生态系统理论视角下高校心理危机干预探析 ——以一则躁狂发作学生的危机干预工作案例分析为例
Case Study of Crisis Intervention in Bipolar Disorder-based on Ecosystem Theory
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- Keywords: College students psychology; Ecosystem theory; Crisis intervention strategy大学生心理; 生态系统理论; 危机干预策略
- Abstract: In the post-epidemic era, the incidence of adolescent mental disorders is gradually increasing,and the psychological crisis of college students is frequent, which has become a prominent factor affectingthe harmony and stability of campus. To explore the linkage mechanism of psychological crisis preventionand intervention, strengthen the early identification and intervention of psychological crisis preventionin colleges and universities, and establish a perfect crisis defense system are the important issues to besolved at present. Based on the perspective of ecosystem theory, through the case of bipolar disordermanic students crisis intervention case analysis, from micro system, system, external system and macrosystem of the manic students and corresponding methods, explore to build a good feasibility, operationalpsychological crisis intervention mode and mechanism, for college psychological crisis intervention toprovide concrete and feasible path, maintain the campus harmony and stability.后疫情时代，青少年精神障碍发生率逐渐上升，大学生心理危机事件频发，已成为影响校园和谐稳定的一个突出因素。探究心理危机预防干预的联动机制，加强高校心理危机预防的早期识别和干预，建立完善的危机防御体系，是当前亟待攻克的重要议题。本文基于生态系统理论视角，通过对一例双相情感障碍躁狂发作学生的危机干预工作案例分析，从微系统、中系统、外系统和宏系统四个系统回顾对该名躁狂发作学生的处理经过与相应处理方法，探索构建一种可行性好，操作性强的心理危机干预模式与机制，为高校心理危机干预工作提供具体可行的路径，维护校园和谐稳定［1］。
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父母教养方式与高段小学生攻击行为的 关系：情绪调节的中介作用
Parental Parenting Style and High-grade Primary School Students’ Aggression Relationship: The Mediating Role of Emotion Regulation
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- Keywords: High-grade pupils; Parenting style; Emotional regulation; Aggressive behavior高段小学生; 父母教养方式; 情绪调节; 攻击行为
- Abstract: This paper aims to explore the relationship between parenting style, emotional regulationand aggressive behavior, emotional regulation and aggressive behavior of elementary pupils; Methods:Simple parenting questionnaire (S-EMBU-C); The Buss-Perry Aggression Scale (BPAQ) and the JuvenileEmotional Regulation Questionnaire (ERQ) tested 700 primary school students in the urban and ruralfringe; Results: (1) Parenting style, emotional regulation and aggressive behavior in terms of gender, gradeand age, There are significant differences; (2)Fathers’ parenting style and emotional regulation (r=0.141,p<0.01), aggressive behavior (r=0.189, p<0.01) and a significant positive correlation; Maternal parentingstyle and emotional regulation (r=0.177, p<0.01), aggressive behavior (r=0.251, p<0.01) and a significantpositive correlation; Emotional regulation and aggressive behavior (r=-0.094, p<0.05) was a significantnegative correlation; (3) Emotional regulation Between the parenting style and the aggressive behaviorof senior primary school students, It has a partial mediation effect; Conclusion: (1) Parenting style andemotional regulation are significantly associated with the aggressive behavior of senior primary schoolstudents; (2) Positive parenting style (such as emotional warmth) can reduce aggressive behavior in seniorelementary school students, Negative parenting style (such as overprotection and rejection) will increasethe aggressive behavior of senior pupils; (3)Emotional regulation has a partial intermediary role betweenparenting style and the aggressive behavior of senior primary school students; Adolescents may reducetheir aggressive behavior by improving cognitive reappraisal.本文旨在探讨父母教养方式、情绪调节和高段小学生攻击行为的关系；方法：采用简式父母教养方式问卷（S-EMBU-C）；Buss-Perry攻击性量表（BPAQ）和青少年情绪调节问卷（ERQ）对700名城乡结合部高段小学生进行测试；结果：（1）父母教养方式、情绪调节和高段小学生攻击行为在性别、年级和年龄上，存在显著差异；（2）父亲教养方式与情绪调节（r=0.141，p<0.01）、攻击行为（r=0.189，p<0.01）显著正相关；母亲教养方式和情绪调节（r=0.177，p<0.01）、攻击行为（r=0.251，p<0.01）显著正相关；情绪调节与攻击行为（r=-0.094，p<0.05）显著负相关；（3）情绪调节在父母教养方式和高段小学生攻击行为间，具有部分中介作用。结论：（1）父母教养方式、情绪调节和高段小学生攻击行为显著相关；（2）积极的父母教养方式(如情感温暖)可以降低高段小学生的攻击行为，消极的父母教养方式(如过度保护和拒绝)则会增加高段小学生的攻击行为；（3）情绪调节在父母教养方式和高段小学生攻击行为间具有部分中介作用；青少年可通过提高认知重评的情绪调节能力降低其攻击行为。
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