学校正念干预的基本形式及特点  

Basic Forms and Characteristics of School-based Mindfulness Intervention

作　　者：冯宇 段文杰[1] 

机构地区：[1]武汉大学社会学系,武汉430072

出　　处：《中国临床心理学杂志》2017年第5期991-994,共4页Chinese Journal of Clinical Psychology

基　　金：国家社科基金青年项目"国民获得感指标体系构建研究"(17CSH073);武汉大学人文社会科学青年学者学术发展计划团队建设项目"幸福科学与积极教育"(Whu2016019);武汉大学海外人文社会科学研究动态追踪计划项目"韧性社区:从个体到集体";武汉大学引进人才项目"三维度优势模型的理论构建与应用"

摘　　要：学校正念干预是将正念技术及理论运用到校园环境中的一套干预体系。在开展时可以根据个体需要和情境采用多种形式。学校正念干预主要包括以正念减压疗法为基础、以正念认知疗法为基础、以综合性正念干预疗法为基础、以青少年专业正念项目为基础和以传统学校心理健康课程为基础的五种干预形式。这些项目主要具备三大特点:一是干预形式以团体为主;二是干预活动丰富多彩;三是干预指导者形式多样。在未来研究中需要进一步建立合适规范的实施原则以及推广学校正念干预的应用。School-Based Mindfulness Intervention is a kind of intervention technique which applying the theory and practice of mindfulness to campus environment. Mindfulness practice and intervention can take various forms, depending on the needs of the individuals and the contexts in which these persons＇ function. Currently, there are five forms of school- based mindfulness intervention： mindfulness-based stress reduction therapy, mindfulness-based cognitive therapy, comprehensive mindfulness intervention therapy, adolescent professional mindfulness program and traditional school psychological health curriculum. There are three main characteristics of the school-based mindfulness： the group as a form of intervention; the diversity of intervention programs; the complexity of the curriculum instructor. In future research, scholars should further explore how to ensure the accuracy of the implementation of school mindfulness intervention and how to promote the use of school-based mindfulness intervention.

关 键 词：学校正念干预 形式 特点 正念 积极教育 

分 类 号：R395.5[哲学宗教—心理学]