焦点解决短程疗法对大学新生适应不良问题的案例报告一例

本案是对一名适应不良的大一新生进行心理咨询的案例报告。文章陈述了来访者的一般资料、个人成长史、评估诊断、咨询方案和咨询过程等。咨询师主要采用了焦点解决短程疗法,引导来访者探索适应大学生活的方法。经评估,来访者通过心理咨询社会适应能力有所增强,人际关系得到改善。1一般资料来访者,女性,汉族,大一新生,身体健康。父母常年在外打工,由奶奶抚养长大,家中有一个弟弟。     

自由绘画疗法解决新生适应问题一例

本案例是关于大一新生学习适应不良的一般心理问题。咨询师运用自由绘画疗法，经过4次咨询，基本解决了来访者的问题，达到了改善其专业学习上适应不良的状态。     

合理情绪疗法解决大学生适应问题一例

大学生适应问题是较常见的心理问题。造成适应问题的主要原因之一在于大学生所持有的不合理信念，心理咨询师可运用合理情绪疗法，找出不合理信念，通过应用合理信念辩论及家庭作业等方法帮助来访者改变其不合理信念，使得来访者的适应问题得到较好的解决。     

团体箱庭疗法在解决大学生寝室问题中的应用

目的 考察团体箱庭疗法在解决大学生寝室问题中的有效性,并尝试将箱庭疗法与认知引导相结合.方法 使用SCL-90进行前后测;将所选取的4个寝室分为单纯使用箱庭疗法的对照组与结合认知引导的实验组,对自编的主观自评问卷结果进行差异检验.结果 SCL-90人际敏感因子(t=3.00,P＜0.05)、偏执因子(t=2.00,P＜0.05)前后测结果差异显著;对照组与实验组在主观自评量表的关于认知领悟的题目上差异显著.结论 将团体箱庭疗法与认知引导结合是一种解决问题的有效尝试.     

合理情绪疗法解决大学生适应问题一例

<正>大学生适应问题是较常见的心理问题。造成适应问题的主要原因之一在于大学生所持有的不合理信念,心理咨询师可运用合理情绪疗法,找出不合理信念,通过应用合理信念辩论及家庭作业等方法帮助来访者改变其不合理信念,使得来访者的适应问题得到较好的解决。1一般资料来访者,女,1992年出生,独生女,某重点大学大一学生。体态正常,无重大躯体疾病史。来访者从小与父母生活在一     

问题解决团体训练对提高大学生生涯决策能力的效果

目的:考察强调自我管理技术的问题解决团体训练对提高大学生生涯决策能力的效果及其持久性,并讨论团体训练中的过程变量对训练效果的影响。方法:采用以D’Zurilla和Goldfried的问题解决五阶段模型及自我管理策略为理论基础的团体训练方案,以生涯决策困难问卷、生涯控制点问卷、问题解决问卷以及团体训练过程评估单为工具,对56名大学生进行测查。结果:通过实验组与控制组的比照,参加训练的被试:①在生涯决策上的困难有所减少(F=5.54,P0.05),问题解决效能感有所提高(F=4.97,P0.05),更相信自己有能力把握未来的生涯(F=8.34,P0.01;F=11.24,P0.01);②三个月后,问题解决效能感(F=3.25,P0.1)及相信自己有能力把握未来生涯(F=5.11,P0.05;F=5.52,P0.05)的效果仍存在,但生涯决策上的困难有所恢复(F=1.63,P0.1);③内容掌握的越多,认为内容越有效,投入程度也多,团体训练的效果越好。结论:强调自我管理原则的问题解决团体训练对提高大学生的生涯决策能力有一定作用且作用有持续的效果。     

隔离病房中SARS病人的热臃塞问题及其解决方法

用Monte-Carlo算法对SARS病人躯干部分的三维传热过程进行了模拟。计算结果表明，在即将到来的夏季，隔离病房中SARS病人会由于发热而引起热臃塞，并有可能因此导致病情的恶化。本文给出了解决热臃塞问题的强化传热方案，并通过计算验证了此方案的有效性。     

社会关系问题解决能力缺陷与抑郁症的关系

人们在社会交往中经常遇到各种问题，解决这些问题的能力因人而异。有研究认为这种社交问题解决能力缺陷与部分抑郁症的发病、症状严重程度、预后等有关［１－４］。本文拟对近年来有关社会关系问题解决能力缺乏与抑郁之关系的研究进度作一简要总结。１抑郁患者问题解决能...     

大学生抑郁症状、问题解决能力与压力感知的关系分析

目的：探讨大学生抑郁症状、问题解决能力与压力感知的关系。方法：使用中文版知觉压力量表、流调用抑郁自评量表以及中文版问题解决评价问卷对275名一年级大学生进行了调查。结果：275名大学生中，52％存在健康危险性压力状况，55．3％存在抑郁症状。抑郁症状、压力感与问题解决能力评价总分及分量表之间存在显著相关(r=．262-．617)。路径分析提示，问题解决评价与抑郁症状和压力感知存在因果关系，特别是，问题解决评价分别可以预测抑郁症状与压力感知水平。结论：大学生目前抑郁症状与压力感知水平较高，个体问题解决评价是重要的相关影响因素。     

员工累积风险与抑郁的关系：问题解决策略的调节作用

目的:探讨问题解决策略在员工累积风险与抑郁间的调节作用。方法:从健康压力、家庭经济压力、恋爱婚姻问题、与家庭主要成员冲突、工作压力、朋友支持六方面评估员工累积风险,采用COPE简短版的主动应对、制定计划和寻求工具性社会支持三个维度测量问题解决策略,同时采用抑郁自评量表对406名员工进行调查。结果:轻度抑郁者占38.9%,抑郁检出率高达54.7%;问题解决策略在员工累积风险与抑郁间起调节作用;当个体采取高水平问题解决策略时,高低累积风险者的抑郁水平差异不显著,而当个体采取低水平问题解决策略时,高低累积风险者的抑郁水平差异显著。结论:问题解决策略在员工累积风险与抑郁间起调节作用;面对高压力情境时,我们应以一种拼博进取的精神去解决问题、从而有效降低抑郁。     

Courses in Psychotherapy: Evolution and Current Trends

The evolution of courses in analytic and dynamic psychotherapy is discussed. A brief historical sketch of the Rugby Psychotherapy Conferences is included as a background. Three types of training are identified: independent analytic trainings, regional diploma courses and senior registrar trainings. Different levels of psychotherapy are emphasised and the idea of a three-stage training: primary degree, core professional qualification and postgraduate specialist training. The position of the core professions and their relevance and significance are discussed in relation to the possible development of a new profession of adult non-medical psychotherapists.     

Entrance Requirements for Psychotherapy Training: Rationale and Objectives

SUMMARY. Some themes of a previous paper (Pedder 1989) on courses in psychotherapy, particularly the idea of different levels of psychotherapy and the place of core professional experience, are updated in the light of recent UKSCP developments and a reply offered to some of the responses to the original paper.     

Psychotherapy for patients with borderline personality disorder: focusing on the mechanisms of change

A major development in the field of psychotherapy research is the growing recognition of the need for evidence on the mechanisms of change in psychotherapy. The empirical evidence that psychotherapy has a positive and significant effect must be amplified with data on the mechanisms of action in the various psychotherapies. This special issue is devoted to the articulation of putative mechanisms of change in the psychotherapy of patients with borderline personality disorder by leading researchers in this field.     

Psychodynamic Psychotherapy,Insight, and Therapeutic Action

It has often been observed that, in general, different psychotherapies do equally well. Some have taken this as good evidence that therapeutic action in psychotherapy rests not on the factors specific to individual therapies, but on common factors. I argue against this view in favor of a theory of therapeutic action deriving from psychodynamic psychotherapy. This identifies the therapeutic relationship (and with it, many so‐called common factors) and “psychodynamic insight” as therapeutic factors. I review the evidence from outcome studies and from studies into two concepts related to insight, specifically reflection function and psychological defense. I argue that the best interpretation of the evidence supports the claim that insight, in interrelation with the therapeutic relationship, contributes to therapeutic action.     

The Role of Psychoanalytic Studies in Psychotherapy Training

The future direction of psychotherapy training and research in this country will be determined to a great extent by the relationship between training bodies, which are mostly in the private sector, and the universities, the vast majority of which operate in the public sector. There are compelling reasons why universities will be the prime movers in determining the nature of this relationship, and indeed prime movers in determining the nature of psychotherapy as an academic subject: government funds will increasingly become available to grant-assist university trainings; government grant-assisted institutions are subsequently more likely to receive work from other government institutions such as the health service, social services and education; from the trainee's point of view, the overall costs of training, including personal therapy and supervision costs, will be grant-assisted in university psychotherapy courses, thus making them more attractive propositions than private sector trainings. Even if government policy changed, and a North American-style student loan system was introduced, universities would still be state subsidised, and more likely to attract outside funding than the private sector trainings. This logic obviously explains both the attractiveness and seeming inevitability of university validation for trainings in the private sector.     

The Responsiveness Problem in Psychotherapy: A Review of Proposed Solutions

Therapist responsiveness is defined as therapist behavior being influenced by emerging context. Responsiveness is ubiquitous and creates serious problems for a ballistic, cause–effect understanding of how psychotherapy works. This conceptual literature review examines ways psychotherapy researchers have constructively engaged the responsiveness problem. We note classical approaches to the responsiveness problem and review all available citations of the formulation of the problem by Stiles, Honos‐Webb, and Surko (1998, p. 439), focusing on proposed solutions. We identified N = 58 studies that cited the 1998 article and engaged with the responsiveness problem. These along with additional engagements with the responsiveness problem identified by us and by colleagues were reviewed. We distinguished six categories of ways researchers have addressed the responsiveness problem: (a) demonstrating effects of responsiveness, (b) measuring responsiveness quantitatively, (c) describing responsiveness qualitatively, (d) using evaluative measures, (e) developing responsive clinical interventions, and (f) extending responsiveness concepts to related domains. There are ways to engage the responsiveness problem that are scientifically productive. However, appropriately engaging the problem may require some psychotherapy researchers to ask different questions than they have previously asked.     

Psychotherapy training and theoretical orientation in clinical psychology programs: A national survey

A survey of the instructors of the initial psychotherapy course in APA accredited clinical psychology programs investigated the relationship between theoretical orientation and 33 items assessing metatheoretical assumptions, operating constructs, and active components emphasized in psychotherapy instruction. Factor analysis of the 33 items yielded the following factors: Professional Behaviors/Attending Skills, Problem Focused, and Dynamic Constructs. Analysis of variance of the three factors by orientation revealed that only Factor 3 (Dynamic Constructs) was significant with regard to orientation. Significant differences were found between teachers with dynamic and cognitive behavioral orientations and between those with dynamic and behavioral orientations. With the exception of Dynamic Constructs, the assumptions, constructs and components emphasized in psychotherapy training in these courses appear to be similar regardless of the orientation of the instructor. © 1998 John Wiley & Sons, Inc. J Clin Psychol 54: 91–96, 1998.     

国内心理治疗效果的文献计量学分析

目的探讨国内心理治疗的整体效果及影响因素。方法利用文献计量学分析的方法,对我国自1990年至2003年6月间发表的有关心理治疗效果的103篇研究结果的重要变项进行登录,计算效果量,用SPSS进行整合分析。结果国内心理治疗研究的平均效果是正向的;治疗效果量在发表年代、治疗方式、治疗场所、个案性别、个案具有的不适应行为以及效果量统计来源等研究变项上达显著性差异,而在治疗取向和实验设计等研究变项上的差异不显著。结论国内心理治疗均具有大约中等程度的疗效,许多研究变项会影响心理治疗的效果。     

Psychotherapy For Medically Ill Patients: Review And Critique Of Controlled Studies

The authors summarize and evaluate the findings of 18 controlled studies of the use of dyadic and group therapy as primary or adjunctive treatment for patients with peptic ulcer, ulcerative colitis, functional abdominal disorders, asthma, migraine, skin disease, cardiovascular disease, or essential hypertension. The evidence suggests that some significant gains are achieved when psychotherapy is added to routine medical regi mens. Of the 13 studies whose designs were termed adequate or “good,” eight showed greater physiologic improvement for patients receiving psychotherapy than for those receiving medical treatment alone. In the remaining five of the 13 studies, psychotherapy produced no significant physiologic differences between experimental and control groups. Refinements in methodology and standardization of therapeutic intervention will contribute to greater specificity in further research.