健康心理学外文文献翻译
健康心理学Healthy Psychology 2016.12
Study Guide for Health Psychology中英翻译版1. health psychology 健康心理学understanding psychological influences（心理影响）on①how people stay（keep）healthyhow to 保持健康②why they become ill为何生病③how they respond when they get ill生病时的反应2. health 健康①Not only have no disease or be not weak没病或不虚弱②also should have a complete state of physical（body）、mental（soul）、social well-being完整身、心、社会适应3.What are the four factors led to the development of Health Psychology? 四因素①changing pattern of illness疾病不断发展变化②the increase in medical costs医疗费用上涨③the changing definition of health健康定义的变化④the put forward of the BPS modelBPS模型的提出4.The mind-body relationship 心身关系①the relationship between a human body and its unique mind.身体和独特心灵的关系②can be divided into two: Monistic and Dualistic theories单一理论双重理论5. Psychosomatic medicine 心身医学①The field of inquiry t hat searches for psychological or emotional causes for illness. 调查领域研究心理、情绪因素引起疾病②The mind plays an important role in physical illness心理因素在身体疾病中起重要作用③bodily disorders caused by emotional conflicts：情绪冲突引起的身体疾病1）Ulcers 溃疡2）essential hypertension 原发性高血压3）Skin disorders 皮肤病4）Asthma 哮喘6.Biopsychosocial model BPS模型1）Its assumption is that health and illness are the results of the interplay of①biologicalGender（性别）、Age（年龄）、Vulnerability to stress（压力的脆弱性）Genetics（遗传）、Physiology（生理机能）、Immune system（免疫系统）、Nutrition（营养）、Medications（药物）②psychologicalPersonality（人格）、Personal control 、Stress（压力）、Coping skills（应对技能）、Diet （饮食）、Risky behaviors（危险行为）Self-efficacy（自我效能感）、Optimistic bias（乐观偏差）③social factorsSocial support、Poverty（贫穷）Ethnic background（种族背景）、Cultural beliefs（文化信仰）2）Advantages of BPS model：模型优点①Health and illness are caused by multiple（many）factors and produce multiple effects.②Emphasizes both health and illness.强调健康与疾病③Mind and body cannot be distinguished.身心不分3）Clinical implications(临床意义) of BPS model ：1）Diagnosis:consider the interacting role of biological, psychological, and social factors in assessing one’s health and illness.诊断：考虑（生物、心理、社会）交互作用在评估个体健康/疾病时2）Treatment: examine these three factors治疗：检查三组因素3）The significance of the relationship between patient and practitioner（doctor）医患关系的意义7.seven health practices 健康行为①sleeping 7~8 hours daily睡7~8小时②eating breakfast every day每天吃早饭③never or rarely eating between meals餐间不吃零食④being at or near the right height adjusted weight处于或接近标准体重范围⑤never smoking不抽烟⑥moderate or never drinking适度或不饮酒⑦regular exercise规律锻炼8.The Health Belief Model（HBM）1）HBM is a value-expectancy theory.是一个价值预期理论2）It's a theory about healthy behavior.与健康行为有关the model predicts that whether a person practices（do）a particular health habit can be understood by knowing模型预测一个人是否实践特定健康行为可以从了解他①the degree to which the person think a personal health threat对个人健康威胁程度的看法②（if）he think a（the）particular health practice will be effective（起作用）in reducing that threat.他认为该特定行为是否对减小风险有效3）This theory based on these assumptions:基于以下假设①People desire to avoid illness or get well人们想避免生病或康复②People believe that they can do a specific health action to prevent（avoid）（he or she from）illness人们相信他们能做某一具体健康行动来预防疾病9.What are health behaviors? 健康行为behaviors undertaken by people to enhance or maintain their health.10.Healthy and unhealthy belief不干不净，吃了没病。
健康心理学 英文版
how influential the mind may be in shaping our personalities and behaviors.
♦ His fundamental belief was that the mind was
Positive psychology
♦ a movement that highlights the positive
side of psychological functioning
♦ pathology, weakness, damage
strength and virtue
Dr. Martin E.P. Seligman
心身疾病
♦ 指那些心理—社会因素在疾病的发生和发展中
起主导作用的躯体疾病。
♦ 常见的心身疾病 – 原发性高血压病 – 冠状动脉硬化性心脏病 – 胃和十二指肠溃疡 – 支气管哮喘 – 甲状腺机能亢进症 – 荨麻疹
Four major factors
the changing pattern of disease and death the increase in medical costs the changing definition of health
Health Psychology
♦ Investigation of how psychological and social
variables affect health and how we respond when we become ill. ♦ History of “illness”
健康心理学 英文版
Many teenagers start smoking and drinking at 12-13.
Changing health habits
Attitude change and health behavior Educational appeals
Colorful and vivid Expert, prestigious, trustworthy, likable, and similar to the audience Strong arguments at the beginning and end of message Short, clear, and direct
Why do people…?
smoke cigarettes? drink too much alcohol? overeat? fail to follow their doctor’s recommendations?
Break into groups
Chapter outline:
Introduction to health behaviors Changing health habits: The Health Belief Model Cognitive-behavioral approaches to health behavior change Transtheoretical model of behavior change
大学生心理健康问题外文文献最新译文
大学生心理健康问题外文文献最新译文XXX。
as evidenced by the high-profile cases of XXX students at Virginia Tech and Northern XXX。
these incidents are not representative of the broader public health XXX students as they are among same-aged non-students。
and the number and XXX。
they are not XXX illness.One of the major XXX。
lack of knowledge about available resources。
and XXX must work to ce these barriers XXX and support for mental health.XXX students is the lack of resources available on XXX form of counseling or mental health services。
these resources are often overburdened and underfunded。
This can lead to long wait times for appointments and limited access to specialized care。
To address this issue。
colleges and XXX and services.It is also XXX college students。
such as those from XXX or those with pre-existing mental health ns。
医学心理学中英文对照
中英文对照绪论medical psychology 医学心理学psychology in medicine 医用心理学neuropsychological 神经心理学physiological psychology 生理心理学health psychology 健康心理学psychological physiology 心理生理学psychosomatic medicine 心身医学abnormal psychology 变态心理学pathological psychology 病理心理学behavioral medicine 行为医学clinical psychology 临床心理学psychologist 心理治疗师counseling psychology 咨询心理学nursing psychology 护理心理学rehabilitation psychology 康复心理学defect psychology 缺陷心理学pharmacopsychology 药物心理学Lotze BH 洛采Witmer L 魏特曼medical model 医学模式biomedical model 生物医学模式biopsychosocial mode1 生物-心理-社会医学模式conscious 意识unconscious 潜意识preconscious 前意识id 本我ego 自我superego 超我libido 力比多Oedipus complex 俄狄普斯情结Fixation 固着现象W. B. Cannon 坎农Ivan Pavlov 巴甫洛夫H. Selye 塞里H. G. Wolff 沃尔夫general adaptation syndrome，GAS 一般适应综合征Engel 恩格尔JB. Watson 华生Pavlov IP 巴甫洛夫BF. Skinner 斯金纳A. Bandura 班都拉classical conditioned reflex 经典条件反射respondent behavior 应答行为operant conditioning 操作（或工具式）条件作用operant behavior 操作行为observational learning 观察学习Carl Rogers 罗杰斯Abraham Maslow 马斯洛A. Ellis 艾利斯A. T. Beck 贝克M. Friedman 弗里德曼type A behavior pattern, TABP A 型行为类型，observational method 观察法naturalistic observation 自然观察法controlled observation 控制观察法survey method 调查法interview method 晤谈法questionnaire method 问卷法experimental method 实验法stimulus variable 刺激变量response variable 反应变量controlled variable 控制变量case study 个案研究法sampling study 抽样法第二章中英文对照：认知 Cognition 情感 Emotion个性 personality 心理学psychology意志 will 观察法 Observe method实验法Observe method 无关变量 irrelevant variable 调查法investigation method 测验法 test method个案法 case method 感觉 sensation韦伯 E．H．Weber 知觉 perception感受性 sensitivity 感觉阈限 sensation limen绝对感受性 absolute sensitivity 绝对阈限 absolute limen差别感受性diffrential sensitivity 差别阈限diffrential limen选择性selectivity 整体性wholeness理解性comprehension 恒常性continence记忆memory 感觉记忆sensory memory短时记忆 short-term memory 长时记忆 long-term memory识记cognition 保持 retain遗忘forget 再认recognize回忆recall 外显记忆 explicit memory内隐记忆 implicit memory 想象 imagine思维 thinking 问题解决 problem solving性格Character 能力ability气质temperament 注意attention刺激stimulate 无意注意unconscious attention 有意注意conscious attention 假设hypothesis动机 motive 需要 need概念conception 记忆表象memory presentation 定势 set 稳定性stability紧张tense 广度span转移divert 分配assign普拉切克 Plutchik 斯普兰格E.Spranger威特金H.A.Witkin 荣格C.G.Jung培因A.Bain 李波特T.Ribot巴斯A.H.Bass 柏尔曼Berman谢尔登W.H.Sheldon 克雷奇默E.Kretschmer希波克拉底Hippocrates 弗农 Vernon吉尔福德J.P.Guilford 瑟斯顿L.Thurstone 斯皮尔曼C.Spearman 普莱尔 W．Preyer 第七章中英文对照戒断反应abstinence reaction成瘾addiction酒瘾alcohol dependence愤怒anger焦虑anxiety慢性疼痛chronic pain否认denial抑郁depression残疾disability药物依赖drug dependence药物成瘾drug dependence快波睡眠fast wave sleep闸门控制理论gate control theory嗜睡症hypersomnia认同延迟identification delay失眠insomnia网络成瘾综合症Internet Addiction Disorder网络交友成瘾Internet make friends addiction耐受性ltolerance梦魇nightrnare夜惊night-terror疼痛pain痛阈Pain perception生理依赖physical dependence心理依赖psychological dependence心理治疗psychotherapy睡眠剥夺sleep deprivation睡眠障碍Sleep disorders梦呓sleeptalking梦行症sleepwalking慢波睡眠slow wave sleep第八章中英文对照晤谈（interview）倾听（attending）常模(norm)信度(reliability)效度(validity)明尼苏达多项人格调查表（Minnsoda multiphasic personality inventory,MMPI）艾森克个性问卷(Eysenck personality questionnair,EPQ)洛夏墨迹图测验(Rorschach inkblot test,RIT)投射（projection）第十二章英文索引active-passive mode 主动—被动型albert mehrabian 艾伯特.梅拉比安compliance 依从性communication 交往doctor-patient communication 医患沟通doctor-patient relationship 医患关系first impression 第一印象guidance-cooperation mode 指导—合作型halo effect 晕轮效应又叫光环效应interpersonal attraction 人际吸引interpersonal relationship 人际关系interview 交谈或晤谈mutual participation mode 共同参与型nurse-nurse relationship 护护关系primary effect 首因效应recently effect 近因效应social cognition 社会认知social stereotype 社会刻板效应。
健康心理学 study guide
Study Guide for Health Psychology1.health psychology：Health psychology is devoted to understanding psychological influences on how people stay healthy, why they become ill, and how they respond when they do get ill.2.Health：A complete state of physical, mental, and social well-being and not merely the absence of disease and infirmity.健康，不仅是没有身体缺陷和疾病，还要有完整的生理、心理状态和社会适应能力。
3.What are the four factors Led to the Development of Health Psychology?●changing pattern of illness（类型）●the increase in medical costs●the changing definition of health●the emergence of the biopsychosocial model(出现)4.The mind-body relationship：This is the relationship between a human body and its unique mind. Theories of the body-mind relationship can be divided into two broad categories: Monistic and Dualistic theories5.Psychosomatic medicine：①.The field of inquiry that searches for psychological or emotional causes for illness.②.The mind plays an important role in physical illness③.Ulcers（溃疡）④.essential hypertension 原发性高血压⑤.Skin disorders⑥.asthma ['æsmə] 哮喘、6.Biopsychosocial model：Its fundamental assumption is that health and illness are consequences of the interplay of biological, psychological, and social factors.7.learned helplessness：A response to helplessness in which an individual not only learns to cease responding in an environment in which helplessness was initially experienced but also ceases to respond in new environments in which adaptive responses are possible.8.The Health Belief ModelHBM is a value-expectancy （价值预期）theory。
2024年6月福师《健康心理学》报告英文版
2024年6月福师《健康心理学》报告英文版June 2024 Report on Health Psychology at Fushan UniversityIn June 2024, Fushan University released a comprehensive report on the topic of health psychology. The report delved into various aspects of mental health and its impact on physical well-being. It highlighted the importance of understanding the connection between the mind and body in promoting overall health.One of the key findings of the report was the significance of stress management in maintaining good health. It emphasized the role of psychological factors in influencing stress levels and suggested various strategies for coping with stress effectively. The report also discussed the importance of social support in enhancing mental well-being and overall health outcomes.Furthermore, the report explored the concept of health behavior change and its implications for promoting healthier lifestyles. It highlighted the role of motivation and self-efficacy in driving behavior change and recommended practical interventions for fostering positive health habits. The report also touched upon the importance of preventive healthcare measures in reducing the burden of disease and promoting longevity.In addition, the report examined the impact of psychological disorders on physical health and emphasized the need for integrated treatment approaches. It discussed the role of mental health professionals in addressing the complex interplay between psychological and physical symptoms and recommended a holistic approach to healthcare delivery.Overall, the June 2024 report on health psychology at Fushan University underscored the importance of addressing mental health issues in the context of promoting overall well-being. It highlighted the need for a multidisciplinary approach to healthcare that integrates psychological and physical aspects of health. The report providedvaluable insights and recommendations for healthcare professionals, policymakers, and individuals seeking to improve their health and quality of life.。
健康心理学英语文献翻译好了
科学观察对医生的命令新的研究表明吸烟的原因是，很容易开始，所以难戒。
作者：Michael Price监测工作人员打印版本：第34页根据美国心脏协会调查，几乎每一个男子和一个在美国的妇女有五分之一的季度在抽烟。
虽然它众所周知的是一个致命的习惯，每年都有约40多万人死亡。
尽管数百万美元的反吸烟的活动都针对儿童，但是几乎所有的新的烟民都是是青年。
这是怎么来的呢？信息和行为之间的明显差距新的研究表明，吸烟对早期和早期试验的态度可能会吸烟足够的一个立足点，成为终身的成瘾和吸烟实际上可能刺激大脑的变化，使人们抵抗反吸烟讯息。
如果把所有和你有一个习惯，易于启动和痛苦难以停止。
只要一喷That's the reason early prevention is the best policy, says Joseph DiFranza, MD, an addictions researcher at the University of Massachusetts Medical School in Worcester, Mass. 这就是为何早期预防是最好的政策，说约瑟夫迪佛兰萨博士，一个在马萨诸塞州伍斯特市医疗在美国马萨诸塞州大学医学院的研究人员成瘾His study in the May Addictive Behaviors (Vol. 33, No. 5) suggests that smoking only one cigarette can spur a loss of autonomy, which occurs when a person either has to make an effort not to smoke again or experiences discomfort when not smoking. 他在5月成瘾行为的研究（第33卷，第5号）表明，吸烟只有一个香烟可以促进自治损失，当一个人要么重新作出努力，不吸烟又或经验感到不舒服不吸烟。
心理健康毕业外文翻译
Mental healthAcknowledgments are in order for the many faculty and family members whohave provided support, guidance, and encouragement throughout this process. I am appreciative of the help that each person has given. I wish to thank those faculty members who each contributed to my increased understanding of this process, the subject matter, and the importance of rigorous research. I am especially thankfulfor the consistent support and guidance from my advisor, Dawn Anderson-Butcher.She spent many hours steering my efforts and providing me quality feedback thatalways allowed me to think critically and push myself further than I ever imagined.I would also like to thank Tamara Davis for her encouragement, enthusiasm, andongoing support for not only this thesis but for my professional development aswell. Additionally, thanks are in order to Jerry Bean for his always refreshing perspectives and solid technical support. I would also like to thank Tony Amorosefor stepping in to provide even further assistance and contributing greatly to my understanding of data analysis.Finally, many thanks go to my family who has provided endless support frombegi- nning to end. My mother, Sholeh Mesbah, and step-father, William Stone,have de- monstrated their love for me by answering the phone at all hours, allowing me to talk through all frustrations, and encouraging me to keep moving forward. Also, my fat- her, Mark Ball, and step-mother, Nilsa Ramirez , consistently kept me grounded by reminding me that, thesis or not, everyday life continues. Last but not least, I would like to thank my sister, Amanda Ball. Her optimism, support, and love were unwavering.According to the most recent Surgeon General’s Report on Mental Health 13 percent of all U.S. children and adolescents have serious emotional disturbances. Moreover, 21 percent of U.S. children have diagnosable mental or addictive disorders. Unfortunately, most of these children never receive adequate care. Seventy-nine percent of children ages 6 to 17 with mental disorders do not receivecare. Additionally, uninsured and minority children have higher rates of unmetneed than those who are insured or non-minority. Much of this unmet need can bemental health workforce. attributed to the significant shortage in the children’sConsidering that 49.6 million students are enrolled in public elementary and secondary schools, it is evident that many of these children’s mental manifest at school, often leading to such pressing concerns as violence in schoolsor significant behavior disruptions. Schools are often placed in the position to notonly educate children but to also support those children who bring their mentalhealth issues to school. To meet these changing needs, school improvement effortsmust focus on standards-based accountabilities but also prioritize strategies related-related needs.to addressing students’ barriers to learning, including mental healthResearch p rovides strong evidence for this relationship noting, (1) that students’ mental health concerns can drastically impact academic success and healthy development (Becker & Luther, 2002) and, (2) that interventions addressing social-emotional skills can positively impact academic achievement. students’ Given this relationship, academic success for all students is dependent uponstudent social-emotional well being, particularly in those communities at highestrisk. Additionally, children are not the only ones affected by these non-academicbarriers to learning. Student mental health needs create increasing demands on educators who must create and manage effective classroom learning environments.For instance, discipline and classroom management for students with emotionaland behavioral disorders have been found to be particularly stressful for educators.As such, schools are increasingly faced with student mental health needs. As the demand for mental health services in schools has grown dramatically in the past 30 years, school support services now include a broader range of services than in thepast. As such, schools are now in some cases considered the “de facto mentalhealth care system for children”. In spite of this de facto system, children health needs remain unmet. As a result, schools are beginning to see the ramifications of these unmet needs as they pertain to poor academic achievement among students. Essentially, schools have been unable to fully address students’ mental health needs through traditional practices and traditional means. A national survey of school mental health services recently reported that, generally, fundingfor school mental health has decreased i n the past 5 years while demand for services has increased in most districts. Additionally, districts also reported that referrals to community-based mental health providers have increased but theavailability of these practitioners to provide services has decreased. A s student academic success i s closely tied to social-emotional well being, school changeefforts must begin to address these needs if they are to meet their accountabilities.Doing so requires schools to consider new models of school improvement thatinclude social-emotional development along with traditional standards-based accountabilities.To meet the needs of children today and to improve academic outcomes for all children, it is imperative that schools utilize new models of school improvementthat include effective methods to address mental health needs. This process, however, will involve a cultural shift in educational systems that have historicallyfocused on traditional forms of school improvement.Most traditional school improvement often focuses on “walled in app such as enhanced curriculum alignment, improved instructional methods, and standards-based a ccountabilities. In addition, most current school improvementmodels are narrowly focused on result-oriented improvements in instruction and behavior management rather than on system-wide efforts to address barriers to learning. As a result, these models often marginalize programs, services, and systems that address mental health-centered learning supports, resulting in fragmented services, isolated student support personnel, and ineffective planningmodels to address s tudent needs. New models of school improvement are calledfor that focus on enhancing schools’ abilities to meet the mental health needs of al children. These models must be rooted in the fundamental work of educators andalso consider the diversity of needs among school systems, staff, and students. Emergent Models Include School Mental Health Because of these emergent findings, schools have recently begun implementing school improvement initiatives that include specific areas related to school mental health. For instance, Positive Behavioral Interventions and Supports (PBIS), a system-wide prevention strategy targeting behavioral management, is becoming increasingly popular as amethod of changing student behavior through alterations in systems and procedures. While focused primarily on behavioral management, PBIS includes a continuum of services consisting of universal, selected, and targeted supports and interventions ensuring that all students receive effective behavior managementpractices. As a system-wide strategy for behavior management, PBIS has demonstrated effectiveness for reducing discipline referrals and suspensions aswell as improving overall school climate. However, the scope of PBIS is limited to behavioral concerns, focusing on the reduction of disruptive, externalized behaviors and leaving out students with more internalized behavior issues. While PBIS is limited to behavioral concerns, it offers an example of system-wide changenonacademic needs and promote positive social-emotionalto address students’ development. Similarly, the Centers for Disease Control has been encouraging schools to explore various non-academic priorities through a Coordinated School Health Program (CSHP) that involves the interaction of multiple components all centered on promoting student well-being (Centers for Disease Control and Prevention [CDC], 2007). The key CSHP components span health education and physical education, health services and nutrition services, counseling and psychological services, healthy school environment, and family/community involvement (CDC, 2007; Murray, Low, Hollis, Cross, & Davis, 2007). CSHP promotes the coordination of policies, activities, and services that address these components and, ultimately, provide for the health of school students and stafffor service provision and while strengthening schools to be “critical f acilities” coordination (CDC, 2007, n.p.). Rigorous evaluation of this model has been difficult in the past; however, evidence does support the positive effects of incorporating health education, parent involvement, nutrition services, and mental health programs into more traditional school improvement efforts.Finally, other models incorporate efforts to address system-wide concerns, individual academic, health, and mental health student needs, and community collaboration. The School Development Program (SDP), created by James Comerand the Yale Child Study Center, mobilizes schools to focus on students’ social-emotional and academic development through student-centered programming utilizing six developmental pathways: (1) physical; (2) ethical; (3) social; (4) language; (5) psychological; and, (6) cognitive (Yale Child Study Center, 2004). An SDP requires a management team, student and staff support team, and a parent team to operate through three guiding principles that steer their functioning–no-fault (utilizing a problem-solving approach), consensus, a nd collaboration.Full-service schools offer another model of school improvement that fostershealthy physical, intellectual, and social-development. Dryfoos (1994) identifiesfull-service schools as community centers that meet the educational, health, mental health, and social-emotional needs of children. Through extensive collaborative efforts, these schools partner with local agencies to provide wide ranging servicesto impact youth development, including those services related to mental health. Integrated service delivery systems can increase access t o services and improveservice delivery . With an emphasis on prevention and collaboration, full-serviceschools are one example of broad school improvement efforts that work to meet children’s mental health needs.The Ohio Community Collaboration Model for School Improvement (OCCMSI) also provides an example of new models of school improvementfocused on students’ nonacademic barriers to learning, including mental health issues. This model addresses the need for schools and educators to gain influenceout-of-school time and on the need for schools to further utilizeover students’ existing family and community resources to optimize student learning and healthy development through the use of systematic organization of numerous improvement components. Focused on building system capacity for improvement, the OCCMSI involves continuous planning and improvement processes that are evaluation-driven and anchored in “milestones” that mark developmental progres for school leaders (Anderson-Butcher et al., in review, p. 8). Additionally, the OCCMSI five content areas guide this expanded school improvement initiative –academic learning, youth development, parent/family engagement and support,health and social services, and community partnerships.These more expansive school improvement strategies all offer a broadenedview of school improvement and could positively impact the roles schools play in addressing student mental health needs. Unfortunately, these models and the programs and services they include are often considered ancillary to the academicwork of schools and thus hold limited potential for long-lasting change (Center forMental Health in Schools at UCLA, 2005). More recent efforts in this area havebeen made to more closely align broader school improvement models with academic outcomes. There is preliminary support that broadened schoolimprovement efforts can foster the integration of mental health and educational service. While comprehensive, coordinated school reform is a growing research area, studies have demonstrated improved academic outcomes, service integration, and overall capacity for addressing non-academic barriers to learning. Given these preliminary findings, the next step to improve social-emotional and academic outcomes for children is to systematically examine how schools adopt and implement such initiatives. Research in translational science and the diffusion of innovations can expand the existing knowledge on school change efforts. These areas have explored change processes within organizations to identify key components of successful change efforts. Additionally, translational science has specifically focused on disseminating research to the practice arena. A focus on readiness is one component of effective organizational change strategies that can lead to long-lasting school improvement.Organizational change research identifies readiness as a key construct related to the effective and efficient implementation of any innovation, including expanded school improvement models addressing school mental health. Readinessmembers feel willing to signifies that an organization or an organization’simplement an innovation. A careful analysis of an organization’sreadiness for change can greatly impact innovation adoption and implementation and thus create long-lasting, successful school change. Furthermore, the collaborative use of readiness information can facilitate an empowerment process in which specific innovation champions are identified or, in cases where little variability exists, buy-in is generated as consistency in readiness is demonstrated across the school. As readiness is central to change efforts, a deeper understanding of those factors that most influence readiness can build organizational capacity to implement change effectively. The knowledge base on organizational change identifies a number of factors that impact readiness, including perceived ability to implement the innovation, value for the innovation, and effective communication channels . Much of this research on readiness, however, is conceptual and does not focus specifically on readiness in schools. Building from the existing research, a specific look at readiness to adopt school mental health approaches a llows for a better understanding of what is needed to effectively implement approaches t hat meetstudents' needs. At this point, more research is needed on school readiness to adopt innovations, specifically school improvement efforts focused on student mental health.To begin to impact school readiness to adopt mental health approaches, a closerlook at the individuals involved in organizational change is critical. Organizational readiness for change is often significantly impacted by individual readiness f or change. Therefore, research can start with a focus on individual factors that indicate readiness. As strong potential change agents and integral components ofreadiness for change can greatly contribute to anthe education system, educators’ organization’sreadiness to adopt school mental health approaches. S ystem-widechange to address student mental health needs often relies on educators as program-service providers for both practical and fiscal purposes, among others. As central players in school mental health approaches, it is important to study the pro- cesses that lead educators to implement programs and initiatives that address men-tal health. However, little research has examined educa t ors’ involvement in school change, particularly with regard to mental health-education integration . Currently, research examining organizational change has only informed school improvementefforts in a limited way. Substantial research demonstrates the need for not onlynew models of school improvement but also new models that include emphases onstud- ent mental health needs. Educators hold a key role in school improvementand in the provision of a continuum of services to meet student needs. There are aroles in schools , particular ones ofnumber of variables related to educators’ interest here are educator stress, teaching self-efficacy, professional support, and perceptions of stu- dent mental health needs.alth needs also is a potential factor Educators’ perception of student mental herelated to readiness to adopt school mental health approaches. School mentalhealth approaches may offer educators the opportunity to address increasingmental health needs among students. While this area has received l ittle empiricalstudy, some research indicates that educators’ perception of student menta needs is also related to educator stress. Additionally, educators have reportedfeeling overwhelmed when confronted with student mental health needs. Therefore, ability to address student mental health needs could also reduce educators’ educator stress. Also, educators may be more ready to adopt school mental health approaches as they are faced with increased student mental health needs. Because the mental health and education systems have not been historically integrated, it is important to explore this area to better understand how mental health among students impacts teachers, students, and quality care for children. Furthermore, research has indicated that educator stress is related to student mental health needs and that professional support and teaching self-efficacy are also related to educator stress. There are no existing studies, however, that explore the interactions among all of these constructs.心理健康根据最近期的外科医生一般的心理健康报告，9%至13%的美国儿童和青少年有严重的情绪困扰。
健康心理学 英文
健康心理学英文English:Health psychology is a field of psychology that focuses on the relationship between psychological and behavioral factors and physical health. It involves studying how psychological factors can impact overall health, as well as how physical health conditions can affect mental and emotional well-being. Health psychologists workto understand, prevent, and treat health-related issues using a combination of psychological principles and methods. They may address a wide range of health concerns, including stress management, addiction, chronic illness, and pain management. Additionally, health psychologists may work in research, clinical, or consulting settings, collaborating with other healthcare professionals to provide comprehensive care for patients.中文翻译:健康心理学是心理学领域的一个分支，专注于心理和行为因素与身体健康之间的关系。
大学生心理健康问题外文文献最新译文
大学生心理健康问题外文文献最新译文文献出处：Hunt Justin. "Mental health problems and help-seeking behavior among college students." Journal of Adolescent Health46.1 (2014): 3-10.原文Mental Health Problems and Help-Seeking Behavior Among College StudentsJustin HuntAlthough the homicides by mentally disturbed college students at Virginia Tech and Northern Illinois University recently captured popular attention, these are atypical cases within a much broader public health issue. Mental disorders are as prevalent among college students as same-aged nonstudents, and these disorders appear to be increasing in number and severity. College students are often viewed as a privileged population, but they are not immune to the suffering and disability associated with mental illness.Mental health among college students represents not only a growing concern but also an opportunity, because of the large number of people who could be reached during an important period of life. More than 65% of American high school graduates attend postsecondary education, Mental disorders account for nearly one-half of the disease burden for young adults in the United States, and most lifetime mental disorders have first onset by age 24 years. The college years represent a developmentally challenging transition to adulthood, and untreated mental illness may have significant implications for academic success, productivity, substance use, and social relationships.Campuses have many channels through which they mighthave a positive effect on mental health. College represents the only time in many people's lives when a single integrated setting encompasses their main activities—both career-related and social—as well as health services and other support services. Campuses, by their scholarly nature, are also well positioned to develop, evaluate, and disseminate best practices. In short, colleges offer a unique opportunity to address one of the most significant public health problems among late adolescents and young adults.A robust base of research evidence is necessary for colleges and our society more generally to seize this opportunity. The purpose of this report is to review thepublished studies on college student mental health, while also drawing comparisons to the parallel published data on the general adolescent and young adult populations. Throughout this report we use the term ―college‖ to refer generally to postsecondary education, which includes both undergraduate and graduate students. We take the approach of a narrative review, rather than a more formal systematic review, because our aim is to weave together multiple disparate topics in a reasonably concise article. In reviewing the research evidence, we focus primarily on sources that are likely to generalize to the overall populations of interest: national studies and large multi-campus studies. Specifically, we focus on four primary topics: (1) the current state of mental health in the college student population;(2) risk factors among college students; (3) the apparent worsening in recent years of mental health in this population, and potential explanations for this trend; and (4) the extent to which students with mental health problems are receiving treatment. We conclude with a discussion of practices and policiesaddressing mental health and help seeking on college campuses, and we highlight potential opportunities for improvement.Current state of mental health among college studentsMental health problems are highly prevalent among college students, according to several data sources. In the 2008 National College Health Assessment sponsored by the American College Health Association (ACHA-NCHA), more than one in three undergraduates reported ―feeling so depressed it was difficult t o function‖ at least once in the previous year, and nearly one in 10 reported ―seriousl y considering attempting suicide‖ in the previous year . According to a study of 26,000 students from 70 colleges and universities in 2006, 6% of undergraduates and 4% of graduate students reported having seriously considered suicide in the previous 12 months . In our own survey data from random samples at 26 colleges and universities in 2007 and 2009 (the Healthy Minds Study), we found that 17% of students had positive screens for depression according to the Patient Health Questionnaire–9, including 9% for major depression, and 10% of students had a positive Patient Health Questionnaire screen for an anxiety disorder (panic or generalized anxiety disorder).Blanco et al compared college students and non–college-attending young adultsacross a wide range of psychiatric disorders in a nationally representative sample, the 2002–2003 National Epidemiological Survey of Alcohol and Related Conditions (NESARC). They found that college students and their non–college-attending young adult peers had approximately the same overall 12-month prevalence of mental disorders using a validated and fully structured diagnostic interview (Alcohol Use Disorder and Associated Disabilities Interview Schedule—DSM-IV version).The overall prevalence of mood and anxiety disorders was also roughly equal across the two groups, although the specific condition of bipolar disorder was less prevalent among students. Almost half of college students met the DSM-IV criteria for at least one mental disorder in the previous year, including 18% for a personality disorder, 12% for an anxiety disorder, and 11% for a mood disorder.In conjunction with these findings on internalizing disorders, many studies have documented widespread alcohol misuse on campuses. In the national analysis by Blanco et al, college students had a higher prevalence of alcohol use disorders than their same-age peers but a lower prevalence of drug use disorders and nicotine use. This is consistent with other studies indicating that alcohol use disorders are more prevalent among college students, but nicotine and drug use disorders are more prevalent among same-age nonstudents.Risk factors among college studentsWithin the college population certain subgroups have a significantly higher prevalence of mental health problems, which is consistent with studies of the general population. Male undergraduates are at a higher risk for suicide, but female students are more likely to screen positive for major depression and anxiety disorders. Students from lower socioeconomic backgrounds are at a higher risk for depressive and anxiety symptoms. Poor men, low social support, or victimization by sexual violence. Although mental health clearly varies across certain demographic and social factors, relatively little is known about how it varies with respect to factors more specific to the college setting, such as academic workload and competition. Some studies show that personality traits, such as perfectionism,are important moderators determining the amount of psychological distress that students report as a result of their collegestudies. The academic environment may be particularly stressful for minority students at predominantly white institutions, according to some studies. We were, however, unable to identify any studies with representative samples on how mental health relates to other characteristics of the academic setting, such as enrollment size, selectivity, competitiveness, supportiveness of academic personnel, and field of study. As in the general population of youth, risk factors for mental disorders among students must also be understood in the context of genetic factors and how these pre-existing vulnerabilities interact with environmental factors in college. Research on these relationships is still in its infancy for college populations and will warrant increased attention in future work. Learning more about the role of these factors in mental health will be useful for informing efforts to create campus environments that promote better mental health.Are mental health problems increasing among college students?The epidemiological data summarized above clearly indicate that mental health problems are highly prevalent among college students. Less clear is whether students are more psychologically disturbed today than they were in the past. Two national surveys are cited frequently when researchers, clinicians, and policymakers argue there is increasing prevalence of mental illness among students. First, in a 2008 national survey of directors of campus psychological counseling centers, 95% of directors reported a significant increase in severe psychologicalproblems among their students. Second, in the ACHA-NCHA national surveys of students, the proportion reporting to have ever. Although impressive and concerning, this evidence may reflect increases in help-seeking behavior as opposed to increases in overall prevalence of disorders. In this section, we consider this alternative explanation in light of available evidence from the general population. We then consider, if the prevalence of disorders has in fact increased, whether such an increase would likely be a result of broader societal trends or factors specific to college populations and settings. In framing this discussion, we acknowledge the multiple challenges to interpreting the evidence including the confounding of changing stigma associated with mental illness and seeking mental health care, changing DSM diagnostic criteria, and possibly improved screening for mental illness.To begin, the near unanimity by which college mental health personnel report increasing numbers of serious mental health problems leaves little doubt that more of these students than ever are coming into contact with campus health services. These reports may, however, represent an increase in help-seeking behavior rather than a true increase in prevalence. The same question applies to other evidence of increasing severity or prevalence among campus health service and counseling clients. In the absence of consistent data over time on disorders in overall student populations, it is unclear how the overall prevalence and severity have changed.One strategy for trying to interpret the trends is to examine how the increase in the number of students with mental disorders who are in contact with health providers (e.g., the increase from 10 to 15 with diagnosed depression) compareswith evidence on increases in help-seeking behavior, conditional on having a diagnosable disorder, in general populations. Because there are no consistent data on mental health treatment over time from representative adolescent populations, we examine trends from general adult samples. The Epidemiologic Catchment Area Study was one of the first large-scale studies to provide data on help seeking, showing that in 1985 only 19% of respondents with recent mental disorders received any treatment in the year before the interview. In data collected in 1992, the National Comorbidity Survey (NCS) found that 25% of those diagnosed with 12-month disorders received treatment in the year before the interview, indicating an increase relative to the 1980s. Most recently, the National Comorbidity Survey Replication (NCS-R) fielded in 2002 demonstrated that the increase in help seeking continued between the early 1990s and the early 2000s: 41% of the NCS-R respondents meeting criteria for a past-year disorder received treatment in the previous year . Considering that attitudes toward seeking mental health treatment seem to have improved more in young adults than in older adults , it seems plausible that the increase in help seeking, conditional on mental health status, among college students has been at least as large as that in the general adult population.译文大学生心理健康问题和求助行为贾斯汀·亨特尽管弗吉尼亚理工大学杀人案的大学生患有一定程度的精神障碍以及北伊利诺伊大学最近获得的消息，这些是广泛的公共卫生问题里的非典型病例。
健康心理学外文文献翻译
Collaborative Relationships: School Counselors andNon-School Mental Health Professionals WorkingTogether to Improve the Mental Health Needs ofStudents浅议基于合作关系的学校辅导员和非学校的心理健康专家对学生心理健康需要的改善作用Chris Brown, Ph.D.David T. DahlbeckLynette Sparkman Barnes摘要：本研究调查了53名受聘于各初中、高中的辅导员和管理员关于他们对校内与校外心理健康专家协同工作来回应学生的心理健康需求的看法。
除此之外，本研究还试图了解学校辅导员和学校校长或副校长是如何看待学校辅导员的角色、职责以及对学校辅导员培训的范围。
正文：为了努力提供一系列广泛的服务来帮助学生处理他们带进课堂的社交及情绪问题，学校和社会心理健康机构已经开始实施合作伙伴关系(Walsh & Galassi, 2002)。
沃尔什和加拉西断言，如果我们想要成功的使结构复杂的校内和校外儿童生活产生交叉，我们就必须以整个儿童的发展为重点。
这样做将需要“跨越专业和机构界限的合作”。
体现着学校与社区心理健康机构建立伙伴关系的扩展的学校心理健康计划在美国有不断发展的倾向。
在这些计划中，学校聘请的心理健康专业人员在强调有效地预防、评估和干预方面提供了无数的服务(Weist, Lowie, Flaherty, & Pruitt, 2001)。
这项合作活动是为了减轻教育系统的负担和责任，同时提高了服务的零散和不完整传递给适龄儿童和青年。
研究表明，在申请心理健康服务的年轻人中只有不到三分之一的人得到了他们所需要的关心（美国卫生与人类服务部，1999）。
考虑到提高儿童与青少年心理健康的多系统协作的重要性和认可度，这些合作伙伴关系的知觉功效就是这项调查议程的驱动力。
心理学方面的外文翻译
毕业论文（设计）外文文献翻译译文题目：The Science Education Article Cultures 学生姓名：专业：指导教师：2015年1月10日The Science Education Article CulturesLongitudinal Study on Mental Health of University Students: Taking a Finance and Economics University for an Example // Li ZhejunAbstract Objective: To study the overall situation and trend of freshmen's mental healthof finance and economics university in recent years. Methods: The University Personality Inventory (UPI) was used to test the 21 492 freshmen during 2009~2012 in Nan-jing University of Financeand Economics. Results: The mental health of students had a favorable development, the proportion of the students with serious mental health problems was among 6.95%~8.38%, the proportion of the students with mental health problems was among 11.99%~20.54%. Compared the answers of the key questions,the proportion of "yes" in boys was significantly higher than those in girls （p<0.05 ）,the proprtion of older and younger students was higher than those in normal age （p<0.05）,the pro-prtion of ordinary universities students was higher than those in key university and independent college （p<0.05）, the top 10 mental health problems ware consistent in each grade. Conclu-sion: Colleges and universities should be insist in mental health survey in freshmen, improve mental health education, and focus on the groups with problems.Key words college students; mental health; University Personality Inventory（UPI）;longitudinal studyTo fully understand the mental health of college students, build students' mental file Case, so that psychological problems early detection, early intervention and early treatment, my school from 2009 Since the beginning of newborn psychological online survey to obtain a more comprehensive and accurate The data. To understand the mental health of college freshmen in recent years, the overall Conditions and trends, this study will feed data 2009-2012 Statistical analysis1 Research Subjects and Methods1.1Research SubjectsNanjing University of Finance 2009 -2012 years to participate in freshman psychology class 21,492 copies of census questionnaires for the study. 2009 5014 people, Of which 1691 were boys and girls 3323 people; 2010 5107 people, including boys 1725 people, girls 3382 people; 2011 5774, of whom 1851 were boys, Girls 3923 people; 2012 5597, of whom 1669 were boys and girls 3928 people. The overall age of 15-23 years old.1.2 MethodsUsing Mental Health Personality Questionnaire 1 (University Per-sonality Inventory, UPI) tool for the investigation, the questionnaire contains 64 questions, which The first is the measured pseudo 5,20,35,50 title, the first (61-64) for the secondary theme, the rest 56 questions, each question a points score between 0-56 points, the higher the score description heartThe more serious management problems. UPI screening classification criteria are as follows: Thefirst category is satisfying Column one of those conditions: UPI score ≥25 points; the first 25 questions answered affirmatively; secondaryThere are at least two problems at the same time make sure to answer questions. The second category is the following conditions One by: score between 20-24 points; the first title to make sure the election 8,16,26 Optional; there is a problem in the secondary question affirmatively choose. Does not belong to the first and second class were the first Three. The first category may have serious psychological problems, there may be a second class General psychological problems, the third category is the mental health of persons. Heart of the sea using a unified software online Surveying annually after admission The first two months were a time to complete the assessment within a week.1.3Statistical AnalysisData were analyzed using SPSS16.0.2The results2.1UPI screening overall classificationForm 1All grades UPI screening classification resultsA ClassB ClassC Class consulting experienceGrade2009(n=5014) 398(7.49%)1030(20.54%)3586(71.52%) 35(0.70%)Grade2010(n=5107) 428(8.38%)788(15.43%)3891(76.19%) 34(0.67%)Grade2011(n=5774) 441(7.64%)715(12.38%)4618(79.98%) 45(0.78%)Grade2012(n=5597) 389(6.95%)671(11.99%)4537(81.06%) 35(0.63%)Sum(n=21492) 1656(7.71%)3204(14.91%)16632(77.39%) 149(0.69%)As can be seen from Table 1, a class of students screened out at 6.95% distribution rate Between -8.38%, significantly higher than the four years 2010 2012 (p = 0.005), which He was no significant difference between the year of mental health from poor to good for, 2010 Class, 2009, 2011, 2012. II students sieve out ratio There was no significant difference between 2011 and 2012 between 11.99% -20.54% 2009 was significantly higher than that of 2010 (p <0.001), 2010 significantly higher than the 2011 level is explicitly Level (p <0.001). As can be seen, the maximum 2012 freshmen mental health, The 2009 and 2010 are poor. From consulting experience point of view, four years is not made Health and significant change, had received psychological counseling for students ratio 0.63% -0. Between 78% and less quantity.2.2Comparison of the total score for each grade UPIForm 2All grades UPI scores of descriptive statisticsGrade2009 Grade2010 Grade2011 GGrade2012UPI average and standard score difference of all freshmen in Table 2, comparing the Grade scores are significantly different (F = 81.81, p <0.001), change over time Downward trend of the show.2.3Key topics differences in gender, age, on admissionForm 3Sex differences in analysis of different age groupsadmission analyze key issuesTItle 8 family died inthe past andunfortunately16 Ofteninsomnia25 Want to commitsuicide26 Lack ofinterest inanythingComparisonProjectx²p x²p x²p x²p Sex(man orwomen)18.435 0 5.123 0.024 3.899 0.048 5.193 0.023 Ages(<18/18-19/>19)20.459 0 7.275 0.026 7.451 0.024 3.093 0.213 Admissionline(First/Second/Third)7.32 0.026 1.645 0.439 0.216 0.897 6.425 0.04Table 3 shows that in the four key questions 8,15,25,26, gender differences Significantly, significantly worse than boys and girls. Will be divided into three age groups, less than 18 years For the first group, the normal school age and that is not less than 18 years or less 19 The age of the second group, more than 19 years for the third group, comparing the three age groups Differences in the four questions. In the eighth title "unfortunate", the older age group (> 19 Years old) to be significantly worse than the other two groups; in Question 16 "Insomniacs" small age group(<18 years) was significantly better than the other two groups; in the first 25 questions "wanted to commit suicide" normal Age group (18-19 years old) was significantly better than the other two groups; in the first 26 questions each year There were no significant differences between age groups. Newborn admission can be divided into one, two, Three, to compare the differences in admission in question 4. In the eighth title "is Unfortunately, "and the first 26 questions," lack of interest ", the two students were significantly worse than one This and three students; 16 and 15 had no significant problems in different online admissionDifferences.2.4Ranked in the top ten four-issue projectsForm 4 UPI freshmen ranked in the top ten of psychological problems M±SD 11.485±8.521 11.121±8.7429.691±8.6089.305±8.501Title Make sure toanswerQualifyingGrade2grade20grade2grade20As can be seen from Table 4, between four freshmen reflected the psychological ask Problem isrelatively concentrated, a slight change in the individual topics, mainly in the "love of The purposeof marriage is to "increase the number of the affirmative answer," to care about dirty "and Thenumber of "Love to worry about," the slightly reduced. For secondary question of affirmativeresponse rate is extremely high, 1,2,3,7 were ranked in the first place.3 Discuss3.1 Freshmen overall mental health statusThrough four years of longitudinal comparative study, UPI screening rates in a class of studentsBetween 6.95% -8.38%, two types of student screening rate of 11.99% -20.54% Room. Compare2009 with 2010 vertical deviation, there may be the case with admission Some contact, higheradmission line pressure may be more to their students. Previous phase Off The results show that aclass of students in the detection rate of 11.35% -21.05%, two Students detection rate of 16.09%-34.09%. Compared speaking, our school a Students of the detection rate significantly lowerdetection rate in addition to second-class students than in 2009, Lower than other schools, that Ischool freshmen mental health break Combined normal 7, and generally benign development. Thismay exist with students and discipline of a Given relation, my school class for FinancialInstitutions, students mostly from Jiangsu and Anhui provinces, and more Number of relativelygood economic conditions, and not far away from the home accessibility, both for Freshmenpsychological adaptation to create a better environment. With the psychological Improve graduallyin-depth understanding of the health and attention, and students' mental health Is graduallyimproving. And for a second category of concern is the psychological work of students Carried outas an important part.00910 011 12 61you think relationships areimportant20783 1 1 2 1 63Should be responsible for thepersonal sexual behavior 20675 2 2 1 264Premarital sex is acceptable 10882 3 3 3 358Care about others sight 10069 5 4 6 553It cares for dirty 10076 4 5 5 622Love worry 9281 6 6 7 962Love's purpose is to get married9045 11 9 4 4 52Anything not repeatedly confirmed not assured8929 8 7 8 7 57Total attention around 8732 7 8 9 828Lack of patience 8032 10 10 11 103.2Focus on a few specific groups freshman classFirst, the boys feel unfortunate past, often insomnia, have suicidal thoughts And the lack of interest rate significantly higher than the number of girls. Financial institutions often Appear in the overall proportion of gender imbalance, showing women more than men and less the case, so Pay attention to the boy's mental health issues is particularly important. Secondly, more than 19 years into the Students learn more feel is unfortunate, and there are more suicide Idea; less than 18 years old enrolled in the sleep better, but the idea of suicide are moreMore. It can be seen in older freshmen may have had unusual people Student experience, such as illness, video and so on, they have a greater psychological shadow Sound, need extra attention; and young freshmen may not mind Cooked, the situation Destructive Enthusiasm, their ideas should also be a teacher understanding and off Note. Finally, two students showed a lack of interest and more on their own do not feel Fortunately, this can be in the middle ground with them, there are a lot of unknowns in the choice and fans Mang related to education in the daily need to be guided, and gradually cultivate interest And find their own direction.3.3Focus on several types of psychological concernsComprehensive view of four freshmen year focused psychological problems can be divided into the following several Aspects: first, the interpersonal relationships, relationships that are important to care about him People's views, as well as attention to the people around; second, love and sexual aspects, reflecting the Openness and accountability; third, forcing tendency reflected in the dirty really care, repeatedly Confirmation and worry about love; fourth, the lack of patience. When these problems with a strong Generation feature, there is the social environment, family education, a certain relationship, which is to To study also has similar results 6. This is mental health education mention For a basis, but also pointed out the priorities and direction of the work.3.4Suggestions and StrategiesIn recent years, our school freshman psychology successive census carried out work for the establishment of Archives and psychology student mental health education provides a rich data support Holders, but also for the psychological problems of students played an important role in prevention. Polytechnic mind To carry out the process for the boys as well as pay attention to school age is too large or too small new Health and mental health. Widespread problem for college students to carry out psychological Lectures to freshmen universal psychological knowledge, conducted group counseling training to help new Students get along better coordination between heterosexual relationships and the psychological counseling Penetrate into student work, and to let more students to receive counseling, benefit from counseling Consultation. In short, to let in a variety of activities in the students involved, self-discovery Himself, to know themselves, assert themselves, cultivate good psychological quality.大学生心理健康水平状况纵向研究——以某财经大学为例李喆君摘要目的：为了解近年来财经类大学新生的心理健康的总体情况及变化趋势。
健康心理学 英文版
Body Mass Index (BMI)
BMI = Kg / (m)2 BMI = 体重(公斤) ÷ (身高×2)﹝米2﹞ 最理想的状态现今被世界卫生组织认定 在22。
The standard weight status categories
BMI Below 18.5 18.5 – 24.9 25.0 – 29.9 30.0 and Above Weight Status Underweight Normal Overweight Obese
Maintaining a Healthy Diet
Why is diet important?
Dietary factors and a broad array of disease Dietary habits and cancers Diet can harm health Diet can improve health
apple-shaped body
Forget pear shape. Having an apple-shaped body is far riskier. It can lead to heart disease, diabetes, even cancer, studies have found.
obesity
Obesity is an excess of body fat. Obesity is measured using a scale called a body mass index, or BMI. A BMI greater than 30 is classified as obese.
Where the fat is?
Weight gain in the area of and above the waቤተ መጻሕፍቲ ባይዱst (apple type) is more dangerous than weight gained around the hips and flank area (pear type).
健康心理学英语文献 (2)
Change Your MindAbout Mental HealthIntroductionMental health. It's the way your thoughts, feelings, and behaviors affect your life. Good mental health leads to positive self-image and in turn, satisfying relationships with friends and others. Having good mental health helps you make good decisions and deal with life's challenges at home, work, or school.It is not uncommon for teenagers to develop problems with their mental health. National statistics indicate that one in every five teens has some type of mental health problem in any given year. The problems range from mild to severe. Sadly, suicide is the third leading cause of death among teens.Unfortunately, most young people with mental health problems don't get any treatment for them. Research shows that effective treatments are available that can help members of all racial, ethnic, and cultural groups.If you broke your leg or came down with pneumonia, you wouldn't let it go untreated. Often however, young people ignore mental health problems thinking they will "snap out of it," or that they are something to be ashamed of. That kind of thinking prevents people from getting the help they need. Sometimes getting help is a matter of changing your mind.Learning From Your Peers: Carmen's StoryThe pain and emotional discomfort that people experience when they have mental health problems are real. Fortunately, there's a good chance that an individual will improve by getting appropriate treatment. The following success stories reflect what can happen when young people with mental health problems choose to seek help.Dealing With PanicCarmen was 14 when she started having panic attacks. Suddenly, her heart would start racing, she couldn't catch her breath, and she felt dizzy. Experiences like eating out in a restaurant seemed to trigger an attack. Carmen began thinking about all the different situations where the attacks might happen, and she avoided those places. In many ways, fear was controlling her life.She was reluctant at first, but Carmen eventually told her mother about her panicattacks. Carmen was surprised to learn that other family members had dealt with the same problem.Since Carmen's mother knew something about panic attacks and their treatment, her mother convinced Carmen that she should work with a psychologist to help reduce her fear and relieve her emotional pain.Through psychotherapy, or talk therapy, Carmen learned relaxation and other techniques for dealing with her intense anxiety. She also learned how her thoughts could influence her panic attacks.As Carmen practiced her new skills, her attacks occurred less often, and she gradually became more comfortable in situations that had scared her so much.Learning From Your Peers: Emily's StoryFinding Help for Problem EatingEarly in high school, Emily began to diet occasionally and watch her weight. But by her senior year, she focused constantly on her weight and cut way back on the amount she ate. Emily exercised as much as possible. Despite her scary appearance to others, Emily believed she still needed to lose more weight. When her family and friends expressed concern to Emily about her weight loss, she withdrew from them. Emily tried to keep her refusal to eat hidden from others. During meals with her family, Emily would move food around her plate instead of eating it.Emily began to develop medical problems as a result of her eating behavior. During an office visit, her family physician noticed that Emily's weight had dropped and asked questions about her eating habits. The doctor helped Emily realize that her eating problems, if left untreated, eventually could threaten her life.Emily's physician helped convince her to get the mental health treatment she needed. Through psychotherapy, Emily learned how her feelings influenced her eating. With help, she was able to improve her self-image as well as her eating habits. By getting treatment, Emily was able to stabilize her weight and regain her mental and physical health.Learning From Your Peers: Jason's StoryRecovering From Severe Mental Health ProblemsThe year he turned 19, Jason began having serious problems. He became so exhausted from severe depression, there were many days when he couldn't even get out of bed. There were times when Jason felt certain someone was out to harm him. He became very confused and frightened by his experiences, and he had thoughts of suicide.Jason's concerned parents took him to the local mental health center. There Jason and his family began meeting with a treatment team to become educated about the problems he was having. They all worked together to develop an effective treatment plan that included psychotherapy and medication. By participating actively in Jason's treatment, his family members learned helpful ways of supporting Jason.With good mental health treatment and the support of friends and family, Jason finally began to feel hopeful about his future. He eventually returned to school. There was a long time when Jason couldn't imagine getting any better. But he found out that even someone with severe problems like his can get help. Triggers and SignsChanges in feelings such as fear and anger are a normal part of life. In fact, learning about your own mood changes, like what triggers them and when, is important to knowing who you are.There are many situations, such as a divorce in the family or strained relationships with friends, that can cause emotional stress. Difficult situations may make you feel sad or "blue" for a while. That's different than having a mental health problem like depression. For example, young people suffering from depression often feel an overwhelming sense of helplessness and hopelessnessfor long periods. This depression may lead to suicidal feelings.Certain experiences, thoughts, and feelings signal the presence of a variety of mental health problems or the need for help. The following signs are important to recognize:• finding little or no pleasure in life• feeling worthless or extremely guilty• crying a lot for no particular reason• withdrawing from other people• experiencing severe anxiety, panic, or fear• having big mood swings• experiencing a change in eating or sleeping patterns• having very low energy• losing interest in hobbies and pleasurable activities• having too much energy, having trouble concentrating or following through on plans• feeling easily irritated or angry• experiencing racing thoughts or agitation• hearing voices or seeing images that other people do not experience• believing that others are plotting against you• wanting to harm yourself or someone else.It's not necessarily easy to spot these signs, or to figure out what they mean. Qualified mental health professionals are skilled in making an accurate diagnosis.As a general rule: the longer the signs last, the more serious they are; and the more they interfere with daily life, the greater the chance that professional treatment is needed.Help How-Tos: First Step, Reach Out to People YouTrustSometimes people don't get the help they need because they don't know whereto turn. When you're not feeling well, it can be a struggle to take the necessary steps to help yourself get better.When dealing with mental health or emotional problems, it's important not to go at it alone. Healing is a combination of helping yourself and letting others help you. Comfort and support, information and advice, and professional treatment are all forms of help.Think of all the people you can turn to for support. These are people who are concerned about you and can help comfort you, who will listen to you and encourage you, and who can help arrange for treatment. In other words, find the caring people in your life who can help you.These people might include:• friends• parents and other family members• someone who seems "like a parent" to you• other adults whose advice you would value -- perhaps a favorite teacher or coach, a member of your church or other place of worship, or a good friend's parent.Research shows that males are more reluctant to look for help and receive it than females are. While some people may have difficulty reaching out to others they trust, taking this first step in getting help is important for everyone to do.Some families have health insurance that helps them get the services they need from mental health professionals. Insurance may cover some of the cost of these services. Many insurance companies provide a list of licensed mental health professionals in your area.The more you know, the easier it isLibraries are an excellent source of information about mental health. Bookstores often have "self-help" or "psychology" sections.For those with Internet access, there are many Web sites related to health and mental health. Some are better in quality than others. It is important to know if the information on a site comes from sources you can trust. Use caution wheneveryou're sharing or exchanging information online: there's a chance that it will notbe kept private.Nothing is worse than nothingThe consequences of not getting help for mental health problems can be serious. Untreated problems often continue and become worse, and new problems may occur. For example, someone with panic attacks might begin drinking too much alcohol with the mistaken hope that it will help relieve his or her emotional pain.One final word: to be a good friend, never keep talk of suicide a secretFriends often confide in one another about their problems. But if a friendmentions suicide, take it seriously and seek help immediately from a trusted adultor health professional. Never keep talk of suicide a secret, even if a friend asksyou to. It's better to risk losing a friendship than to risk losing a friend forever.It's All In the AttitudeThere are many reasons why people do not get help for mental health problems. Fear, shame, and embarrassment often prevent individuals and their familiesfrom doing anything.Sometimes being able to get the help, support, and professional treatment you need is a matter of changing your mind about mental health and changing the way you react to mental health problems.Here are some important reminders:• Mental health is as important as physical health. In fact, the two are closely linked.• Mental health problems are real, and they deserve to be treated.• It's not a person's fault if he or she has a mental health problem. No one is to blame.• Mental health problems are not a sign of weakness. They are not something you can "just snap out of" even if you try.• Whether you're male or female, it's OK to ask for help and get it.• There's hope. People improve and recover with the help of treatment, and they are able to enjoy happier and healthier lives.。
心理健康毕业论文外文翻译
心理健康毕业论文外文翻译Mental healthAcknowledgments are in order for the many faculty and family members who have provided support, guidance, and encouragement throughout this process. I am appreciative of the help that each person has given. I wish to thank those faculty members who each contributed to my increased understanding of this process, the subject matter, and the importance of rigorous research. I am especially thankful for the consistent support and guidance from my advisor, Dawn Anderson-Butcher. She spent many hours steering my efforts and providing me quality feedback that always allowed me to think critically and push myself further than I ever imagined.I would also like to thank Tamara Davis for her encouragement, enthusiasm, and ongoing support for not only this thesis but for my professional development as well. Additionally, thanks are in order to Jerry Bean for his always refreshing perspectives and solid technical support. I would also like to thank T ony Amorose for stepping in to provide even further assistance and contributing greatly to my understanding of data analysis.Finally, many thanks go to my family who has provided endless support from begi- nning to end. My mother, Sholeh Mesbah, and step-father, William Stone, have de- monstrated their love for me by answering the phone at all hours, allowing me to talk through all frustrations, and encouraging me to keep moving forward. Also, my fat- her, Mark Ball, and step-mother, Nilsa Ramirez , consistently kept me grounded by reminding me that, thesis or not, everyday life continues. Last but not least, Iwould like to thank my sister, Amanda Ball. Her optimism, support, and love were unwavering.According to the most rec ent Surgeon General’s Report on Mental Health , 9 to 13 percent of all U.S. children and adolescents have serious emotional disturbances. Moreover, 21 percent of U.S. children have diagnosable mental or addictive disorders. Unfortunately, most of these children never receive adequate care. Seventy-nine percent of children ages 6 to 17 with mental disorders do not receive care. Additionally, uninsured and minority children have higher rates of unmet need than those who are insured or non-minority. Much of this unmet need can be attributed to the significant shortage in the children’s mental health workforce.Considering that 49.6 million students are enrolled in public elementary and secondary schools, it is evident that many of these children’s mental health needs manifest at school, often leading to such pressing concerns as violence in schools or significant behavior disruptions. Schools are often placed in the position to not only educate children but to also support those children who bring their mental health issues to school. To meet these changing needs, school improvement efforts must focus on standards-based accountabilities but also prioritize strategies related to addressing students’ barriers to learning, including mental health-related needs. Research provides strong evidence for this relationship noting, (1) that students’ mental health concerns can drastically impact academic success and healthy development (Becker & Luther, 2002) and, (2) that interventions addressing students’ social-emotional skills can positively impact academic achievement. Given this relationship, academic success for all students is dependent upon student social-emotional well being, particularly in those communities at highest risk. Additionally, children are not the only ones affected by these non-academic barriers to learning. Student mental health needs create increasing demands on educators who must create and manage effective classroom learning environments. For instance, discipline and classroom management for students with emotional and behavioral disorders have been found to be particularly stressful for educators. As such, schools are increasingly faced with student mental health needs. As the demand for mental health services in schools has grown dramatically in the past 30 years, school support services now include a broader range of services than in the past. As such, schools are now in some cases considered the “de facto mental health care system for children”. In spite of this de facto system, children’s mental health needs remain unmet. As a result, schools are beginning to see the ramifications of these unmet needs as they pertain to poor academic achievement among students. Essentially, schools have been unable to fully address students’ mental health needs th rough traditional practices and traditional means. A national survey of school mental health services recently reported that, generally, funding for school mental health has decreased in the past 5 years while demand for services has increased in most districts. Additionally, districts also reported that referrals to community-based mental health providers have increased but theavailability of these practitioners to provide services has decreased. As student academic success is closely tied to social-emotional well being, school change efforts must begin to address these needs if they are to meet their accountabilities. Doing so requires schools to consider new models of schoolimprovement that include social-emotional development along with traditional standards-based accountabilities.To meet the needs of children today and to improve academic outcomes for all children, it is imperative that schools utilize new models of school improvement that include effective methods to address mental health needs. This process, however, will involve a cultural shift in educational systems that have historically focused on traditional forms of school improvement.Most traditional school improvement often focuses on “walled in approaches” such as enhanced curriculum alignment, improved instructional methods, and standards-based accountabilities. In addition, most current school improvement models are narrowly focused on result-oriented improvements in instruction and behavior management rather than on system-wide efforts to address barriers to learning. As a result, these models often marginalize programs, services, and systems that address mental health-centered learning supports, resulting in fragmented services, isolated student support personnel, and ineffective planning models to address student needs. New models of school improvement are called for that focus on enhancing schools’ abilities to meet the mental health needs of all children. These models must be rooted in the fundamental work of educators and also consider the diversity of needs among school systems, staff, and students. Emergent Models Include School Mental Health Because of these emergent findings, schools have recently begun implementing school improvement initiatives that include specific areas related to school mental health. For instance, Positive Behavioral Interventions and Supports (PBIS), a system-wide prevention strategy targeting behavioral management, is becomingincreasingly popular as a method of changing student behavior through alterations in systems and procedures. While focused primarily on behavioral management, PBIS includes a continuum of services consisting of universal, selected, and targeted supports and interventions ensuring that all students receive effective behavior managementpractices. As a system-wide strategy for behavior management, PBIS has demonstrated effectiveness for reducing discipline referrals and suspensions as well as improving overall school climate. However, the scope of PBIS is limited to behavioral concerns, focusing on the reduction of disruptive, externalized behaviors and leaving out students with more internalized behavior issues. While PBIS is limited to behavioral concerns, it offers an example of system-wide change to address students’ nonacademic needs a nd promote positive social-emotional development. Similarly, the Centers for Disease Control has been encouraging schools to explore various non-academic priorities through a Coordinated School Health Program (CSHP) that involves the interaction of multiple components all centered on promoting student well-being (Centers for Disease Control and Prevention [CDC], 2007). The key CSHP components span health education and physical education, health services and nutrition services, counseling and psychological services, healthy school environment, and family/community involvement (CDC, 2007; Murray, Low, Hollis, Cross, & Davis, 2007). CSHP promotes the coordination of policies, activities, and services that address these components and, ultimately, provide for the health of school students and staff while strengthening schools to be “critical facilities” for service provision and coordination (CDC, 2007, n.p.). Rigorousevaluation of this model has been difficult in the past; however, evidence does support the positive effects of incorporating health education, parent involvement, nutrition services, and mental health programs into more traditional school improvement efforts.Finally, other models incorporate efforts to address system-wide concerns, individual academic, health, and mental health student needs, and community collaboration. The School Development Program (SDP), created by James Comer and the Yale Child Study Center, mobilizes schools to focus on students’ social-emotional and academic development through student-centered programming utilizing six developmental pathways: (1) physical; (2) ethical; (3) social; (4) language; (5) psychological; and, (6) cognitive (Yale Child Study Center, 2004). An SDP requires a management team, student and staff support team, and a parent team to operate through three guiding principles that steer their functioning –no-fault (utilizing a problem-solving approach), consensus, and collaboration.Full-service schools offer another model of school improvement that fosters healthy physical, intellectual, and social-development. Dryfoos (1994) identifies full-service schools as community centers that meet the educational, health, mental health, and social-emotional needs of children. Through extensive collaborative efforts, these schools partner with local agencies to provide wide ranging services to impact youth development, including those services related to mental health. Integrated service delivery systems can increase access to services and improve service delivery . With an emphasis on prevention and collaboration, full-service schools are one example of broad school improvement efforts that work to meetchildren’s mental health needs.The Ohio Community Collaboration Model for School Improvement (OCCMSI) also provides an example of new models of school improvement focused on students’ nonacademic barr iers to learning, including mental health issues. This model addresses the need for schools and educators to gain influence over students’ out-of-school time and on the need for schools to further utilize existing family and community resources to optimize student learning and healthy development through the use of systematic organization of numerous improvement components. Focused on building system capacity for improvement, the OCCMSI involves continuous planning and improvement processes that are evaluation-driven and anchored in “milestones” that mark developmental progress for school leaders (Anderson-Butcher et al., in review, p. 8). Additionally, the OCCMSI five content areas guide this expanded school improvement initiative –academic learning, youth development, parent/family engagement and support, health and social services, and community partnerships.These more expansive school improvement strategies all offer a broadened view of school improvement and could positively impact the roles schools play in addressing student mental health needs. Unfortunately, these models and the programs and services they include are often considered ancillary to the academic work of schools and thus hold limited potential for long-lasting change (Center for Mental Health in Schools at UCLA, 2005). More recent efforts in this area have been made to more closely align broader school improvement models with academic outcomes. There is preliminary support that broadened schoolimprovement efforts can foster the integration of mental health and educational service. While comprehensive, coordinated school reform is a growing research area, studies have demonstrated improved academic outcomes, service integration, and overall capacity for addressing non-academic barriers to learning. Given these preliminary findings, the next step to improve social-emotional and academic outcomes for children is to systematically examine how schools adopt and implement such initiatives. Research in translational science and the diffusion of innovations can expand the existing knowledge on school change efforts. These areas have explored change processes within organizations to identify key components of successful change efforts. Additionally, translational science has specifically focused on disseminating research to the practice arena. A focus on readiness is one component of effective organizational change strategies that can lead to long-lasting school improvement.Organizational change research identifies readiness as a key construct related to the effective and efficient implementation of any innovation, including expanded school improvement models addressing school mental health. Readiness signifies that an or ganization or an organization’s members feel willing to implement an innovatio n. A careful analysis of an organization’s readiness for change can greatly impact innovation adoption and implementation and thus create long-lasting, successful school change. Furthermore, the collaborative use of readiness information can facilitate an empowerment process in which specific innovation champions are identified or, in cases where little variability exists, buy-in is generated as consistency in readiness is demonstrated across the school. Asreadiness is central to change efforts, a deeper understanding of those factors that most influence readiness can build organizational capacity to implement change effectively. The knowledge base on organizational change identifies a number of factors that impact readiness, including perceived ability to implement the innovation, value for the innovation, and effective communication channels . Much of this research on readiness, however, is conceptual and does not focus specifically on readiness in schools. Building from the existing research, a specific look at readiness to adopt school mental health approaches allows for a better understanding of what is needed to effectively implement approaches that meet。
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Collaborative Relationships: School Counselors andNon-School Mental Health Professionals WorkingTogether to Improve the Mental Health Needs ofStudents浅议基于合作关系的学校辅导员和非学校的心理健康专家对学生心理健康需要的改善作用Chris Brown, Ph.D.David T. DahlbeckLynette Sparkman Barnes摘要：本研究调查了53名受聘于各初中、高中的辅导员和管理员关于他们对校内与校外心理健康专家协同工作来回应学生的心理健康需求的看法。
除此之外，本研究还试图了解学校辅导员和学校校长或副校长是如何看待学校辅导员的角色、职责以及对学校辅导员培训的范围。
正文：为了努力提供一系列广泛的服务来帮助学生处理他们带进课堂的社交及情绪问题，学校和社会心理健康机构已经开始实施合作伙伴关系(Walsh & Galassi, 2002)。
沃尔什和加拉西断言，如果我们想要成功的使结构复杂的校内和校外儿童生活产生交叉，我们就必须以整个儿童的发展为重点。
这样做将需要“跨越专业和机构界限的合作”。
体现着学校与社区心理健康机构建立伙伴关系的扩展的学校心理健康计划在美国有不断发展的倾向。
在这些计划中，学校聘请的心理健康专业人员在强调有效地预防、评估和干预方面提供了无数的服务(Weist, Lowie, Flaherty, & Pruitt, 2001)。
这项合作活动是为了减轻教育系统的负担和责任，同时提高了服务的零散和不完整传递给适龄儿童和青年。
研究表明，在申请心理健康服务的年轻人中只有不到三分之一的人得到了他们所需要的关心（美国卫生与人类服务部，1999）。
考虑到提高儿童与青少年心理健康的多系统协作的重要性和认可度，这些合作伙伴关系的知觉功效就是这项调查议程的驱动力。
的确如此，我们对学校辅导员、学校校长、副校长所拥有的与学校-社区机构合作有关的知觉能力感兴趣。
另外，我们试图了解学校辅导员和学校聘请的校长和副校长是怎样看待学校辅导员的角色和职责以及学校辅导员的培训范围。
尽管许多学校辅导员会感到处理学生个人，社会和心理的需求的训练已经足够了，在某些情况下甚至认为这类训练是在浪费他们的时间，实际上学校区域内正在与校外心理健康专家就回应学生心理健康需求的问题进行协作。
在某种程度上，学校区域对一些职位发放了薪酬。
就本身而言，我们对参与协作的专业人员的一些观点十分感兴趣。
换句话说，学校辅导员对他们的学校签约聘用校外的心理专家也就是持牌的临床社会工作者和心理学家，来为学龄学生提供心理健康服务有何想法？研究方法研究对象和研究过程研究对象为中西部地区初、高级中学的53名学校辅导员和管理者（33名学校辅导员，20名校长/副校长）。
在21名女性辅导员和12名男性辅导员中，有29名持有资格证件、4名持有临时证件。
辅导员年龄从31岁至65岁不等，他们的平均年龄是47.38（标准差为10.9）。
他们担任学校辅导员的时间在1年到40年不等，他们的平均工作年限为9.95（标准差为9.5）。
9名校长和11名副校长代表管理者团体，他们中有13名男性和7名女性。
管理者年龄从30岁至57岁不等，平均年龄为46.2（标准差为8.4）。
管理者报告的担任校长或副校长的工作年限从1到18年不等，平均年限为5.26（标准差为4.1）。
参与者来自两个中西部州的6个学校区域。
参加者完成一份在线调查或者一份书面调查（任选其一），其中包括人口统计学信息。
测量工具学校辅导员角色和责任调查问卷是由作者设计的25个项目组成，用来收集参与者对于学校辅导员的角色和能力以及在学校辅导员和校外心理健康专家的协作关系的想法的信息。
参与者被告知对每一个他们同意或不同意的陈述，他们要用从标记为1的“不同意”到标记为4的“同意”这样一个4点里克特尺度来进行标记。
均值和标准差可以根据要求从第一作者那里得到。
四个开放性问题请参与者就以下问题谈谈观点（a）学校与校外心理健康专家签订合同；（b）学校辅导员的责任知觉；（c）学校校长、辅导员和校外心理健康专家对于有效地治疗有心理健康需求的学生所需要的意见交流的建议；（d）学校与校外专家之间的合同参数。
研究结果运用t检验分析对管理者（n=20）和学校辅导员（n=33）群体在25个项目上进行了比较。
使用邦费罗尼矫正来控制整体错误率，导致了调整后的0.002显著性水平。
调查结果显示，学校辅导员较学校管理者而言更大程度上赞同（a）经过适当训练来为学生提供小组辅导；（b）能够识别出需要心理健康服务的学生；（c）他们自己是心理健康专家。
这些差别的影响程度为中到大的幅度(Cohen, 1988)，这意味着学校辅导员与管理者在他们的报告分数中表现出相当大的差异。
对四个开放性问题的回答被分类成最适合的类别。
使用了不断比较的方法的简单版本(Strauss, 1987)。
具体来说，两名评价者独立的将回答以最佳方式分成类别。
在达成协议之前，每个反应又被两个额外的评价者进行最适合的分类。
这些问题的回答的摘要列表可以通过请求从第一作者那里得到。
47名参与者对下述问题进行了回答“请写下你对学校签约或雇佣校外心理健康专家来对学生的心理健康进行服务的看法。
”显示出四个意义明显的分类：（a）同意雇佣校外心理健康专家（n=32;68%）；（b）当校外心理健康专家有资格胜任或者对角色有清晰地定义时，同意雇佣（n=11;23%）；（c）不赞成目前的学校辅导员角色(n = 3; 6%)（d）不同意雇佣校外心理健康专家(n = 2; 4%)。
19名辅导员和13名管理者表现出对学校签约或雇佣校外心理健康专家的赞同。
例如，一个辅导员这样写到，他们为学生提供需要的服务是因为：（1）学生的量需要心理咨询服务的支持；（2）由于管理者对学校辅导员工作类型的误解，辅导员经过训练并且被学生和社会所期望表现出来的为学生提供服务的能力总是受到限制；（3）心理咨询中心人员不足。
临床的，非咨询性的/管理的任务总是背负在学校辅导员的身上。
同样，一个管理人员这样写到，“存在一个必然的发展趋向——学校将对心理健康付更多的责任，但是辅导员却没有时间也没有训练”7名辅导员与4名管理人员表示，如果这些专业人员有资格胜任或者对角色有清晰的定义的话，他们将同意签约或雇佣这些校外心理健康专业人员。
例如，一个辅导员这样写到，“在我的经验里，一些人具有高级的资格而其他人却没有，这些有高级资格的人是非常珍贵的，而那些没有资格的人增加了我的工作量并且可能会对学生造成伤害。
”一名管理人员解释说，“校外心理健康专业人员需要彻底的理解学校是怎样运行的以及学校对于他们的约束制度。
”3名辅导员表示他们不赞同目前的对学校辅导员的角色定位，同时做出了以下回答：“如果学校辅导员对于他们所做的文书工作感到十分自由，他们就能有足够的时间精力做学生心理健康服务工作。
”2名管理人员不同意雇佣校外心理健康专家，并且表示“负担不起。
”48名参与者对学校辅导员的角色和责任表达了他们的看法，反映在两个意义显著的类别：（a）心理健康与学业辅导以及（b）学业与职业生涯咨询服务。
具体来说，23名辅导员与13名管理人员（75%）意识到学校辅导员的职责包含对整个人的治疗，包括在校外环境中的对处于危机中的学生以及评估/确定学生中谁需要心理健康服务的支持，其中包括学业、职业生涯、个人以及心理健康问题。
7名管理人员与5名辅导员（25%）意识到辅导员的角色职责主要侧重于学术，调解和职业辅导服务。
学校校长，辅导员以及校外心理健康专家对这个问题的建议包括了38种回答，得出5种意义显著的分类：（1）学校辅导员角色定义与澄清。
这是由13名辅导员和5名管理人员指出的，他们认为这将对商定非咨询性任务例如行程安排以及与辅导员和校外心理健康专家对MHP在与学校和学生有关的问题上进行深入探讨的方面是有帮助的。
（2）增加对话的机会。
这是由6名辅导员和2名管理人员提出的，他们指出对时间的限制是获得对话机会的障碍。
（3）转送/分流程序。
这是3名辅导员与3名管理人员提出的，他们认为关于处理学生问题的分流程序与过程的对话是需要的。
（4）少量对话是需要的。
4名辅导员这样表示。
（5）人际纠纷战争的对话。
2名辅导员强调，学校辅导员必须放弃地盘事件，并且要认识到想要最好的服务于孩子与家人是需要各种资源的。
11名辅导员和5名管理人员指出，他们意识到定义那些要么签约要么临时雇用的校外心理健康专家类型的特征，9名辅导员和4名管理人员指出他们没有意识到合同性的协议/特征。
讨论相当令人感兴趣的发现是，学校辅导员和行政人员对于学校的辅导员提供团体辅导，并确定在精神卫生服务需要的学生的能力有不同的看法。
从历史来看，学校辅导员的首要责任是进行职业评估以及提供天赋、能力和兴趣的测试来帮助学生(Flaherty et al., 1998)。
现如今，重点转变为更加积极主动的模式，在于强调预防。
尽管训练种类的不断扩展，目前许多学校的辅导员运用短期的干预模式来获取更多的可以为个人与群体提供心理咨询服务的知识。
可能学校管理人员认识到不断增长的学生心理健康需求，他们深刻的意识到，如果利用校外心理健康专业人员来提供必要而又费时的学生服务，学校辅导员指定的责任和大量的个案将会变得比较少，他们也会感到轻松一些。
我们认为，所有参与者对于角色的定义和澄清影响了学校管理者对学校辅导员在协作中必须扮演的关键角色的理解。
往往正是这些辅导员对于学生与学生的家庭，包括治疗的历史有着最多的了解。
此外，学校辅导员的角色，包括联络，推介参与与合作伙伴干预，可能无法识别或没有得到充分利用。
另外，有趣的是，学校辅导员相比他们的管理者在更大程度上视自己为心理健康专家。
这种差别可能是由于，校园学生咨询的许多咨询师学历计划需要完成相同的核心课程工作，就如同学生想要成为有执照的咨询师，他们都能够被授予同样的咨询师学历。
有趣的是，只有2名参与者反对学校雇佣校外心理健康专业人员来为学生心理健康问题提供服务。
我们认为，在参与者中有如此高的比例同意学校的雇佣决定，是意味着当角色被清晰地定义和规定后，辅导员和管理人员都清晰地意识到学生中不断增加的心理健康需求。
调查中的开放性问题表明，75%的被试样本将学校心理咨询的角色定义为心理健康与学业的辅导相结合。
这个发现表明，学校辅导员与他们的管理者在辅导员角色与工作责任方面达成共识是非常重要的，这应该被美国学校辅导员协会作为国家常模。
被试样本把角色定义看做需要发生的重要对话。
在定义这些角色时，我们建议侧重于对每个专业的目标的互补性上。