EPS社工介入模式下消极高唤醒学业情绪学生的学业帮扶  

Academic Assistance for Students With Negative-High Arousal Academic Emotions Under the EPS Social Work Intervention Model

作　　者：李嘉虹 LI Jiahong(The Academy of Digital China,Fuzhou University,Fuzhou 350108,China)

机构地区：[1]福州大学数字中国研究院(福建),福建福州350108

出　　处：《黎明职业大学学报》2024年第3期97-102,共6页Journal of LiMing Vocational University

摘　　要：EPS(充权-参与-强项)社工介入模式强调通过行动过程使服务对象自我找回自信自强的心理状态,该模式理念贴合帮扶消极高唤醒学业情绪学生的工作实际。以某大学一名因学业成绩挫败而具有消极高唤醒学业情绪的学生为例,阐述辅导员对这一模式的具体运用。该模式下,辅导员抓住挖掘强项、鼓励参与和注重充权3个关键点,指导学生发展专长、制订学习计划、做好自我管理等,使学生在这一过程拥有学习获得感,并通过坚持与努力达到补短强优、发展自我的状态。提出该模式运用于辅导员工作所体现的策略及带来的经验启示。The EPS(empowerment-participation-strengths)social work intervention model emphasizes that the service recipients can regain a self-confident and self-reliant psychological state through the action process.The concept of this model is in line with the practical work of helping students with negative-high arousal academic emotions.Taking a student at a certain university who experienced negative-high arousal academic emotions due to academic performance frustration as an example,a counselor’s specific application of this model is explained.Under this model,the counselor grasped the three key points of identifying strengths,encouraging participation and focusing on empowerment,and guided the student to develop expertise,formulate study plans,and engage in effective self-management,so that the student can have a sense of learning gain in this process,and through persistence and hard work,he can achieve a state of improving weaknesses,enhancing strengths,and developing himself.The paper discussed the strategies reflected in the application of this model to counselors’work and the empirical insights it provides.

关 键 词：消极高唤醒学业情绪 EPS(充权-参与-强项)社工介入模式 学业帮扶 辅导员 

分 类 号：G641[文化科学—高等教育学]