摘要
现实疗法是美国心理学家格拉瑟在学校教育情境和心理咨询环境相结合背景下提出的一种心理咨询理论与方法。现实疗法理论重视对学生问题行为的矫正,强调学生的发展性和选择性,注重自我意识、社会性发展和自我责任,突出学生责任心的培养。现实疗法也注重个体的选择,体现出了较强的多元文化适应性。在学校教育中,有效运用现实疗法理论,能够兼顾教师角色与学校心理辅导员角色的统一,也能够减少目前专职教师与其他教师间的角色冲突,有利于提升学校心理健康教育质量,而且也能全面提高整个学校的品质。国外实践也证明了现实疗法在学校教育中的效能。在我国学校教育中借鉴并运用现实疗法,有利于落实学校心理健康教育全体参与的整体发展模式,对于深化素质教育实践有积极价值和重要意义。
The reality therapy is advanced by the American psychologist William Glasser, it is probably the only counseling theory and approach that was based on the combined context of school education situation and psychological therapy environment. This theory not only focuses on remedying students problem behavior, but also emphasizes on the students＇development, active choice, forming responsibility, making the point of self-awareness, social development and self-responsibility. The reality therapy emphasize personal self-choice, expressing the adaptability of multi - cultures. The reality therapy can integrates the role of teacher and counselor, reduce the conflicts between the counselor and the other teacher in school, and lay stress on promoting the quality of all aspects of the whole school. The practice in western countries has proved that it is the effective method to be carried in the school mental health education. It has active value and signification to apply and extend the reality therapy in the quality education in China, and it is beneficial to fulfill the wholeness participation model to facilitate whole development in school education.
出处
《徐州师范大学学报（哲学社会科学版）》
北大核心
2009年第3期125-130,共6页
Journal of Xuzhou Normal University(Philosophy and Social Sciences Edition)
基金
北京市教育科学"十一五"规划2008年度资助经费类重点课题"从合格
胜任到卓越:优秀中小学教师成长历程个案研究及规律探索"
项目批准号:AIA08065
关键词
现实疗法
学校心理健康教育
素质教育
有品质学校
reality therapy
school mental health education
quality education
quality school
