摘要
"5·12"汶川特大地震发生之后,来自社会各界的灾后心理援助工作对学生的心理康复起到了一定的支持与帮助作用,但对这些心理援助工作进行回顾与总结时发现,相关的心理干预都忽略了教师在学校心理重建工作中的重要作用。教师与中小学生朝夕相处,是灾后学校重建和学生心理健康维护的重要力量。为此,本课题组基于我国灾后学校工作的现实情况,以学生帮助计划、教练技术、教师作为治疗师的干预理念为理论基础,以促进教师心理疏导能力为核心目标,创建了一套完整的灾后心理疏导的教师培训体系,即专家—教练—教师相整合的创伤干预模式。这一模式有力地促进了灾后心理疏导的长久开展,并在之后的灾后干预与援助工作中得到了较好的应用与推广,对灾后教师及学生的心理健康发展具有重要意义。
When reviewing the past post-disaster interventions, the researchers found that the role of teachers as a key factor in those interventions was not identified. Teachers as students＇ mentors and chaperons, they play a critical role in the reconstruction of post-disaster schools and the students＇ mental health. This research, therefore, situated in post-disaster schools in China, created a systematic post-disaster psychological intervention model for teacher training--a trauma interven- tion model of expert-coach- teacher collaboration. This model which integrated three factors of teacher as therapist （TAT）, student assistance plan （SAP） and coaching as theoretical evidence to promote the teacher＇s ability of psychological counse- ling. It was proved that this model effectively promoted the long-term development of post-disaster psychological interven- tion and has been well applied in other post-disaster aid work, such as Yushu earthquake, Ya＇an earthquake and Ludian earthquake. It is of great significance to the psychological health development of post-disaster teachers and students.
作者
林崇德
伍新春
陈秋燕
田雨馨
LIN Chong-de1 , WU Xin-chun1 , CHEN Qiu yan2 , TIAN Yu xin1(1. Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, BNU, Beijing 100875;2. School of Sociology and Psychology, Southwest Minzu University, Chengdu 610041, Chin)
出处
《北京师范大学学报（社会科学版）》
CSSCI
北大核心
2018年第2期32-40,共9页
Journal of Beijing Normal University(Social Sciences)
基金
教育部哲学社会科学研究重大课题攻关项目“灾后中小学生心理疏导研究”(08J2D0026).
关键词
汶川地震
专家
教师
教练
创伤干预
Wenchuan earthquake
expert
coach
teacher
trauma intervention
