practice of medicine for both physical and mental disorders.医学心理学是心理学原理对身心障碍的医疗实践的应用。
The American Psychological Association (APA) defines medical psychology as "that branch of psychology that integrates somatic and psychotherapeutic modalities into the management of mental illness and emotional, cognitive, behavioral and substance use disorders".美国心理学协会（APA）把医学心理学定义为“把躯体与精神疗法形式整合为心理疾病和情感、认知、行为和物质应用所致精神障碍的心理学分支”。
A medical psychologist does not automatically equate with a psychologist who has the authority to prescribe medication.医学心理学家并不完全等同于有处方权的心理学家。
[1]Psychologists who hold prescriptive authority for specific psychiatric medications such as antidepressants and other pharmaceutical drugs must first obtain specific qualifications in Psychopharmacology.有开抗抑郁药和其他医疗用药等特殊精神病药处方权的心理学家必须具有精神药理学方面的特殊资格。
大学生心理健康问题外文文献最新译文
大学生心理健康问题外文文献最新译文XXX。
as evidenced by the high-profile cases of XXX students at Virginia Tech and Northern XXX。
these incidents are not representative of the broader public health XXX students as they are among same-aged non-students。
and the number and XXX。
they are not XXX illness.One of the major XXX。
lack of knowledge about available resources。
and XXX must work to ce these barriers XXX and support for mental health.XXX students is the lack of resources available on XXX form of counseling or mental health services。
these resources are often overburdened and underfunded。
This can lead to long wait times for appointments and limited access to specialized care。
To address this issue。
colleges and XXX and services.It is also XXX college students。
such as those from XXX or those with pre-existing mental health ns。
外文文献及翻译
外文文献及翻译1. 文献："The Effects of Exercise on Mental Health"翻译：运动对心理健康的影响Abstract: This article explores the effects of exercise on mental health. The author discusses various studies that have been conducted on this topic, and presents evidence to support the claim that exercise can have positive impacts on mental well-being. The article also examines the mechanisms through which exercise affects mental health, such as the release of endorphins and the reduction of stress hormones. Overall, the author concludes that exercise is an effective strategy for improving mental health and recommends incorporating physical activity into daily routines.摘要：本文探讨了运动对心理健康的影响。
作者讨论了在这个主题上进行的各种研究，并提出证据支持运动对心理健康有积极影响的观点。
该文章还探讨了运动如何影响心理健康的机制，如内啡肽的释放和压力激素的减少。
总的来说，作者得出结论，运动是改善心理健康的有效策略，并建议将体育活动纳入日常生活。
2. 文献： "The Benefits of Bilingualism"翻译：双语能力的好处Abstract: This paper examines the benefits of bilingualism. The author presents research findings that demonstrate the cognitiveadvantages of being bilingual, such as enhanced problem-solving skills and improved attention control. The article also explores the social and cultural benefits of bilingualism, such as increased cultural awareness and the ability to communicate with people from different backgrounds. Additionally, the author discusses the positive effects of bilingualism on mental health, highlighting its role in delaying the onset of cognitive decline and in providing a buffer against age-related memory loss. Overall, the author concludes that bilingualism offers a range of advantages and recommends promoting bilingual education and language learning. 摘要：本文研究了双语能力的好处。
医学心理学中英文对照
中英文对照绪论medical psychology 医学心理学psychology in medicine 医用心理学neuropsychological 神经心理学physiological psychology 生理心理学health psychology 健康心理学psychological physiology 心理生理学psychosomatic medicine 心身医学abnormal psychology 变态心理学pathological psychology 病理心理学behavioral medicine 行为医学clinical psychology 临床心理学psychologist 心理治疗师counseling psychology 咨询心理学nursing psychology 护理心理学rehabilitation psychology 康复心理学defect psychology 缺陷心理学pharmacopsychology 药物心理学Lotze BH 洛采Witmer L 魏特曼medical model 医学模式biomedical model 生物医学模式biopsychosocial mode1 生物-心理-社会医学模式conscious 意识unconscious 潜意识preconscious 前意识id 本我ego 自我superego 超我libido 力比多Oedipus complex 俄狄普斯情结Fixation 固着现象W. B. Cannon 坎农Ivan Pavlov 巴甫洛夫H. Selye 塞里H. G. Wolff 沃尔夫general adaptation syndrome，GAS 一般适应综合征Engel 恩格尔JB. Watson 华生Pavlov IP 巴甫洛夫BF. Skinner 斯金纳A. Bandura 班都拉classical conditioned reflex 经典条件反射respondent behavior 应答行为operant conditioning 操作（或工具式）条件作用operant behavior 操作行为observational learning 观察学习Carl Rogers 罗杰斯Abraham Maslow 马斯洛A. Ellis 艾利斯A. T. Beck 贝克M. Friedman 弗里德曼type A behavior pattern, TABP A 型行为类型，observational method 观察法naturalistic observation 自然观察法controlled observation 控制观察法survey method 调查法interview method 晤谈法questionnaire method 问卷法experimental method 实验法stimulus variable 刺激变量response variable 反应变量controlled variable 控制变量case study 个案研究法sampling study 抽样法第二章中英文对照：认知 Cognition 情感 Emotion个性 personality 心理学psychology意志 will 观察法 Observe method实验法Observe method 无关变量 irrelevant variable 调查法investigation method 测验法 test method个案法 case method 感觉 sensation韦伯 E．H．Weber 知觉 perception感受性 sensitivity 感觉阈限 sensation limen绝对感受性 absolute sensitivity 绝对阈限 absolute limen差别感受性diffrential sensitivity 差别阈限diffrential limen选择性selectivity 整体性wholeness理解性comprehension 恒常性continence记忆memory 感觉记忆sensory memory短时记忆 short-term memory 长时记忆 long-term memory识记cognition 保持 retain遗忘forget 再认recognize回忆recall 外显记忆 explicit memory内隐记忆 implicit memory 想象 imagine思维 thinking 问题解决 problem solving性格Character 能力ability气质temperament 注意attention刺激stimulate 无意注意unconscious attention 有意注意conscious attention 假设hypothesis动机 motive 需要 need概念conception 记忆表象memory presentation 定势 set 稳定性stability紧张tense 广度span转移divert 分配assign普拉切克 Plutchik 斯普兰格E.Spranger威特金H.A.Witkin 荣格C.G.Jung培因A.Bain 李波特T.Ribot巴斯A.H.Bass 柏尔曼Berman谢尔登W.H.Sheldon 克雷奇默E.Kretschmer希波克拉底Hippocrates 弗农 Vernon吉尔福德J.P.Guilford 瑟斯顿L.Thurstone 斯皮尔曼C.Spearman 普莱尔 W．Preyer 第七章中英文对照戒断反应abstinence reaction成瘾addiction酒瘾alcohol dependence愤怒anger焦虑anxiety慢性疼痛chronic pain否认denial抑郁depression残疾disability药物依赖drug dependence药物成瘾drug dependence快波睡眠fast wave sleep闸门控制理论gate control theory嗜睡症hypersomnia认同延迟identification delay失眠insomnia网络成瘾综合症Internet Addiction Disorder网络交友成瘾Internet make friends addiction耐受性ltolerance梦魇nightrnare夜惊night-terror疼痛pain痛阈Pain perception生理依赖physical dependence心理依赖psychological dependence心理治疗psychotherapy睡眠剥夺sleep deprivation睡眠障碍Sleep disorders梦呓sleeptalking梦行症sleepwalking慢波睡眠slow wave sleep第八章中英文对照晤谈（interview）倾听（attending）常模(norm)信度(reliability)效度(validity)明尼苏达多项人格调查表（Minnsoda multiphasic personality inventory,MMPI）艾森克个性问卷(Eysenck personality questionnair,EPQ)洛夏墨迹图测验(Rorschach inkblot test,RIT)投射（projection）第十二章英文索引active-passive mode 主动—被动型albert mehrabian 艾伯特.梅拉比安compliance 依从性communication 交往doctor-patient communication 医患沟通doctor-patient relationship 医患关系first impression 第一印象guidance-cooperation mode 指导—合作型halo effect 晕轮效应又叫光环效应interpersonal attraction 人际吸引interpersonal relationship 人际关系interview 交谈或晤谈mutual participation mode 共同参与型nurse-nurse relationship 护护关系primary effect 首因效应recently effect 近因效应social cognition 社会认知social stereotype 社会刻板效应。
心理健康著作文献及作者
心理健康著作文献及作者英文回答：References on Mental Health.Books.The Feeling Good Handbook by David D. Burns Acognitive-behavioral therapy (CBT) workbook for overcoming depression, anxiety, and other mental health issues.Mind Over Mood by Dennis Greenberger and Christine A. Padesky Another CBT workbook that teaches skills for managing depression and anxiety.The Mindfulness and Acceptance Workbook for Anxiety by John P. Forsyth and Georg H. Eifert A mindfulness-based workbook for reducing anxiety.Overcoming Traumatic Stress: A Workbook for Survivorsby Mary A. Main A guide to understanding and healing from trauma.The Dialectical Behavior Therapy Skills Workbook by Matthew McKay, Jeffrey C. Wood, and Jeffrey Brantley A DBT workbook for managing emotions, relationships, and otherlife challenges.Articles."The Impact of Childhood Trauma on Adult Mental Health: A Systematic Review" by Julia M. Ford, Elizabeth A. Chapman, and Veena Lakdawalla A review of research on the long-term effects of childhood trauma on mental health."Evidence-Based Treatments for Anxiety Disorders" by Scott L. Rauch, Alan J. Lang, and John S. March A summaryof the evidence for various treatments for anxiety disorders."The Efficacy of Mindfulness-Based Interventions for Depressive Disorders" by Maria A. Piet and Willem Kuyken Areview of research on the effectiveness of mindfulness-based interventions for depression."The Emerging Role of Transcranial MagneticStimulation (TMS) in the Treatment of Depression" by Daniel Blumberger, Sarah Jacobson, and David Fedele A discussionof the potential of TMS as a treatment for depression."The Role of Social Media in Mental Health: A Systematic Review" by Christina L. Eichstaedt, Oscar A. Deschaine, and Andrew P. Merchant A review of research onthe relationship between social media use and mental health.中文回答：心理健康书籍及作者。
健康心理学第十六章
身体和精神的健康受到生 活方式习惯和各种行为的 影响，例如饮食、睡眠和 运动。
3 心理态度
人们的态度和信念会影响 身体和精神的健康，如乐 观的态度会增强身体的免 疫力。
健康心理学的治疗方法和效果
认知行为疗法
通过帮助患者将负面想法转化 为积极的想法，改善情感和行 为问题。
心理治疗
通过与治疗师的对话和心理协 商，探讨和解决患者的情感问 题。
精神健康
健康心理学涉及精神健康，包括 对精神疾病的预防和治疗。
健康习惯
健康心理学促进健康习惯的养成， 例如良好的睡眠、饮食习惯和锻 炼。
健康心理学的研究领域
1
情绪
2
健康心理学研究情绪对身心健康的影响，
包括愉悦、焦虑和抑郁等。
3
心理干预
4
健康心理学研究心理干预对身心健康的 影响，例如认知行为疗法、心理治疗和
健康心理学第十六章
Psychology is the science of human behavior and mental processes. In this chapter, we explore the importance of psychology in maintaining a healthy lifestyle.
心理学的定义
科学ห้องสมุดไป่ตู้
心理学是一门科学，基于实证研究和统计数据。
行为
心理学研究人类行为，包括思想、情感、感知 和社交交互。
心理过程
心理学研究心理过程，涉及知觉、注意、记忆、 思维和情感等方面。
应用
心理学不仅是一种理论学科，还是一种应用学 科，能够帮助人们改善生活和工作。
健康心理学的定义
身心健康
2024年6月福师《健康心理学》报告英文版
2024年6月福师《健康心理学》报告英文版June 2024 Report on Health Psychology at Fushan UniversityIn June 2024, Fushan University released a comprehensive report on the topic of health psychology. The report delved into various aspects of mental health and its impact on physical well-being. It highlighted the importance of understanding the connection between the mind and body in promoting overall health.One of the key findings of the report was the significance of stress management in maintaining good health. It emphasized the role of psychological factors in influencing stress levels and suggested various strategies for coping with stress effectively. The report also discussed the importance of social support in enhancing mental well-being and overall health outcomes.Furthermore, the report explored the concept of health behavior change and its implications for promoting healthier lifestyles. It highlighted the role of motivation and self-efficacy in driving behavior change and recommended practical interventions for fostering positive health habits. The report also touched upon the importance of preventive healthcare measures in reducing the burden of disease and promoting longevity.In addition, the report examined the impact of psychological disorders on physical health and emphasized the need for integrated treatment approaches. It discussed the role of mental health professionals in addressing the complex interplay between psychological and physical symptoms and recommended a holistic approach to healthcare delivery.Overall, the June 2024 report on health psychology at Fushan University underscored the importance of addressing mental health issues in the context of promoting overall well-being. It highlighted the need for a multidisciplinary approach to healthcare that integrates psychological and physical aspects of health. The report providedvaluable insights and recommendations for healthcare professionals, policymakers, and individuals seeking to improve their health and quality of life.。
心理健康毕业论文外文翻译
心理健康毕业论文外文翻译Mental healthAcknowledgments are in order for the many faculty and family members who have provided support, guidance, and encouragement throughout this process. I am appreciative of the help that each person has given. I wish to thank those faculty members who each contributed to my increased understanding of this process, the subject matter, and the importance of rigorous research. I am especially thankful for the consistent support and guidance from my advisor, Dawn Anderson-Butcher. She spent many hours steering my efforts and providing me quality feedback that always allowed me to think critically and push myself further than I ever imagined.I would also like to thank Tamara Davis for her encouragement, enthusiasm, and ongoing support for not only this thesis but for my professional development as well. Additionally, thanks are in order to Jerry Bean for his always refreshing perspectives and solid technical support. I would also like to thank T ony Amorose for stepping in to provide even further assistance and contributing greatly to my understanding of data analysis.Finally, many thanks go to my family who has provided endless support from begi- nning to end. My mother, Sholeh Mesbah, and step-father, William Stone, have de- monstrated their love for me by answering the phone at all hours, allowing me to talk through all frustrations, and encouraging me to keep moving forward. Also, my fat- her, Mark Ball, and step-mother, Nilsa Ramirez , consistently kept me grounded by reminding me that, thesis or not, everyday life continues. Last but not least, Iwould like to thank my sister, Amanda Ball. Her optimism, support, and love were unwavering.According to the most rec ent Surgeon General’s Report on Mental Health , 9 to 13 percent of all U.S. children and adolescents have serious emotional disturbances. Moreover, 21 percent of U.S. children have diagnosable mental or addictive disorders. Unfortunately, most of these children never receive adequate care. Seventy-nine percent of children ages 6 to 17 with mental disorders do not receive care. Additionally, uninsured and minority children have higher rates of unmet need than those who are insured or non-minority. Much of this unmet need can be attributed to the significant shortage in the children’s mental health workforce.Considering that 49.6 million students are enrolled in public elementary and secondary schools, it is evident that many of these children’s mental health needs manifest at school, often leading to such pressing concerns as violence in schools or significant behavior disruptions. Schools are often placed in the position to not only educate children but to also support those children who bring their mental health issues to school. To meet these changing needs, school improvement efforts must focus on standards-based accountabilities but also prioritize strategies related to addressing students’ barriers to learning, including mental health-related needs. Research provides strong evidence for this relationship noting, (1) that students’ mental health concerns can drastically impact academic success and healthy development (Becker & Luther, 2002) and, (2) that interventions addressing students’ social-emotional skills can positively impact academic achievement. Given this relationship, academic success for all students is dependent upon student social-emotional well being, particularly in those communities at highest risk. Additionally, children are not the only ones affected by these non-academic barriers to learning. Student mental health needs create increasing demands on educators who must create and manage effective classroom learning environments. For instance, discipline and classroom management for students with emotional and behavioral disorders have been found to be particularly stressful for educators. As such, schools are increasingly faced with student mental health needs. As the demand for mental health services in schools has grown dramatically in the past 30 years, school support services now include a broader range of services than in the past. As such, schools are now in some cases considered the “de facto mental health care system for children”. In spite of this de facto system, children’s mental health needs remain unmet. As a result, schools are beginning to see the ramifications of these unmet needs as they pertain to poor academic achievement among students. Essentially, schools have been unable to fully address students’ mental health needs th rough traditional practices and traditional means. A national survey of school mental health services recently reported that, generally, funding for school mental health has decreased in the past 5 years while demand for services has increased in most districts. Additionally, districts also reported that referrals to community-based mental health providers have increased but theavailability of these practitioners to provide services has decreased. As student academic success is closely tied to social-emotional well being, school change efforts must begin to address these needs if they are to meet their accountabilities. Doing so requires schools to consider new models of schoolimprovement that include social-emotional development along with traditional standards-based accountabilities.To meet the needs of children today and to improve academic outcomes for all children, it is imperative that schools utilize new models of school improvement that include effective methods to address mental health needs. This process, however, will involve a cultural shift in educational systems that have historically focused on traditional forms of school improvement.Most traditional school improvement often focuses on “walled in approaches” such as enhanced curriculum alignment, improved instructional methods, and standards-based accountabilities. In addition, most current school improvement models are narrowly focused on result-oriented improvements in instruction and behavior management rather than on system-wide efforts to address barriers to learning. As a result, these models often marginalize programs, services, and systems that address mental health-centered learning supports, resulting in fragmented services, isolated student support personnel, and ineffective planning models to address student needs. New models of school improvement are called for that focus on enhancing schools’ abilities to meet the mental health needs of all children. These models must be rooted in the fundamental work of educators and also consider the diversity of needs among school systems, staff, and students. Emergent Models Include School Mental Health Because of these emergent findings, schools have recently begun implementing school improvement initiatives that include specific areas related to school mental health. For instance, Positive Behavioral Interventions and Supports (PBIS), a system-wide prevention strategy targeting behavioral management, is becomingincreasingly popular as a method of changing student behavior through alterations in systems and procedures. While focused primarily on behavioral management, PBIS includes a continuum of services consisting of universal, selected, and targeted supports and interventions ensuring that all students receive effective behavior managementpractices. As a system-wide strategy for behavior management, PBIS has demonstrated effectiveness for reducing discipline referrals and suspensions as well as improving overall school climate. However, the scope of PBIS is limited to behavioral concerns, focusing on the reduction of disruptive, externalized behaviors and leaving out students with more internalized behavior issues. While PBIS is limited to behavioral concerns, it offers an example of system-wide change to address students’ nonacademic needs a nd promote positive social-emotional development. Similarly, the Centers for Disease Control has been encouraging schools to explore various non-academic priorities through a Coordinated School Health Program (CSHP) that involves the interaction of multiple components all centered on promoting student well-being (Centers for Disease Control and Prevention [CDC], 2007). The key CSHP components span health education and physical education, health services and nutrition services, counseling and psychological services, healthy school environment, and family/community involvement (CDC, 2007; Murray, Low, Hollis, Cross, & Davis, 2007). CSHP promotes the coordination of policies, activities, and services that address these components and, ultimately, provide for the health of school students and staff while strengthening schools to be “critical facilities” for service provision and coordination (CDC, 2007, n.p.). Rigorousevaluation of this model has been difficult in the past; however, evidence does support the positive effects of incorporating health education, parent involvement, nutrition services, and mental health programs into more traditional school improvement efforts.Finally, other models incorporate efforts to address system-wide concerns, individual academic, health, and mental health student needs, and community collaboration. The School Development Program (SDP), created by James Comer and the Yale Child Study Center, mobilizes schools to focus on students’ social-emotional and academic development through student-centered programming utilizing six developmental pathways: (1) physical; (2) ethical; (3) social; (4) language; (5) psychological; and, (6) cognitive (Yale Child Study Center, 2004). An SDP requires a management team, student and staff support team, and a parent team to operate through three guiding principles that steer their functioning –no-fault (utilizing a problem-solving approach), consensus, and collaboration.Full-service schools offer another model of school improvement that fosters healthy physical, intellectual, and social-development. Dryfoos (1994) identifies full-service schools as community centers that meet the educational, health, mental health, and social-emotional needs of children. Through extensive collaborative efforts, these schools partner with local agencies to provide wide ranging services to impact youth development, including those services related to mental health. Integrated service delivery systems can increase access to services and improve service delivery . With an emphasis on prevention and collaboration, full-service schools are one example of broad school improvement efforts that work to meetchildren’s mental health needs.The Ohio Community Collaboration Model for School Improvement (OCCMSI) also provides an example of new models of school improvement focused on students’ nonacademic barr iers to learning, including mental health issues. This model addresses the need for schools and educators to gain influence over students’ out-of-school time and on the need for schools to further utilize existing family and community resources to optimize student learning and healthy development through the use of systematic organization of numerous improvement components. Focused on building system capacity for improvement, the OCCMSI involves continuous planning and improvement processes that are evaluation-driven and anchored in “milestones” that mark developmental progress for school leaders (Anderson-Butcher et al., in review, p. 8). Additionally, the OCCMSI five content areas guide this expanded school improvement initiative –academic learning, youth development, parent/family engagement and support, health and social services, and community partnerships.These more expansive school improvement strategies all offer a broadened view of school improvement and could positively impact the roles schools play in addressing student mental health needs. Unfortunately, these models and the programs and services they include are often considered ancillary to the academic work of schools and thus hold limited potential for long-lasting change (Center for Mental Health in Schools at UCLA, 2005). More recent efforts in this area have been made to more closely align broader school improvement models with academic outcomes. There is preliminary support that broadened schoolimprovement efforts can foster the integration of mental health and educational service. While comprehensive, coordinated school reform is a growing research area, studies have demonstrated improved academic outcomes, service integration, and overall capacity for addressing non-academic barriers to learning. Given these preliminary findings, the next step to improve social-emotional and academic outcomes for children is to systematically examine how schools adopt and implement such initiatives. Research in translational science and the diffusion of innovations can expand the existing knowledge on school change efforts. These areas have explored change processes within organizations to identify key components of successful change efforts. Additionally, translational science has specifically focused on disseminating research to the practice arena. A focus on readiness is one component of effective organizational change strategies that can lead to long-lasting school improvement.Organizational change research identifies readiness as a key construct related to the effective and efficient implementation of any innovation, including expanded school improvement models addressing school mental health. Readiness signifies that an or ganization or an organization’s members feel willing to implement an innovatio n. A careful analysis of an organization’s readiness for change can greatly impact innovation adoption and implementation and thus create long-lasting, successful school change. Furthermore, the collaborative use of readiness information can facilitate an empowerment process in which specific innovation champions are identified or, in cases where little variability exists, buy-in is generated as consistency in readiness is demonstrated across the school. Asreadiness is central to change efforts, a deeper understanding of those factors that most influence readiness can build organizational capacity to implement change effectively. The knowledge base on organizational change identifies a number of factors that impact readiness, including perceived ability to implement the innovation, value for the innovation, and effective communication channels . Much of this research on readiness, however, is conceptual and does not focus specifically on readiness in schools. Building from the existing research, a specific look at readiness to adopt school mental health approaches allows for a better understanding of what is needed to effectively implement approaches that meet。
健康心理学英语文献翻译好了
科学观察对医生的命令新的研究表明吸烟的原因是，很容易开始，所以难戒。
作者：Michael Price监测工作人员打印版本：第34页根据美国心脏协会调查，几乎每一个男子和一个在美国的妇女有五分之一的季度在抽烟。
虽然它众所周知的是一个致命的习惯，每年都有约40多万人死亡。
尽管数百万美元的反吸烟的活动都针对儿童，但是几乎所有的新的烟民都是是青年。
这是怎么来的呢？信息和行为之间的明显差距新的研究表明，吸烟对早期和早期试验的态度可能会吸烟足够的一个立足点，成为终身的成瘾和吸烟实际上可能刺激大脑的变化，使人们抵抗反吸烟讯息。
如果把所有和你有一个习惯，易于启动和痛苦难以停止。
只要一喷That's the reason early prevention is the best policy, says Joseph DiFranza, MD, an addictions researcher at the University of Massachusetts Medical School in Worcester, Mass. 这就是为何早期预防是最好的政策，说约瑟夫迪佛兰萨博士，一个在马萨诸塞州伍斯特市医疗在美国马萨诸塞州大学医学院的研究人员成瘾His study in the May Addictive Behaviors (Vol. 33, No. 5) suggests that smoking only one cigarette can spur a loss of autonomy, which occurs when a person either has to make an effort not to smoke again or experiences discomfort when not smoking. 他在5月成瘾行为的研究（第33卷，第5号）表明，吸烟只有一个香烟可以促进自治损失，当一个人要么重新作出努力，不吸烟又或经验感到不舒服不吸烟。
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为了努力提供一系列广泛的服务来帮助学生处理他们带进课堂的社交及情绪问题，学校和社会心理健康机构已经开始实施合作伙伴关系(Walsh & Galassi, 2002)。沃尔什和加拉西断言，如果我们想要成功的使结构复杂的校内和校外儿童生活产生交叉，我们就必须以整个儿童的发展为重点。这样做将需要“跨越专业和机构界限的合作”。体现着学校与社区心理健康机构建立伙伴关系的扩展的学校心理健康计划在美国有不断发展的倾向。在这些计划中，学校聘请的心理健康专业人员在强调有效地预防、评估和干预方面提供了无数的服务(Weist, Lowie, Flaherty, & Pruitt, 2001)。这项合作活动是为了减轻教育系统的负担和责任，同时提高了服务的零散和不完整传递给适龄儿童和青年。研究表明，在申请心理健康服务的年轻人中只有不到三分之一的人得到了他们所需要的关心（美国卫生与人类服务部，1999）。
考虑到提高儿童与青少年心理健康的多系统协作的重要性和认可度，这些合作伙伴关系的知觉功效就是这项调查议程的驱动力。的确如此，我们对学校辅导员、学校校长、副校长所拥有的与学校-社区机构合作有关的知觉能力感兴趣。另外，我们试图了解学校辅导员和学校聘请的校长和副校长是怎样看待学校辅导员的角色和职责以及学校辅导员的培训范围。
对四个开放性问题的回答被分类成最适合的类别。使用了不断比较的方法的简单版本(Strauss, 1987)。具体来说，两名评价者独立的将回答以最佳方式分成类别。在达成协议之前，每个反应又被两个以通过请求从第一作者那里得到。
47名参与者对下述问题进行了回答“请写下你对学校签约或雇佣校外心理健康专家来对学生的心理健康进行服务的看法。”显示出四个意义明显的分类：（a）同意雇佣校外心理健康专家（n=32;68%）；（b）当校外心理健康专家有资格胜任或者对角色有清晰地定义时，同意雇佣（n=11;23%）；（c）不赞成目前的学校辅导员角色(n = 3; 6%)（d）不同意雇佣校外心理健康专家(n = 2; 4%)。
测量工具
学校辅导员角色和责任调查问卷是由作者设计的25个项目组成，用来收集参与者对于学校辅导员的角色和能力以及在学校辅导员和校外心理健康专家的协作关系的想法的信息。参与者被告知对每一个他们同意或不同意的陈述，他们要用从标记为1的“不同意”到标记为4的“同意”这样一个4点里克特尺度来进行标记。均值和标准差可以根据要求从第一作者那里得到。四个开放性问题请参与者就以下问题谈谈观点（a）学校与校外心理健康专家签订合同；（b）学校辅导员的责任知觉；（c）学校校长、辅导员和校外心理健康专家对于有效地治疗有心理健康需求的学生所需要的意见交流的建议；（d）学校与校外专家之间的合同参数。
尽管许多学校辅导员会感到处理学生个人，社会和心理的需求的训练已经足够了，在某些情况下甚至认为这类训练是在浪费他们的时间，实际上学校区域内正在与校外心理健康专家就回应学生心理健康需求的问题进行协作。在某种程度上，学校区域对一些职位发放了薪酬。就本身而言，我们对参与协作的专业人员的一些观点十分感兴趣。换句话说，学校辅导员对他们的学校签约聘用校外的心理专家也就是持牌的临床社会工作者和心理学家，来为学龄学生提供心理健康服务有何想法？
19名辅导员和13名管理者表现出对学校签约或雇佣校外心理健康专家的赞同。例如，一个辅导员这样写到，
他们为学生提供需要的服务是因为：
（1）学生的量需要心理咨询服务的支持；
（2）由于管理者对学校辅导员工作类型的误解，辅导员经过训练并且被学生和社会所期望表现出来的为学生提供服务的能力总是受到限制；
（3）心理咨询中心人员不足。临床的，非咨询性的/管理的任务总是背负在学校辅导员的身上。
研究方法
研究对象和研究过程
研究对象为中西部地区初、高级中学的53名学校辅导员和管理者（33名学校辅导员，20名校长/副校长）。在21名女性辅导员和12名男性辅导员中，有29名持有资格证件、4名持有临时证件。辅导员年龄从31岁至65岁不等，他们的平均年龄是47.38（标准差为10.9）。他们担任学校辅导员的时间在1年到40年不等，他们的平均工作年限为9.95（标准差为9.5）。9名校长和11名副校长代表管理者团体，他们中有13名男性和7名女性。管理者年龄从30岁至57岁不等，平均年龄为46.2（标准差为8.4）。管理者报告的担任校长或副校长的工作年限从1到18年不等，平均年限为5.26（标准差为4.1）。参与者来自两个中西部州的6个学校区域。参加者完成一份在线调查或者一份书面调查（任选其一），其中包括人口统计学信息。
Collaborative Relationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of Students
浅议基于合作关系的学校辅导员和非学校的心理健康专家对学生心理健康需要的改善作用
Chris Brown, Ph.D.
David T. Dahlbeck
Lynette Sparkman Barnes
摘要：
本研究调查了53名受聘于各初中、高中的辅导员和管理员关于他们对校内与校外心理健康专家协同工作来回应学生的心理健康需求的看法。除此之外，本研究还试图了解学校辅导员和学校校长或副校长是如何看待学校辅导员的角色、职责以及对学校辅导员培训的范围。
研究结果
运用t检验分析对管理者（n=20）和学校辅导员（n=33）群体在25个项目上进行了比较。使用邦费罗尼矫正来控制整体错误率，导致了调整后的0.002显著性水平。调查结果显示，学校辅导员较学校管理者而言更大程度上赞同（a）经过适当训练来为学生提供小组辅导；（b）能够识别出需要心理健康服务的学生；（c）他们自己是心理健康专家。这些差别的影响程度为中到大的幅度(Cohen, 1988)，这意味着学校辅导员与管理者在他们的报告分数中表现出相当大的差异。