学校正念干预的应用与特点  

The Application and Characteristics of School-Based Mindfulness Intervention

作　　者：段文杰[1] 冯宇 

机构地区：[1]武汉大学社会学系,武汉430072

出　　处：《心理科学》2018年第1期85-90,共6页Journal of Psychological Science

基　　金：中央高校基本科研业务费专项资金;武汉大学人文社会科学青年学者学术发展计划学术团队建设项目"幸福科学与积极教育"(Whu2016019);国家社科基金青年项目"国民获得感指标体系构建研究(17CSH073)"的资助

摘　　要："学校正念干预"(school-based mindfulness intervention)是将正念理论及技术应用到教育领域而形成的非医疗健康干预新策略。它能有效帮助学生改善身心行为问题,提高认知能力;同时还能够增强教师压力管理能力和幸福感。学校正念干预是以"大健康"为目标、以"非评判接纳"为视角、以校园为干预情境、以传统学校项目为基础的校园非医疗健康干预,是学校心理健康工作者、学校专业社工可采取的策略。未来研究应注重其成效评估和测量、理论机制及应用问题的研究。During the past three decades, mindfulness has been applied beyond many clinical fields, such as elderly care, workplace, schools and other settings, among which school is a particularly important field. Increased attention has been paid by educators and advanced clinical practitioners to school-based mindfulness intervention. This review focuses on mindfulness in the school setting for students and teachers and summarizes the main roles of school mindfulness. Previous studies documented that school-based mindfulness intervention can be used as an assistant to treat physical disease, such as chronic pain, high blood pressure, difficulty sleeping, and low quality sleep. Moreover, it also has salutary treatment effects on attention deficit hyperactivity disorder （ADHD）, depression, depression relapse and other mental illness. Mindfulness-based intervention was developed specifically to decrease bullying, alcohol addition, substance abuse and other disorder behaviors. School-based interventions target at students＇ readiness which is a critical ingredient of students＇ academic performance and personal competence in order to meet academic benchmarks or employment tasks. As it known to all, teaching is a tough work, since this stressful profession involves students＇ demands, emotion management, and work overload. Many researches focused on understanding the educators stress and its consequence, and few professional development approaches has been tested to improve educators＇ stress management and wellbeing. Increasing evidences suggest that mindfulness may be an effective method for promoting the stress management and wellbeing of educators. Mindfulness is an approach with promising evidences for students and teachers in various settings, and there are four major characteristics of school intervention, significantly different from traditional campus psychological practice and clinical mindfulness intervention： Firstly, mindfulness-based school intervention is an important intervention strategy to address

关 键 词：学校正念干预 评估 非医疗健康干预 积极教育 学校社会工作 

分 类 号：B849[哲学宗教—应用心理学]