摘要
本文以一例自杀危机干预个案的十年跟踪教育为分析基础,指出在面对极端学生时,教育者不应仅仅局限于危机情景的解除,还应该从学生的终生发展出发,在不同阶段重建或者建构合适的心理环境助其成长:首先从家庭环境的重新建构与学校环境的优化建构入手,为学生创建疗伤性环境;其次,在学生极端心理消除的背景之下,以个体心理预期与愿景建构为主,着重创建个体重新融入社会的接触性环境;最后,在个体各方面得到修复的背景之下,着重个体的自我实现引导,指导个体自我建构开创性环境。
This paper, based on a ten-year follow-up education involving a case of suicide crisis intervention, puts forward the following： in helping extreme students, educators should not only end the crisis, but also con- struct or recomtruct an appropriate psychological environment at different stages for their lifelong development： first, focus on constructing a new family environment and an optimized school environment so as to create a good environment to treat their traumas; second, after having eliminated their extreme psychology, concentrate on creating an environment to help them integrate into society based on their psychological expectations; finally, when their traumas are treated, guide them to seek self-realization by creating a new environment on their own.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第10期92-96,共5页
Chinese Journal of Special Education
关键词
极端学生
教育者
心理治疗
心理教育
extreme students
educators
psychotherapy
psychological education
