聋儿自信心的培养

由于家庭教育方式不当，使许多聋儿胆小．懦弱，缺乏自信心。本文通过调查研究，分析了聋儿缺乏自信心的原因，并在实践的基础上归纳出提高聋儿自信心的几项措施。     

A single session of hatha yoga improves stress reactivity and recovery after an acute psychological stress task—A counterbalanced,randomized-crossover trial in healthy individuals

ObjectivesYoga is promoted as an anti-stress activity, however, little is known about the mechanisms through which it acts. The present study investigated the acute effects of a hatha yoga session, displayed on a video, on the response to and recovery from an acute psychological stressor.MethodsTwenty-four healthy young adults took part in a counterbalanced, randomized-crossover trial, with a yoga and a control condition (watching TV). Participants attended the laboratory in the afternoon on two days and each session comprised a baseline, control or yoga task, stress task and recovery. Blood pressure (BP), heart rate (HR) and salivary cortisol responses were measured. State cognitive- and somatic-anxiety along with self-confidence were assessed before and after the stressor.ResultsAlthough no difference in the BP or HR responses to stress were found between conditions, systolic BP (p = 0.047) and diastolic BP (p = 0.018) recovery from stress were significantly accelerated and salivary cortisol reactivity was significantly lower (p = 0.01) in the yoga condition. A yoga session also increased self-confidence (p = 0.006) in preparation for the task and after completion. Moreover, self-confidence reported after the stress task was considered debilitative towards performance in the control condition, but remained facilitative in the yoga condition.ConclusionOur results show that a single video-instructed session of hatha yoga was able to improve stress reactivity and recovery from an acute stress task in healthy individuals. These positive preliminary findings encourage further investigation in at-risk populations in which the magnitude of effects may be greater, and support the use of yoga for stress reactivity and recovery.     

Effect of multi-disciplinary teaching on learning satisfaction,self-confidence level and learning performance in the nursing students

AimThe aim of this study was to design a multidisciplinary teaching method that combines game-based learning with a clinical situation–based teaching program and to test learning motivation, learning satisfaction and self-confidence.BackgroundResearch has suggested that game-based learning and clinical situation-based teaching can effectively capture student attention and stimulate student learning motivation as well as increase learning satisfaction and self-confidence.DesignThe randomized and experimental design used in this study was a pretest–posttest control group design.MethodsThis study recruited participants from a technical college in the north of Taiwan. The experimental group (receiving multidisciplinary teaching) comprised 48 participants and the control group (receiving traditional teaching) comprised 50 participants. Participants took a pretest before the multidisciplinary teaching intervention, received a total of 12 weeks of intervention and then took a posttest within 1 week of the end of the course. These participants completed a questionnaire regarding learning satisfaction, confidence and learning performance.ResultsThe multidisciplinary teaching intervention improved learning satisfaction (t = 7.36, p < 0.001), self-confidence (t = 7.34, p < 0.001) and learning performance (t = 6.66, p < 0.001). Multidisciplinary teaching interventions can improve learning satisfaction, self-confidence and learning performance among nursing students.ConclusionsMultidisciplinary teaching should be promoted in the context of nursing teaching and students have the multidisciplinary learning.     

自信心团体治疗对焦虑症患者的干预效果

目的探讨自信心团体治疗对改善焦虑症患者焦虑症状与惧怕否定评价的效果。方法将70例焦虑症患者随机分为研究组和对照组。对研究组进行为期1个月的自信心团体治疗,对照组不采取任何干预措施。分别在干预前、干预后、干预后3个月对两组进行焦虑自评量表(SAS)和惧怕否定评价量表(FNE)评定,运用独立样本t检验、重复测量方差分析对数据进行处理,分析患者焦虑症状和惧怕否定评价的改善状况。结果 1在干预后,实验组的焦虑症状、对否定评价的恐惧显著低于对照组(t=-2.89,6.06;P0.01);2在干预后3个月,实验组的焦虑症状、对否定评价的恐惧显著低于对照组(t=-10.92,6.32;P0.01);3实验组干预后的焦虑症状、对否定评价的恐惧显著低于干预前,干预3个月后的焦虑症状、对否定评价的恐惧显著低于干预前,存在显著差异(F=43.704,49.102;P0.001);4对照组在干预前、干预后、干预后3个月3个测查点之间不存在显著差异。结论自信心团体治疗对改善焦虑症患者焦虑症状及克服对否定评价的恐惧有显著效果。     

团体辅导提升肢体残疾学生自信心的效果

目的 了解团体辅导提升肢体残疾学生自信心的效果.方法 应用自编团体辅导方案对14名肢体残疾学生和6名正常学生进行为期10周的团体辅导;并用社交回避与苦恼量表,个人评价量表及自编定性评价问卷对团体成员进行前后测.结果 ①所有团体成员的自信心水平均有所提高,统计学差异显著（Z=-3.38,P＜0.01）;②肢体残疾学生的外貌自信心,学业自信心,社交和交谈自信心水平提高明显,差异有统计学意义（Z=-3.32,P＜0.01）;③肢体残疾学生社交回避分量表降低明显,差异有统计学意义（Z =-2.60,P＜0.01）,社交苦恼分量表有所降低,但差异不显著（Z=-0.64,P＞0.05）.结论 团体辅导对于提升肢体残疾学生自信心有良好的效果.     

某卫校新生家庭关系对自信心影响的logistic回归分析

[目的]了解医学生家庭关系、自信心的现况,分析家庭关系对自信心的影响。[方法]采用现况调查的流行病学方法,利用包括家庭关系、自信心两个调查量表对医学生进行调查。[结果]该校学生对家庭关系满意度较高,较满意者共占94.9%;自信心较高和正常者占56.3%,偏低、较低者占31.8%,自卑者占11.8%。[结论]家庭关系对学生自信心有重要影响,家庭中没有归属感,家庭存在冲突和裂痕,家庭生活不愉快将严重影响学生自信心。     

自信与健康

目的 探讨青年自信与生理健康状况的关系，以及自信与应对方式的关系。方法 使用青年学生自信问卷、自陈健康状况问卷、简易应对方式问卷对学生进行调查分析。结果 自信与健康自陈之间正相关，自信越强身体健康状况越好；自信与积极的应对方式正相关，与消极的应对方式无关。结论 自信是保障健康因素之一，这种效应并非是简单地通过自我肯定实现的，灵活应对等变量在其中也起着重要的作用。     

Relación entre la autopercepción y autoeficacia para el desarrollo de competencias en soporte vital en entornos de simulación clínica de alta fidelidad

Objective

To determine if there is a correlation between self-perception and self- efficacy in the development of learning abilities associated with the care of the critically ill patient in a Clinical Environment of High Fidelity Simulation, as part of the training for nursing students in the field of Life Support.

自信心心理训练对社交焦虑障碍患者社交回避与苦恼及社会的支持影响

目的 探讨自信心心理训练对社交焦虑症患者社交回避与苦恼以及社会支持的影响.方法 将80例16～30岁社交焦虑症患者随机分为自信心训练治疗组（研究组）和空白组（对照组）,研究组每周进行两次自信心训练,每次3小时,持续5周,共10次；对照组不采取任何治疗手段.干预前与干预结束3个月后分别对两组进行社交回避与苦恼（SAD）以及社会支持评定量表（SSRS）评定,了解患者社交回避与苦恼及社会支持的改善状况.结果 入组时两组SAD评定无差异（t=-0.242,P＞0.05）,SSRS评定无差异（t=0.208,P＞0.05）；两组心理干预后SAD比较有显著性差异（t=-3.326,P＜0.001）；SSRS有显著性差异（t =2.390,P＜0.05）.结论 自信心心理训练可以明显改善社交焦虑症患者的社交回避与苦恼症状,并可有效提高患者的社会支持水平.