心理学英文文献报告共19页
心理调研报告模板英语(3篇)
第1篇Executive Summary:This report presents the findings of a psychological survey conducted to explore the [subject] among [target population]. The survey aimed to understand the mental health status, coping strategies, and overallwell-being of the participants. The methodology, data analysis, and key findings are discussed below.Introduction:[Provide a brief background on the subject of the survey. Explain the relevance of the topic and the objectives of the study.]1. Methodology1.1 PurposeThe purpose of this survey was to [state the main objective of the survey].1.2 DesignThis survey was designed as a [describe the type of survey, e.g., cross-sectional, longitudinal, etc.] study.1.3 ParticipantsThe participants were [describe the characteristics of the participants, e.g., age, gender, occupation, etc.]. A total of [number] participants were included in the study.1.4 InstrumentsThe survey used a [describe the type of survey instrument, e.g., questionnaire, interview, etc.] that included [list the specific questions or sections of the survey].1.5 ProcedureThe survey was conducted [describe the procedure, e.g., online, in-person, etc.]. Participants were informed about the purpose of the survey and assured of the confidentiality of their responses.1.6 Data CollectionData were collected from [describe the data collection period] and were entered into [mention the software or method used for data entry].2. Data Analysis2.1 Descriptive StatisticsDescriptive statistics were used to summarize the demographic information and responses to the survey questions.2.2 Inferential StatisticsInferential statistics were employed to determine if there were significant differences in the responses based on various demographic factors.3. Key Findings3.1 Mental Health Status[Present the findings on the mental health status of the participants, including any notable trends or patterns.]3.2 Coping Strategies[Discuss the coping strategies used by the participants to deal with challenges and stressors.]3.3 Overall Well-being[Present the findings on the overall well-being of the participants, including any correlations with mental health status and coping strategies.]4. Discussion4.1 Implications of FindingsThe findings of this survey have several implications for [mention the implications, e.g., policy, practice, research, etc.].4.2 LimitationsThis study has several limitations, including [list the limitations,e.g., sample size, generalizability, etc.].4.3 Future ResearchFurther research is needed to [mention potential areas for future research, e.g., exploring specific coping strategies, examining long-term effects, etc.].5. ConclusionIn conclusion, this survey has provided valuable insights into the psychological aspects of [subject]. The findings highlight the importance of [mention the key findings]. Future research and interventions should focus on [mention recommendations based on the findings].References:[Provide a list of all the references cited in the report, formatted according to the relevant citation style.]Appendix:[Include any additional materials, such as copies of the survey instrument, demographic data, or any other relevant information.]Note: The above template is a general outline for a psychological survey report. The specific content and structure may vary depending on the subject, target population, and research objectives.第2篇Executive Summary:This report presents the findings of a psychological survey conducted to explore [briefly describe the purpose of the survey]. The survey aimedto understand the attitudes, behaviors, and perceptions of [target population] in relation to [specific issue or phenomenon]. The report includes an overview of the methodology used, the data collected, and the analysis conducted. The findings are discussed in detail, followed by conclusions and recommendations.1. Introduction1.1 BackgroundProvide a brief background on the topic of the survey. Explain the relevance and importance of the issue being studied.1.2 Purpose of the SurveyState the specific objectives of the survey. Explain what you hope to learn from the data collected.1.3 Research QuestionsList the key research questions that guided the survey.2. Methodology2.1 Study DesignDescribe the type of study design used (e.g., cross-sectional, longitudinal, case study).2.2 ParticipantsProvide information on the sample size, demographics, andcharacteristics of the participants.2.3 InstrumentsDescribe the instruments used to collect data, including questionnaires, interviews, or observations.2.4 Data Collection ProceduresExplain the procedures followed for data collection, including the time frame and setting.2.5 Data AnalysisOutline the statistical methods used for analyzing the data.3. Results3.1 Descriptive StatisticsPresent the basic descriptive statistics such as means, percentages, and standard deviations for the variables of interest.3.2 Correlation AnalysisIf applicable, present the results of correlation analyses between variables.3.3 Regression AnalysisIf applicable, present the results of regression analyses to identify significant predictors of the dependent variable.3.4 Content AnalysisIf applicable, present the results of content analysis on qualitative data.4. Discussion4.1 Interpretation of ResultsDiscuss the implications of the findings in relation to the research questions and objectives.4.2 Comparison with Previous ResearchCompare the findings with those of previous studies on the same or related topics.4.3 LimitationsAcknowledge any limitations of the study, such as sample size, generalizability, or potential biases.5. ConclusionSummarize the main findings of the survey. Restate the significance of the results in the context of the research question.6. RecommendationsBased on the findings, provide recommendations for future research, policy, or practice.7. ReferencesList all the references cited in the report in alphabetical order.AppendixInclude any additional information that may be relevant to understanding the survey and its findings. This may include copies of the questionnaire, interview guides, or detailed data tables.---[Please note that the above template is a general outline for a psychological survey report in English. The content within each section should be tailored to the specific details of the survey conducted.]第3篇Title:A Study on [Topic/Issue] among [Target Population]Abstract:This report presents the findings of a psychological research study conducted to explore [briefly state the research objective]. The study employed [describe the research methodology], targeting [describe the target population]. The findings are discussed in detail, followed by a conclusion and recommendations for further research.1. Introduction1.1 Background[Provide a brief background of the topic, including its relevance and significance.]1.2 Research Objectives[State the specific objectives of the research study.]1.3 Research Questions[Outline the specific research questions that guided the study.]1.4 Hypotheses[State the null and alternative hypotheses, if applicable.]2. Methodology2.1 Participants[Describe the characteristics of the participants, including the number, age range, and selection criteria.]2.2 Instruments[Describe the instruments used for data collection, such as questionnaires, interviews, or psychological tests.]2.3 Procedure[Provide a detailed description of the research procedure, including how participants were recruited, the data collection process, and the data analysis methods.]2.4 Ethical Considerations[Discuss any ethical considerations that were taken into account during the study.]3. Results3.1 Descriptive Statistics[Present the descriptive statistics for the data, such as mean, median, mode, and standard deviation.]3.2 Analytical Results[Present the results of the statistical analyses conducted, such as t-tests, ANOVA, or regression analysis.]3.3 Correlation Analysis[If applicable, present the results of correlation analysis between variables.]3.4 Qualitative Results[If applicable, present the results of qualitative data analysis, such as thematic analysis or content analysis.]4. Discussion4.1 Interpretation of Results[Discuss the interpretation of the results in relation to the research objectives and hypotheses.]4.2 Comparison with Previous Research[Compare the findings with those of previous studies on the same or related topics.]4.3 Limitations of the Study[Identify and discuss the limitations of the study, such as sample size, generalizability, and methodological issues.]4.4 Implications for Practice[Discuss the implications of the findings for practice, policy, orfuture research.]5. Conclusion5.1 Summary of Findings[Summarize the key findings of the study.]5.2 Implications for Future Research[Suggest areas for future research that could build upon the current study.]6. References[Provide a list of all the references cited in the report, formatted according to the relevant citation style (e.g., APA, MLA).]Appendices[Include any additional materials that support the research, such as questionnaires, interview transcripts, or detailed statistical analyses.]---Note: The above template is a general structure for a psychological research report. The specific content and sections may vary depending on the nature of the research and the requirements of the academic institution or journal.。
心理学专业英语总结完整修订版
心理学专业英语总结完整修订版IBMT standardization office【IBMT5AB-IBMT08-IBMT2C-ZZT18】心理学专业英语总结——HXY随意传阅·顺颂试安注释：1.“*”在书上是黑体字，但感觉不重要背了也没什么卵用2.“”背景色项表示答案恰好有三项，可能出选择3. 人名已加黑，可能连线或选择4. 每章节的末尾有方便记忆的单词表（只包括这篇总结中出现的关键单词）5. 方便理解记忆，已在各项下方注明中文释义6.“,”大部分都是作为点之间的分割，类似于逗号，前后不连成句子Chapter 1——Perspectives in psychology 心理学纵览Section 1: Approaches to psychology 心理学入门What is psychology? 心理学是什么Definitions: The scientific study of behaviour and mental processes.定义：对行为和心理过程的科学研究Psychology come from: ① philosophy, ② biology ③ physics.心理学来源于：哲学、生物学和医学When: 1879 as a separate scientific discipline.形成于：1879年，作为独立学科History (develop): structuralism, functionalism, psychoanalysis, behaviourism, cognitive psychology, humanistic approach, biological approach.历史发展：结构主义，机能主义，精神分析，行为主义，认知，人本主义，生理。
The psychoanalytic approach to psychology 精神分析理论Origins & history: Sigmund Freud, unconscious mental causes, treat as the causes of mental disorders, built up an theory.历史来源：弗洛伊德提出潜意识心理动机，把它视为心理疾病的原因，并建立理论。
英文文献 (19)
Medical psychology is the application of psychological principles to the practice of medicine for both physical and mental disorders.医学心理学是心理学原理对身心障碍的医疗实践的应用。
The American Psychological Association (APA) defines medical psychology as "that branch of psychology that integrates somatic and psychotherapeutic modalities into the management of mental illness and emotional, cognitive, behavioral and substance use disorders".美国心理学协会（APA）把医学心理学定义为“把躯体与精神疗法形式整合为心理疾病和情感、认知、行为和物质应用所致精神障碍的心理学分支”。
A medical psychologist does not automatically equate with a psychologist who has the authority to prescribe medication.医学心理学家并不完全等同于有处方权的心理学家。
[1]Psychologists who hold prescriptive authority for specific psychiatric medications such as antidepressants and other pharmaceutical drugs must first obtain specific qualifications in Psychopharmacology.有开抗抑郁药和其他医疗用药等特殊精神病药处方权的心理学家必须具有精神药理学方面的特殊资格。
心理学英文文献汇报
Preface
Two major views about the processing and perceiving of facial expressions:
➢ Discrete category view: basic facial expressions convey discrete and specific emotions; the readout of specific emotions from facial expressions is largely unaffected by their context.
➢ Dimensional view: facial expressions are not categorized directly into specific emotion categories, but rather convey values on the dimensions of valence and arousal. These values are read out from the facial expressions and are used to attribute a specific emotion to the face; the initial reading out of affective dimensions from the facial expressions is assumed to be unaffected by context.
Preface
Goal of this study
To address the perceptual similarity among facial expressions and unveil rules that govern contextual effects on the perceptual processing of facial expressions and on the mapping of facial expressions into emotion categories.
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。
心理学英文文献汇报1学习资料
Preface
Authors’ views：
➢ In real life, faces are rarely encountered in isolation, and the context in which they appear is often very informative;
➢ The results of early researches （e.g.,Trope,1986;Nakamura et al.,1990;Carroll & Russell,1996） proved inconsistent ,furthermore, the relevance of those studies to the perception of facial expressions is indirect at best, because participants were asked not to describe the emotion expressed in the face, but rather to attribute emotion to the target person;
Experiment1
Aim：To examine if the perceptual similarity
between facial expressions affects viewers’ susceptibility to contextual influences in categorizing the expressions, based on the discretecategory view. Hypothesis：contextual effects might rely on the similarity between the target facial expression and the facial expression typically associated with the affective context.
英文心理学文献
136Journal of Personality Disorders, 25(2), 136–169, 2011© 2011 The Guilford PressFrom University of Arizona College of Medicine and Sunbelt Collaborative, Tucson, AZ (A. E. S., D. S. B.); Texas A&M University, College Station, TX (L. C. M.); University of Notre Dame, South Bend, IN (L. A. C.); Menninger Clinic and Baylor College of Medicine, Houston, TX (J. M. O.); Mayo Clinic College of Medicine, Rochester, MN (R. D. A.); University of Minnesota, Minneapolis, MN (R. F. K.); University of Amsterdam, Amsterdam, NL (R. V.); University of Illinois at Chicago, Chicago, IL (C. C. B.); and Mt. Sinai School of Medicine, New York, NY (L. J. S.)Address correspondence to Andrew E. Skodol, MD, Sunbelt Collaborative, 6340 N. Campbell Ave., Suite 130, Tucson, AZ 85718; E-mail: askodol@.Personality DisorDer tyPes ProPoseD for DsM-5Andrew E. Skodol, MD, Donna S. Bender, PhD,Leslie C. Morey, PhD, Lee Anna Clark, PhD, John M. Oldham, MD, Renato D. Alarcon, MD, Robert F. Krueger, PhD,Roel Verheul, PhD, Carl C. Bell, MD, and Larry J. Siever, MDThe Personality and Personality Disorders Work Group has proposedfive specific personality disorder (PD) types for DSM-5, to be rated on adimension of fit: antisocial/psychopathic, avoidant, borderline, obses-sive-compulsive, and schizotypal. Each type is identified by core im-pairments in personality functioning, pathological personality traits,and common symptomatic behaviors. The other DSM-IV-TR PDs andthe large residual category of personality disorder not otherwise speci-fied (PDNOS) will be represented solely by the core impairments com-bined with specification by individuals’ unique sets of personality traits.This proposal has three main features: (1) a reduction in the number ofspecified types from 10 to 5; (2) description of the types in a narrativeformat that combines typical deficits in self and interpersonal function-ing and particular configurations of traits and behaviors; and (3) a di-mensional rating of the degree to which a patient matches each type.An explanation of these modifications in approach to diagnosing PDtypes and their justifications—including excessive co-morbidity amongDSM-IV-TR PDs, limited validity for some existing types, lack of speci-ficity in the definition of PD, instability of current PD criteria sets, andarbitrary diagnostic thresholds—are the subjects of this review.The Personality and Personality Disorder Work Group has proposed five specific personality disorder (PD) types for DSM-5, to be rated on a dimen-sion of fit: antisocial/psychopathic, avoidant, borderline, obsessive-compul-sive, and schizotypal. Each type is identified by core impairments in personality functioning, pathological personality traits, and common symptomatic behaviors. Each is derived from—though not identical to—TYPES PROPOSED 137 the corresponding DSM-IV-TR PD. The other DSM-IV-TR PDs and the large residual category of PDNOS will be represented solely by the core impairments combined with specification by individuals’ unique sets of personality traits, and a diagnosis of personality disorder trait-specified (PDTS) will be given. See Table 1, DSM-5 Borderline Personality Disorder Type with Matching Scale, for an example of a type description and the rating scale. See Krueger et al. in this issue for a description and discus-sion of the personality trait structure proposed for DSM-5.1The proposal for the specified PD types in DSM-5 has three main fea-tures: (1) a reduction in the number of specified types from 10 to 5; (2) description of the types in a narrative format that combines typical defi-cits in self and interpersonal functioning and particular configurations of traits and behaviors; and (3) a dimensional rating of the degree to which a patient matches each type. The justifications for these modifications in approach to diagnosing PD types include excessive co-morbidity among DSM-IV-TR PDs, limited validity for some existing types, lack of specificity in the definition of PD, instability of current PD criteria sets, and arbitrary diagnostic thresholds.2Considerable research has shown excessive co-occurrence among PDs diagnosed using the categorical system of the DSM (Clark, 2007; Oldham, Skodol, Kellman, Hyler, & Rosnick, 1992; Zimmerman, Rothchild, & Chel-minski, 2005). In fact, most patients diagnosed with PDs meet criteria for more than one. Some DSM-IV-TR PDs that rarely occur in the absence of other Axis I and II disorders also have little evidence of validity. The cur-rent DSM-IV-TR general criteria for PD3 were not empirically based and are not sufficiently specific, so they may apply equally well to other types of mental disorders (e.g., schizophrenia). PD diagnoses have been shown in longitudinal follow-along studies to be significantly less stable over time than their definition in DSM-IV-TR implies (e.g., Grilo et al., 2004). Final-ly, all of the PD categories have arbitrary diagnostic thresholds (i.e., the number of criteria necessary for a diagnosis). A reduction in the number of types is expected to reduce co-morbid PD diagnoses by eliminating less valid types. The requirement of core impairments in self and interpersonal functioning helps to distinguish personality pathology from other disor-1. Since the posting of proposed changes by the Personality and Personality Disorders Work Group on the APA’s DSM-5 Website () in early 2010, revisions of the proposal have been made. Most relevant to this article, the type descriptions have been edited to bemore concise and the type ratings have been separated from trait ratings, with the intention of determining these relationships empirically in the DSM-5 Field Trials. Core impairments in personality functioning represented by the Levels of Personality Functioning have been simplified and the levels, type, and trait ratings have been incorporated into revised General Criteria for Personality Disorder.2. The authors of this article requested an opportunity to see and respond to the specific comments and critiques made by other contributors to this special issue, to ensure that their concerns were addressed. The editor of the journal and those of this special issue denied our request.3. Briefly, “An enduring pattern of inner experience and behavior manifested in two or more of the following: cognition, affectivity, interpersonal functioning, and impulse control.”138 SKODOL ET AL.ders. The addition of specific traits to behavioral PD criteria is anticipated to increase diagnostic stability. And, the use of a dimensional rating of the types recognizes that personality psychopathology occurs on continua.nUMBer anD sPeCifiCation of tyPesFive specific PDs are being recommended for retention in DSM-5: anti-social/psychopathic, borderline, schizotypal, avoidant, and obsessive-compulsive. Space limitations preclude a complete justification for the five PDs retained, but each DSM-IV-TR PD was the subject of a literature review performed by Work Group members and advisors. Antisocial/ psychopathic, borderline, and schizotypal PDs have the most extensive empirical evidence of validity and clinical utility (e.g., Chemerinski, Trieb-wassen, Roussos, & Siever, under review; New, Triebwasser, & Charney, 2008; Patrick, Fowles, & Krueger, 2009; Skodol, Siever, et al., 2002; Skodol, Gunderson, Pfohl, et al., 2002; Siever & Davis, 2004). In contrast, there are almost no empirical studies focused explicitly on paranoid, schizoid, or histrionic PDs.The DSM-IV-TR PDs not represented by a specific type (paranoid, schiz-taBle 1. Borderline Personality Disorder type with Matching scaleIndividuals who resemble this personality disorder type have an impoverished and/or unstable self-structure and difficulty maintaining enduring and fulfilling intimate relationships. Self-concept is easily disrupted under stress, and often associated with the experience of a lack of identity or chronic feelings of emptiness. Self-appraisal is filled with loathing, excessive criticism, and despondency. There is sensitivity to perceived interpersonal slights, loss or disappointments, linked with reactive, rapidly changing, intense, and unpredictable emotions. Anxiety and depression are common. Anger is a typical reaction to feeling misunderstood, mistreated, or victimized, which may lead to acts of aggression toward self and others. Intense distress and characteristic impulsivity may also prompt other risky behaviors, including substance misuse, reckless driving, binge eating, or dangerous sexual encounters.Relationships are often based on excessive dependency, a fear of rejection and/or abandonment, and urgent need for contact with significant others when upset. Behavior may sometimes be highly submissive or subservient. At the same time, intimate involvement with another person may induce fear of loss of identity as an individual—psychological and emotional engulfment. Thus, interpersonal relationships are commonly unstable and alternate between excessive dependency and flight from involvement. Empathy for others is significantly compromised, or selectively accurate but biased toward negative elements or vulnerabilities. Cognitive functioning may become impaired at times of interpersonal stress, leading to concrete, black-and-white, all-or-nothing thinking, and sometimes to quasi-psychotic reactions, including paranoia and dissociation.Instructions: Rate the patient’s personality using the 5-point rating scale shown below. Circle the number that best describes the patient’s personality.5 Very Good Match: patient exemplifies this type4 Good Match: patient significantly resembles this type3 Moderate Match: patient has prominent features of this type2 Slight Match: patient has minor features of this type1 No Match: description does not applyTYPES PROPOSED 139 oid, histrionic, narcissistic, and dependent), the Appendix PDs (depressive and negativistic), and the residual category of PDNOS will be diagnosed as PD trait-specified (PDTS) and will be represented by mild impairment or greater on the Levels of Personality Functioning (Table 2) continuum (Bender, Maeg, & Skodol, under review), combined with descriptive speci-fication of patients’ personality trait profiles. In general, these PDs are in contrast to the above proposed types, which are structurally more com-plex and represent combinations of multiple traits from across different higher order trait domains. Thus, the proposed types represent a consid-eration of types as particularly salient configurations or interactions of traits—in contrast to the remaining disorders, which can be largely mod-eled using fewer traits, often from a single, specific trait domain.In the following sections, we highlight literature relevant to the retention vs. deletion of DSM-IV-TR PDs as specified types in DSM-5. Most DSM-IV-TR PDs suffer from the problem of excessive co-occurrence with other PDs (i.e., poor discriminative validity), but the relative weight of evidence of clinical utility and external validity favors retention of some of these disor-ders more than others. For most PDs, neurobiological and/or genetic datataBle 2. levels of Personality functioning1Self:1. I dentity: Experience of oneself as unique, with boundaries between self and others;coherent sense of time and personal history; stability and accuracy of self-appraisal and self-esteem; capacity for a range of emotional experience and its regulation2. S elf-direction: Pursuit of coherent and meaningful short-term and life goals; utilizationof constructive and prosocial internal standards of behavior; ability to productively self-reflectInterpersonal:1. E mpathy: Comprehension and appreciation of others’ experiences and motivations;tolerance of differing perspectives; understanding of social causality2. I ntimacy: Depth and duration of connection with others; desire and capacity for closeness;mutuality of regard reflected in interpersonal behaviorIn applying these dimensions, self and interpersonal difficulties should not be better understood as a norm within an individual’s dominant cultural.Self and Interpersonal Functioning ContinuumPlease indicate the level that most closely characterizes the patient’s functioning in the self and interpersonal realms:_____ No Impairment_____ Mild Impairment_____ Moderate Impairment_____ Serious Impairment_____ Extreme Impairment1The original full scale with definitions of terms and detailed definitions of scale points is provided elsewhere (see Skodol, Bender, et al., 2011).140 SKODOL ET AL. are sparse and findings are nonspecific (as is also the case for most Axis I disorders).ANTISOCIAL/PSYCHOPATHICThe median prevalence of ASPD across 12 epidemiological studies is 1.1%, roughly average for PDs in the community (Torgersen, 2009). Individuals with ASPD in the community have been found to have significantly- reduced quality of life, but not to the degree of individuals with avoidant PD (AVPD) or several other PDs (Cramer, Torgersen, & Kringlen, 2006). Individuals with ASPD have been found to have problems with status and wealth and with successful intimate relationships (Ulrich, Farrington, & Coid, 2007), but not with psychosexual dysfunction (Zimmerman & Cory-ell, 1989). ASPD was also associated with poor quality of life in the NESARC (Grant et al., 2004) and with moderate dysfunction on the GAFS (Crawford et al., 2005). In two large clinical populations (combined N = 1975) diag-nosed with semi-structured PD interviews, the prevalence of ASPD was 3.9%, making it one of the less-commonly found PDs in clinical settings (Stuart et al., 1998; Zimmerman, Rothchild, & Chelminski, 2005).ASPD is one of the most frequently studied PDs, however. The construct of ASPD is widely accepted, although there are controversies about spe-cific aspects of the disorder. In general, the core features include egocen-trism, callousness, exploitation, immorality, aggressiveness, hostility, impulsiveness, irresponsibility, criminality, sadism, risk behaviors, and fearlessness. With respect to current models of psychopathy (Patrick et al., 2009), the proposed prototype for antisocial/psychopathic PD includes both traits related to a disinhibition component (i.e., traits corresponding most directly to the adult features of DSM-IV-TR antisocial PD) and traits related to the construct of meanness (i.e., traits related to callousness/ lack of remorse, conning/manipulativeness, and predatory aggression). There is abundant evidence that the impulsive-antisocial (disinhibited-externalizing) and affective-interpersonal (boldness-meanness) compo-nents of psychopathy substantially co-occur, but differ in terms of their neurobiological correlates and etiologic determinants (e.g., see Moffit, 2005; Patrick, 2006), which provides a strong foundation for formulating and testing questions in relation to distinctive antisocial and psychopath-ic PD trait profiles, both within ASPD and across other PDs and other mental disorders (Edens, Marcus, Lilienfeld, & Poythress, 2006; Rutter, 2005).Due to its history, well-established validity, obvious importance in fo-rensic settings, and relationships to other types of psychopathology (e.g., alcohol and substance use disorders, see Compton, Conway, Stinson, Col-liver, & Grant, 2005), and other problems (e.g., poor physical health, ob-sesity, see Goldstein et al., 2008), a revised construct of ASPD that in-cludes psychopathic personality features has been recommended for retention in DSM-5.TYPES PROPOSED 141 BORDERLINEBPD has been found to occur in 1.6% of the general population, about av-erage for PDs in the community (Torgersen, 2009). BPD has been found to be associated with moderate reductions in quality of life in the community (Cramer, Torgersen, & Kringlen, 2006). However, when examined in rela-tionship to a broader concept of dysfunction that included reduced quality of life, problems with other people, number of lifetime Axis I disorders, and treatment-seeking, BPD was the most dysfunctional PD (Torgersen, 2009). In the Collaborative Longitudinal Personality Disorders Study (CLPS), pa-tients with BPD have been found to have significantly more impairment at work, in social relationships, and at leisure than patients with either less severe types, such as obsessive-compulsive PD, or with major depressive disorder in the absence of PD (Skodol, Gunderson, McGlashan, et al., 2002) and functional impairment in BPD was stable over two years of follow-up (Skodol et al., 2005). Borderline personality disorder was associated with poor functioning in the Ulrich and colleagues study (2007) and with psy-chosexual dysfunction in the study by Zimmerman & Coryell (1989). Per-sons in the community with BPD have also been found to have the poorest functioning as measured by the GAFS (Crawford et al., 2005). In two large clinical populations, the prevalence of BPD was 12.7%, making it one of the three most common PDs in clinical settings (Stuart et al., 1998; Zimmer-man et al., 2005). In several other, smaller clinical epidemiological studies based on semi-structured interview assessments, BPD was always found to be one of the two most common PDs (Zimmerman et al., 2005). Borderline PD is also one of the most studied of the BPDs, second only to ASPD with respect to number of publications in the DSM era. DSM-IV-defined BPD has been shown to identify a cohesive class of subjects, in spite of internal heterogeneity. Fossati et al. (1999) carried out a latent structure analysis of DSM-IV BPD criteria, which supported the hypothe-sis that BPD is a unidimensional construct and that patients with BPD represent a distinct, cohesive disorder, yet one with dimensionally distrib-uted temperamental characteristics. Johansen, Karterud, Pedersen, Gude, and Falkum (2004) examined the prototype validity of the DSM-IV border-line construct and concluded that the current criteria fit the prototype model well, with unstable relationships representing the criterion with highest diagnostic efficiency and chronic feelings of emptiness the lowest. Ryder, Costa, and Bagby (2007) utilized the SCID II to evaluate 203 pa-tients with DSM-IV-defined personality disorders, focusing on convergent validity, divergent validity, relation to general personality traits, and as-sociation with functional impairment, as measured by the GAFS. Of the 10 DSM-IV personality disorders, only BPD criteria were satisfactory on all four evaluation standards, and the majority of BPD criteria were asso-ciated with impairment. Grilo et al. (2001), using data from the CLPS, studied four DSM-IV personality disorder criteria sets to evaluate internal consistency, intercriterion overlap, and diagnostic efficiency. They found142 SKODOL ET AL. that criteria for the specific PDs studied (schizotypal, borderline, avoidant, and obsessive-compulsive) correlated better with each other within each set, than with criteria for other PDs. Also from the CLPS data, Sanislow et al. (2002) carried out a confirmatory factor analysis of DSM-IV criteria for BPD. They reported that the diagnostic criteria for BPD reflect a statistically coherent construct, composed of three primary components—disturbed re-latedness, behavioral dysregulation, and affective dysregulation.There are a multitude of family, twin, adoption, genetic, neurobiological, and imaging studies that have shed light on the distinctiveness of BPD (e.g., see Goodman, New, Triebwasser, Collins, & Siever, 2010) and on basic mechanisms underlying its core psychopathology. Originally, two prominent features were singled out—affect dysregulation and impulsive aggression (Coccaro & Siever, 2009). Neurocognitive studies have focused on tasks related to symptoms seen in BPD, such as cognitive and behav-ioral disinhibition, related to impulsivity and emotional processing and have found deficits in behavioral control (e.g., Bazanis et al., 2002) and abnormalities in emotional information processing (e.g., Donegan et al., 2003). Published evidence suggests that there is an abnormality in seroto-nergic function underlying the impulsive aggressive symptoms of BPD re-lated to specific genetic risk factors, but the precise molecular nature of this abnormality is not yet clear. Bender and Skodol (2007) posited that BPD reflects fundamental disturbances in self and other representations, a proposal conceptually akin to theory-based views of borderline intrapsy-chic structure. Gunderson and Lyons-Ruth (2008) proposed a gene-envi-ronment developmental model to support their view that interpersonal hy-persensitivity represents a third core endophenotype, and a number of research groups have identified the interpersonal realm as a key area of disturbance in borderline patients. Leihener et al. (2003), for example, sug-gested that there are two distinct subtypes of patients with BPD, autono-mous and dependent, reflecting two different trait patterns of interpersonal behavior. Stanley and Siever (2010) reviewed neurobiological studies of at-tachment and affiliation and hypothesized that altered neuropeptide func-tion may underlie the interpersonal domain of BPD. Livesley (2008), draw-ing from empirical studies of the phenotypic structure and genetic architecture of personality, described core self and interpersonal pathology in patients with BPD, accompanied by a set of four types of traits: emo-tional, interpersonal, cognitive, and self-harm.The proposed BPD prototype includes characteristic core disturbances in self and interpersonal functioning, coupled with manifestations of emo-tional, behavioral, and cognitive dysregulation (See Tables 1 & 4). Treat-ment and naturalistic studies of other mental disorders demonstrate the negative prognostic impact of BPD co-occurrence and underscore the clin-ical utility of the diagnosis (e.g., Grilo et al., 2005; Grilo et al., 2010). A complete review of the literature on the validity of BPD is beyond the scope of this paper, but a wealth of data have accumulated on this most clinical-ly-salient PD being recommended for retention in DSM-5.TYPES PROPOSED 143 SCHIZOTYPALSchizotypal PD (STPD) was added as a specific PD in DSM-III, to encom-pass the attenuated schizophrenia-like symptoms observed in the relatives of patients with schizophrenia (Spitzer, Endicott, & Gibbon, 1979). Without inclusion of such nonpsychotic individuals in the original Danish Adoption Studies of Schizophrenia, no genetic effects would have been found (Kety, 1983). STPD is one of the less-common PDs (median prevalence 0.9%) found in general population studies (Torgersen, 2009), but one of the most studied PDs. STPD is also one of the DSM-IV PDs most strongly associated with reduced quality of life in the community (Cramer et al., 2006). Indi-viduals in the community with STPD have also been found to have signifi-cant problems in achievement and in interpersonal relationships by Ulrich and collaegues (2007) and the 3rd lowest GAFS scores among the PDs by Crawford et al. (2005). STPD is also rare in clinical populations (1.9%; Stu-art et al., 1998; Zimmerman, Rothchild, & Chelminski, 2005). However, patients with STPD have been found to have significantly more impairment at work, in social relationships, and at leisure than patients with either less-severe PD types, such OCPD, or with major depressive disorder in the absence of PD (Skodol, Gunderson, McGlashan, et al., 2002).The criteria of STPD reflect both positive psychotic-like manifestations and negative deficit-like manifestations, and both have been validated by numerous neurochemical, psychophysiological, neuropsychological, and structural and functional imaging studies. For example, the psychotic-like symptoms of STPD correlate with elevated levels of the dopamine (DA) me-tabolite homovanillic acid (HVA), which are higher than in other PDs but lower than in schizophrenia (Siever & Davis, 2004). Moreover, smaller vol-umes of striatal structures (e.g., caudate and putamen) in STPD com-pared to schizophrenia results in lower striatal DA release mediated by amphetamine (Abi-Dargham, Mawlawi, & Lombardo, 2002; Siever et al., 2002) or by physiological stressors in individuals with STPD (Mitropoulou et al., 2004). Such findings have been hypothesized to result in signifi-cantly lower vulnerability to frank psychosis in patients with STPD com-pared to those with schizophrenia, and to account for the relatively low rate of progression of STPD to schizophrenia. The negative manifestations and cognitive deficits of STPD have also been related to external validators (Holohan & O’Driscoll, 2005).The study of STPD has increased knowledge about pathophysiological factors that give rise to schiozophrenia, but also about differences that result in more readily reversible cognitive and social deficits (Fossati, Raine, Carretta, Leonardi, & Maffei, 2003; Mata, Mataix-Cols, & Peralta, 2005) and in decreased vulnerability to psychosis in STPD (Raine, 2006). The clinical implications of these differences are recognized by research groups who use individuals with STPD in studies assessing compensatory processes that provide buffers against schizophrenia in vulnerable indi-viduals. Despite its phenomenological similarities to schizophrenia, STPD144 SKODOL ET AL.is regarded by those who study it as a distinct disorder whose core fea-tures more resemble the maladaptive patterns of a personality disorder than the overt breaks from reality characteristic of psychotic disorders. It is recommended that STPD be retained as a PD type, not a variant of schizophrenia, in DSM-5.AVOIDANTThe median prevalence of AVPD in 12 epidemiological studies was 1.7%, making it one of the most prevalent PDs in the community (Torgersen, 2009). Avoidant personality disorder has also been found to be the PD most strongly associated with reduced quality of life in the community, as mea-sured by subjective well-being, self-realization, relation to friends, social support, negative life events, relation to family of origin, and neighborhood quality (Cramer, Torgersen, & Kringlen, 2006). AVPD has been found to be associated with problems with status and wealth and with successful inti-mate relationships (Ulrich et al., 2007) and with a high frequency of psycho-sexual dysfunction (Zimmerman & Coryell, 1989). Grant et al. (2004) found that individuals with AVPD had among the highest levels of impairment in functioning in the NESARC. Crawford et al. (2005) found that persons in the community with AVPD had the second lowest (to BPD) level of function-ing as measured by the GAFS. In two large clinical samples, AVPD was the single most frequently occurring PD (20.4%; Stuart et al., 1998; Zimmer-man et al., 2005) and one of the two most common PDs (with BPD, see above) in several other smaller clinical samples. AVPD was found to have moderate levels of functional impairment in the CLPS, between that of the severe PDs, such as STPD and BPD, and OCPD, and greater impairment than for MDD without PD (Skodol, Gunderson, McGlashan, et al., 2002). Much of the literature on AVPD is focused on its discrimination from social phobia (SP), and specifically if it can simply be considered a severe form of generalized social phobia (GSP). Although the conclusions drawn from many studies and reviews suggest that AVPD and GSP differ only quantitatively, but not qualitatively, a closer look at these studies indi-cates a more complex picture. Alden, Laposa, Taylor, and Rider (2002) noted that studies of social phobia/AVPD comorbidity typically examined a sample of patients, all of whom were included because they had one of these diagnoses, for overlap with the other. Such studies reliably find that many—though far from all—patients with AVPD also have social phobia. They reported an average comorbidity rate of 42% for SP in AVPD, with somewhat higher rates for GSP, figures far lower than would be expected if AVPD were simply a more severe form of SP. These studies do typically find that, among patients with social phobia, those with comorbid AVPD are more severe on a variety of indices.Other studies (e.g., Jansen, Arntz, Merckelbach, & Mersch, 1994) exam-ined the specificity of the AVPD/SP relationship by studying co-morbidity of AVPD with other anxiety disorders and found modest rates of co-occur-。
心理统计——英文文献报告
Experimental group
• Subjects: Subjects in the experimental group were assigned to the life review-based revention course “Looking for Meaning” Groups typically consisted of eight participants. The course was conducted by two mental health care professionals. • Procedure Two hours are divided into 12 sessions which are similarly structured, including sensory recall exercises, creative activity, and verbal exchange of experiences.
Data collection
(1)The premary outcome:CES-D, depressive symptoms (2)The secondary outcome Anxiety symptoms: HADS Quality of life: MANSA Mastery: Mastery Scale Reminiscence function: RFS Boredom reduction: Subscale RFS Bitterness revival: Subscale RFS Identity: Subscale RFS Problem solving: Subscale RFS
Comparison group
• Subjects: The participants assigned to the comparison group watched the video “The Art of Growing Older”. • Procedure This 20-minute educational video supplied information about factors and skills that promote growing older successfully. This intervention was considered a minimal intervention as no treatment was involved.
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。
心理英语文献
心理英语文献心理学是一门研究人类心理和行为的学科，涉及广泛的领域和主题。
在研究心理学的过程中，英语文献是不可或缺的资料来源之一。
以下是一些与心理学相关的英语文献：1. “The Psychology of Persuasion” by Robert Cialdini –这本书介绍了六种影响力的原则，让读者了解如何在商业、政治和社交场合中使用这些原则。
2. “Emotional Intelligence” by Daniel Goleman –这本书讲述了情商的重要性，并提出了一些培养情商的方法。
这也是心理学领域的一本经典书籍。
3. “Social Learning Theory” by Albert Bandura –这篇论文提出了社会学习理论，强调了观察和模仿在学习和行为塑造中的作用。
4. “A Theory of Cognitive Dissonance” by Leon Festinger –这篇论文讲述了认知失调理论，说明人们在面对矛盾信息时会体验到一种不适感，进而采取行动来减少这种不适感。
5. “The Nature of Prejudice” by Gordon Allport –这本书探讨了偏见的本质，提出了对抗偏见的方法。
6. “Stress, Appraisal, and Coping” by Richard Lazarus and Susan Folkman –这本书介绍了压力的评估和应对方法，是压力管理领域的重要参考资料。
7. “Attachment Theory” by John Bowlby –这篇论文提出了依恋理论，说明人们在童年时期的依恋经历对其成年后的情感健康和关系质量有影响。
8. “Theories of Personality” by Calvin S. Hall and Gardner Lindzey –这本书概述了个性理论的各种流派和观点，是个性心理学领域的经典教材。
心理学专业英语文献
Towards an ICT-based psychology:E-psychologyAthanasios Drigas *,Lefteris Koukianakis,Yannis PapagerasimouNCSR ‘Demokritos’,Institute of Informatics and Telecommunications,Net Media Lab,Agia Paraskevi,15310,Athens,Greecea r t i c l e i n f o Article history:Available online 18February 2011Keywords:E-psychology E-learning ICTsCognitive science E-diagnosisEvaluation testsa b s t r a c tCognitive science is the scientific domain which studies,analyzes,simulates and infers for various aspects,functions and procedures of human mentality such as,thinking,logic,language,knowledge,memory,learning,perception and the ability to solve problems.E-psychology is in close relation with the cognitive science domain,but expands beyond it,as e-psychology is the efficient convergence of psy-chology and Information and Communication Technologies (ICTs).E-psychology offers a number of ser-vices such as supporting,diagnosis,assessment,therapy,counseling,intervention and tests through an effective exploitation of ICTs.This article presents a user-friendly,flexible and adaptive electronic plat-form,which supports both synchronous and asynchronous e-psychology activities through the use of informative and communicative tools and services,which can be adapted to support various methods of e-psychology activities.It is important to underline that e-psychology is not an alternative psychology field,but a resource to enhance the conventional psychology process.Ó2010Published by Elsevier Ltd.1.IntroductionThe rapid advance of the Information and Communication Tech-nologies (ICTs)and the Internet over the course of the last 15years has affected a significant number of aspects of contemporary life including education.Nowadays,educational e-content can be found anywhere,anytime and to anyone who can connect to the Internet.Hence,it was only natural for universities and academic institutions to use this development to their advantage by provid-ing on-demand web based education and training through course delivery platforms such as the Ariadne Web based learning envi-ronment and electronic textbooks through the use of authoring tools such as InterBook (Brusilovski,Eklund,&Schwarz,1998;Durm,Duval,Verhoeven,Cardinaels,&Olivie,2001).A large number of sciences including Psychology have exploited the numerous capabilities and services of the Internet and have ta-ken advantage of them to their benefit.More particularly,psychol-ogy uses the Internet in order to create programs for psychological intervention,assessment,orientation,and specialized counseling,as a means of prevention.The Internet not only constitutes a new communicative medium between the patient and the thera-pist but is also the future of psychology (González et al.,2000;Ken-wright,Marks,Gega,&Mataix-Cols,2004;Lytras,Damiani,&Ordóñez de Pablos,2008;Lytras &Ordóñez de Pablos,2009;Marks,Shaw,&Parkin,1998;Richter &Naumann,2000;Riva,Molinari,&Vincelli,2002;Vincelli,1999;Vincelli &Riva,2002).An Internet environment designed and built for psychology purposes may use such tools as e-mail,chat rooms,discussion forums and audio and video conference for the communication and interaction of the therapist with the patient,tools which are also used for educa-tional purposes in traditional e-learning environments (Albano,Gaeta,&Salerno,2006;Lytras,2007;Lytras &Garcia,2008;Lytras &Ordóñez de Pablos,2007;Lytras &Sicilia,2005;Ordóñez de Pab-los,2002;Rodriguez Pérez &Ordóñez de Pablos,2003).It is common knowledge that nowadays,the Internet is packed with information of uncertain quality and prestige.Taking this fact into account,it becomes more than apparent that it is absolutely essential to know how and where to extract useful and qualitative information from,regarding the object of ones interest.This be-comes even more important and more vital when the object of inter-est regards health issues (Eysenbach,Powell,&Kuss,2002;Fogel,Albert,&Schnabel,2001;Gomella,2000;Matthews,Camacho,Mills,&Dimsdale,2003).According to a recent study,real patients and supported individuals were found to trust entirely and resort to prominent and well-known websites in order to gather information regarding their health issue,without prior guidance by neither their therapists nor even by Internet experts.That is,they visited websites of major hospitals,health organizations as well as of government organizations in order to acquire information (García,Ahumada,Hinkelman,Muñoz,&Quezada,2004).Quality information with substantial validity and weight can have a positive psychological ef-fect on patients.Hence,it becomes crucial that psychologists embed this new and innovative means of psychology in their practice and view it as a means to enhance the entire psychology process (Carlson &Buskist,1997;Fogel,2004).0747-5632/$-see front matter Ó2010Published by Elsevier Ltd.doi:10.1016/j.chb.2010.07.045*Corresponding author.Tel.:+302106503124;fax:+302106532910.E-mail addresses:dr@iit.demokritos.gr ,dr@imm.demokritos.gr (A.Drigas),kouk@iit.demokritos.gr (L.Koukianakis),ypapa@iit.demokritos.gr (Y.Papagerasi-mou).Based on the aforementioned framework,an e-psychology plat-form was developed which was also based on the following princi-ples.Firstly,it was decided that since the e-psychology platform is partially but principally addressed to supported individuals,which is a very sensitive social group,it was essential that the design was as user-friendly and user-centered as possible and according to the user needs.Secondly,it was decided that the electronic content(e-content) and the tools of the platform should be modular andflexible.With this modularity andflexibility of both the e-content and the tools, the administrator has the capability to provide environments and services of different types.This is done,in order for the platform to support different target groups,various categories of supported individuals(depending on the type of support that they are receiv-ing)and different categories of scientists(psychologists training, staff training)on the one hand and on the other,to support differ-ent psychological procedures.For instance,reusability can support a procedure that is based on behavioral psychological principles or it can organize an environment that is based on and embeds the diagnostic principles and tools of cognitive psychology.Finally,the instructional methods that are embedded within the developed web-based e-psychology platform use most of the avail-able modern multimedia and communicative technologies of the Internet and offer various modes for the delivery and presentation of the electronic content to the user.2.Abstract level description2.1.E-psychology and e-learning:two interrelated conceptsthe level of organizing the psychology cycle andfinally,at the le-vel of the constant upgrade of the psychologists’and counselors’skills.On the other hand,the e-learning procedure has proven that it can successfully use the ICTs for the supporting of learning,educa-tion and training in all the sectors and levels of the educational sys-tem as well as for lifelong learning and training.The aforementioned e-learning techniques are embedded in the e-psychology system and it is proven that they can be used in the same successful way for the improvement of the psychology ser-vices provision cycle(to the end-user).The e-learning techniques used in the psychology services provision cycle are used in the fol-lowing two axes.Firstly,to support learning and education,which are indispens-able in all the psychology branches and secondly,to entirely change the form of the provision of the psychological cycle services to the end-user,since the tools that are used for e-learning(in a new form and role now)are used to support the operations,proce-dures and services of the psychological cycle.The possibility of supporting personal teaching–learning as well as supporting classes or larger entities like levels of learning or virtual schoolsfinds also similarities and proportions to the psy-chological circle,with the possibility of supporting psychological consultancy in a personal way or in a small group,or in larger han-dling entities,such as therapy directions,or virtual psychology health centers.2.2.An e-psychology environmentA complete e-psychology environment can offer and support aA.Drigas et al./Computers in Human Behavior27(2011)1416–14231417the development of a system that will support e-psychology activ-ities(Fig.2).The result of the ICTs integration with the traditional psychol-ogy services is depicted more analytically in the following Fig.3.This integration of the psychology branches and services inthe diagnostic criteria,which are associated with DSM-IV andICD-10,while on the other hand it utilizes and is based on diagnos-tic instruments such as interview,psychometric tests and observa-tion.The result of all of the above is the production of theassessment report.It is obvious that these distinguished steps of the diagnosis pro-cedure are the main structural ingredients with which it is possibleto create an embedded system in an e-psychology environment,which performs the operations of diagnosis support(e-diagnosis).Following the modeling of diagnosis,it is very important tounderline the importance of modeling the stages and the proce-dures of therapy-treatment to the process of designing and real-izing an e-psychology environment.Based on the assessment report that was derived through thediagnosis process,the therapy–treatment process follows thestages that are depicted above in Fig.4.The basis for the develop-ment of these stages for this process is the treatment plan report, Fig.2.E-psychology abstract logical structure.Behavior27(2011)1416–1423and which was the basis for the development of the e-psychology environment(presented in Section4).The supported person(SP)has access to the registration depart-ment through a registration form over a secure socket layer(SSL) and his/her application becomes accepted after the necessary val-idation process.Following this,a temporary supported person page is created and through certain electronic procedures such as psy-chometric tests and interviews the assessment report is produced.Furthermore,through the creation of the supported person’s history folder and the appropriate review,the supported person’s personal information is inserted into the appropriate virtual clinic department where suitable treatment modalities are chosen and applied through suitably designed treatment plans.At this stage, the informative tools that support and realize the aforementioned procedures are the Supported Person calendar,his/her healthfiles, his/her personal information,the psychologist,the health library and a forum.At the end of the e-psychology process cycle the patient e-out-come is derived provided that all the necessary conditions of the treatment plan report,progress report and discharge report are met successfully.3.3.E-psychology and e-learning tools and servicesThe presented e-psychology process cycle is realized through special information and communication technologies tools and services.The design of these tools and services was based on exist-ing web services,such as discussion forums,chat,message boxes and e-libraries,which are widespread in the public web commu-nity.These tools and services are divided into two major catego-ries:the informative and the communicative tools and services. The former are divided further into two subcategories:the infor-mative and the supportive tools and services,which include tools and services related to the supporting material and its presentation within the e-psychology environment.Similarly,the latter(the communicative tools and services),are also divided into two sub-categories:the synchronous(real-time)and the asynchronous (non real-time)tools and services,which include tools and services that allow the communication between different user groups (users belonging to a different session level)(Fig.6).The aforementioned ICT tools and services were used for the development of the e-psychology platform imprinting the tradi-tional learning and psychology processes with synchronous and asynchronous learning and psychology tools and services in the e-psychology platform.The informative tools and services offer electronic tests(e-tests) and auditing tools,automated diagnosis,electronic content and knowledge for instant access,online databases hosting frequently and non-frequently found cases,tools to trace the impact and the progress of any treatment or supporting method,etc.On the other hand,the communicative tools and services offer alternative paths of communication(real-time and non real-time)between the psy-chologist and the supported person,in order to trace the impact and the progress of therapy,supporting,consulting and intervention.The e-psychology platform offers the possibility of management of these tools and services according to the user groups’permis-sion.More explicitly,the informative tools and services comprise the following:web directory,supported material,schedule,glossa-ries,references,video and audio lectures,events calendar,news, announcements and mailing lists.On the other hand,the support-ive tools and services consist of:exercises,diagnosis and diagnosis tests.As far as the communicative tools and services are con-cerned,in the synchronous subcategory these are:video and audio conference,instant messaging,chat and telephony.One the other hand,the asynchronous tools and services include:e-library,dis-cussion forums,message boxes,e-mail andfinally,video and audio e-mail(Fig.7).In addition,the user levels and user interfaces of the e-psychol-ogy platform comprise the following four levels:the administrator, the therapist–psychologist,the patient–supported person andfi-nally the visitor who support similar actions and have similar roles with the e-learning user levels namely,administrator,instructor, student and user.Finally,the seminars,classes,courses and the educational material from the e-learning circle are supported by the same tools and in similar procedures with the therapeutic enti-ties,small groups,therapeutic processes,and supporting material, from the e-psychology circle.The specifications of the user levels,the e-content and the e-tools in an e-psychology platform can be easily implemented through a simple correspondence of the psychology ontologies to the generic e-learning ontologies.E-psychology and e-learning have a very close interrelation. More particularly,the way that e-learning is related to e-psychology, is depicted below(Fig.8).It is obvious that the roles of the‘‘instruc-tor’’and the‘‘student’’are transformed into the roles of the ‘‘psychologist’’and the‘‘supported individual’’respectively.The ‘‘classes’’are transformed into‘‘small therapy groups’’and the ‘‘courses’’into‘‘supporting material’’.The‘‘consulting material’’(examples,exercises,multiple choice tests)correspond respectively to diagnosis,educational exercise for treatment and diagnostic tests. Finally,as it has been previously mentioned all the tools and services such as web directory,glossary,references,video and audio lectures, events calendar,news,announcements,mailing lists,e-library, sage box,e-mail,video and audio conference,discussion forums, stant messaging,chat,and telephony can be easily applied to platforms.4.E-psychology platform presentation4.1.E-Psychology Platform StructureBased on the discussion in Section3,we have developed psychology platform which is abstractly depicted in(Fig.9).The environment supports the operations of e-diagnosis and e-therapy that lead to the successful coverage of the aims that were set according to the followed psychological approach,in order tofinal-ly reach the e-outcome(provided that the aims are met successfully).These operations support and refer to the user target groups. These comprise the supported persons on the one hand and on the other the therapists–psychologists,who receive support through the e-psychology environment in order to execute their task in the best possible way.The supported persons comprise individuals,groups,small groups,families and couples while the individuals can be either adults,children or elderly people.The module that refers to training plays a very important role in the structure of the e-psychology platform.Training is a very important tool in the e-psychologyfield as it is used not only in the variousfields of psychology for the support of the supported persons,but also for the support and constant upgrade of the cog-nitive skills of the therapists–psychologists and the formation of the way that they treat both the supported persons as well as the various procedures within the e-psychology environment.Beyond the therapists–psychologists and the supported per-sons,the training module of the e-psychology platform constitutes a very powerful tool for the training of researchers and students who are given permission to access the e-psychology platform.Fi-Fig.5.E-psychology process cycle diagram. rmation and communication technologies(ICT)tools and services.nally,the importance of the training modules’role in the training of the common user(mean citizen)should not be overlooked as it in-forms and trains him/her on various interesting subjects regarding everyday psychological health such as stress control,possible per-ception or even behavioral deflections in children,memory issues with adults and the elderly andfinally,substances abuse etc.4.2.E-psychology platform user levelsThe discussed e-psychology platform comprises four different user levels namely the administrator,the psychologist–therapist, the patient–supported individual andfinally,the visitor.Each of these user levels has a different role and different permission levels to both the informative and the communicative tools and services of the e-psychology platform.The role of the administrator is to manage the e-psychology platform using the administrative tools of the system.These tools give the administrator the capability to hand permission to the other users of the e-psychology platform to access its various tools and services,depending on their needs.Finally,the admin-istrator is in constant communication with the therapists–psy-chologists regarding their sessions with their patients and their progress.Moreover,the role of the therapist–psychologist is to create and organize the electronic content(e-content)of the e-psychol-ogy platform in terms of its delivery to the patients–supported individuals as well as to anyone who is interested in viewing it. In particular,general information regarding psychological issues is uploaded to the system but more importantly,the electronic content of the sessions that the therapist–psychologist engages in with a patient is also uploaded to the e-psychology system. The scope of this is to enable the patients–supported individuals to revise the session in their own time in order to have a better per-ception of it.Finally,there is also the online communication,which aims at the further interaction of the two parts and the reply of possible questions that may rise after the end of a session.rmative and communicative tools and services.Fig.8.E-learning and e-psychology interrelation.Furthermore,the role of the patients-supported individuals is that of the regulator of the e-psychology platform.That is to say that it is the patients–supported individuals that view the e-con-tent,engage in the online sessions with the therapists–psycholo-gists and hence it is up to them to determine whether the e-psychology platform is worth while or not.Additionally,the pa-tients–supported individuals have full access to all the informa-tion and the services that are provided by this e-psychology platform.Finally,the visitor(common citizen)has the unique opportunity to access the e-content of the discussed e-psychology platform. This means access to consulting material,general sessions and dis-cussion forums where the visitor can go through discussions be-tween the therapists–psychologists and the patients–supported individuals for purely informative and educational pur-poses.This innovation is in accord with the principle‘information and knowledge for all’which conforms to the knowledge society strategies.It must be noted that these discussions between the therapists–psychologists and the patients–supported individuals are generic and non confidential.It is obvious that the simple vis-itors of the e-psychology platform do not(and can not)have the ability to access the e-content that has to do with confidential ses-sions and discussions between therapists–psychologists and pa-tients–supported individuals.This personal information is protected and can only be accessed by the other three user levels (administrator,therapist–psychologist,patient-supported individ-ual)who are authorized to do so.5.Future work–e-psychology and disabled individualsThe presented e-psychology platform constitutes only thefirst stage of an integrated e-psychology environment.The main future goal regarding the discussed e-psychology platform is the develop-ment of an up-to-date integrated e-psychology environment, which will support e-psychology activities for the needs of individ-uals with visual and hearing impairments through the use of ICT tools and services.E-psychology engages in activities such as teaching,learning, supporting,consulting,intervention and interview,aiming at enhancing the skills and smoothing the handicaps of disabled peo-ple.Through the efficient use of ICT tools and services,such e-psy-chology environments,analyze and understand in full the handicaps of this special group of people,achieving hence to cover both their special and communicative needs.This will ensure their equal access to information,knowledge,education and employ-ment.Moreover,this future electronic environment will comply with the‘‘Design for All’’and‘‘Universal Accessibility’’principles, rendering it user-friendly,flexible and adaptive for all.Within this integrated e-psychology platform,lessons in the Sign language will be developed and used,which will deal with the use and exploitation of ICTs for the hearing impaired.The development of these lessons will be based on multimedia assis-tive technologies such as visual material,streaming digital video and video conference for the hearing impaired,while for the visu-ally impaired the development of the aforementioned lessons will be based on such assistive technology as Braille terminals,screen readers,screen magnifiers,speech synthesizers,and voice/audio input software will be embedded within the system to support the e-inclusion of this special group of people.The implementation of this integrated platform will be based on two axes-ideas.Thefirst deals with the use of ICTs as a tool in order to expand the communication abilities of the disabled and as an intervention tool.The second deals with the use of ICTs as learning objects in order to exploit them and enhance their vocational life, ensuring their equal access to continuous vocational training with-out any form of discrimination,developing their enterprising and competitiveness skills through ICTs,expanding their vocational horizon andfinally,developing their professional skills through the ICT tools.Furthermore,the environment will support both syn-chronous and asynchronous activities of teaching–learning via communicative and informative tools and services,which can be adapted to support various methods of teaching–learning.Finally, the environment will support self-study learning as well as teacher moderated study via audio or video conference usage.6.Pilot implementationThe discussed e-psychology platform was developed under the ‘‘Conditions Improvement of Inclusion to Educational System of Individual with Multiple Handicaps’’framework of the Greek re-search program,which was funded by the O.P.E.I.P.T.European community program(Operational Program of Education andInitial Fig.9.Abstract presentation of the e-psychology platform structure.Professional Training).The project’s main objective was to train special education teachers on multiple handicaps issues.The work that was carried out during the pilot implementation period in-cluded two seminar periods:thefirst was the‘‘training’’seminar period while the second was the‘‘specialization’’seminar period. The former included the training of special education teachers in physical classrooms while the latter included training both in physical classrooms as well as with the use of e-learning.This elec-tronic environment was parameterized and configured properly in order to conform to the initial project specifications and needs.In this way,it assured the distant training form and also it supported the dissemination of new ideas and knowledge in the special edu-cation community.7.ConclusionsIt is common knowledge that cognitive science is the scientific domain which consists of various categories of different research and knowledgefields,such as neuroscience,specific biologyfields, specific informaticsfields like artificial intelligence and neural net-works and psychiatryfields.The common ground in these different sciences within the cognitive science domain is the study,research, analysis,simulation,inference,knowledge creation,etc.,for vari-ous aspects,functions and procedures of human mentality,such as thought,knowledge,language,memory,learning,perception and the ability of solving problems.E-psychology is in a close rela-tion with the cognitive science domain,but as it has been previ-ously mentioned,it expands beyond it,as e-psychology is the convergence of psychology as a totality,with the informatics sci-ence,or in other words,it is the invasion of information and com-munication technologies(ICTs)within the psychology domain.The era of information and knowledge society,became a reality or came into existence,because of the penetration of ICTs into the overall human(personal and social,scientific and non),activities. For several late years,we are referring,to various newfields like, e-learning,e-commerce,e-health,e-culture,e-government,e-test-ing,e-inclusion,e-democracy,e-politics,etc.Within the priorities and policies of EU,it is also known that we have a set o policies, which is known as e-Europe.E-Europe delimits goals,actions and procedures in order to improve the penetration and exploitation of ICTs and e-services,within every social and governmental,real-ity.ICTs are expected to improve,accelerate,and increase the qual-ity,productivity,gain,and even satisfaction of the end-users,in every e-service.In this article we explored the various aspects of e-psychology.The incorporation of information and communication technolo-gies(ICTs)as well as of Internet technologies within the traditional psychology process cycle results in what is commonly known as e-psychology,which was the main topic of this article.Although e-psychology is an innovation and a step forward for traditional psy-chology,it was underlined from the start that under no circum-stances does it substitute,replace or undermine the traditional psychology process but acts more as a means to enhance it and to complement it.E-psychology in its broad sense enables the therapists–psy-chologists as well as the patients–supported individuals to use and incorporate technology in their sessions bringing the latter to a whole new level.While carrying on their traditional sessions both parts have the opportunity to simultaneously experiment with this new electronic process in order to deduce useful conclu-sions and to make the whole experience of a virtual session more appealing and beneficiary for both parts.E-psychology offers pow-erful infrastructures,tools and services in order to deliver their ad-vanced quality to the end-users who are mainly the psychologists and the supported persons.This e-psychology platform was based on modern informative and communicative tools and services as is the case in many mod-ern e-learning platforms.More particularly,it was designed and developed very meticulously in an effort to provide an innovative platform that was user-centered,user-friendly,modular andflexi-ble.In addition,the aim was to exploit in full all the capabilities of contemporary Internet technologies for the benefit of both thera-pists–psychologists and patients–supported individuals but mostly in an effort to primarily cover as much as possible the psy-chological needs(regardless of thefield)of the aforementioned users of the e-psychology platform.ReferencesAlbano,G.,Gaeta,M.,&Salerno,S.(2006).E-learning:A model and process proposal.International Journal of Knowledge and Learning,2(1/2),73–88. Brusilovski,P.,Eklund,J.,&Schwarz,E.(1998).Web-based education for all:A tool for development adaptive puter Networks and ISDN Systems, 30(1–7),291–300.Carlson,N.,&Buskist,W.(1997).Psychology:The science of behavior.Allyn and Bacon,Inc..Durm,R.,Duval,E.,Verhoeven,B.,Cardinaels,K.,&Olivie,H.(2001).Extending the ARIADNE web-based learning environment.In Proceedings of the13th World Conference on Educational Multimedia,Hypermedia and Telecommunications(pp.1932–1937).Tampere,Finland.Eysenbach,G.,Powell,J.,&Kuss,O.(2002).Empirical studies assessing the quality of health information for consumers on the World Wide Web:A systematic review.The Journal of the American Medical Association,287(20),2691–2700. Fogel,J.(2004).Internet breast health information:Use and coping among women with breast cancer.CyberPsychology and Behavior,7(1),59–63.Fogel,J.,Albert,S.,&Schnabel,F.(2001).Health information on the internet.The Journal of the American Medical Association,285(20),2612–2621.García,V.,Ahumada,L.,Hinkelman,J.,Muñoz,R.,&Quezada,J.(2004).Psychology over the Internet:Online experiences.CyberPsychology and Behavior,7(1), 29–33.Gomella,L.(2000).The wild,wild web:Resources for counseling patients with prostate cancer in the information age.Seminars in Urologic Oncology,18(3), 167–171.González,G.M.,Winfrey,J.,Sertic,M.,Salcedo,J.,Parker,C.,&Mendoza,S.(2000).A bilingual telephone-enabled speech recognition application for screening depression symptoms.Professional Psychology:Research and Practice,31(4), 398–403.Kenwright,M.,Marks,I.,Gega,L.,&Mataix-Cols,D.(2004).Computer-aided self-help for phobia/panic via internet at home:A pilot study.The British Journal of Psychiatry,184,448–449.Lytras,M. D.(2007).Teaching in the knowledge society:An art of passion.International Journal of Teaching and Case Studies,1(1/2),1–9.Lytras,M.D.,Damiani,E.,&Ordóñez de Pablos,P.(2008).Web2.0:The business model.Springer.Lytras,M.D.,&Garcia,R.(2008).Semantic Web applications:A framework for industry and business exploitation–What is needed for the adoption of the Semantic Web from the market and industry.International Journal of Knowledge and Learning,4(1),93–108.Lytras,M.,&Ordóñez de Pablos,P.(2007).Red Gate Corner:A Web2.0prototype for knowledge and learning concerning China business and culture.International Journal of Knowledge and Learning,3(4and5),542–548.Lytras,M.D.,&Ordóñez de Pablos,P.(2009).Social Web Evolution.Integrating Semantic Applications and Web2.0Technologies.IGI-Global.Lytras,M. D.,&Sicilia,M. A.(2005).The knowledge society:A manifesto for knowledge and learning.International Journal of Knowledge and Learning,1(1/2), 1–11.Marks,I.,Shaw,S.,&Parkin,R.(1998).Computer-aided treatments of mental health problems.Clinical Psychology:Science and Practice,5(2),151–170.Matthews,S.,Camacho,A.,Mills,P.,&Dimsdale,J.(2003).The internet for medical information about cancer:Help or hindrance?Psychosomatics,44(2),100–103. Ordóñez de Pablos,P.(2002).Knowledge management and organizational learning: Typologies of generic knowledge strategies in the Spanish manufacturing industry from1995to1999.Journal of Knowledge Management,6(1),52–62. Richter,T.,&Naumann,G.(2000).Computer-based assessment of reading skills.In Proceedings of Computers in Psychology Conference(CiP2000).York,UK.Riva,G.,Molinari,E.,&Vincelli,F.(2002).Interaction and presence in the clinical relationship:Virtual reality(VR)as a communicative medium between patient and therapist.IEEE Transactions on Information Technology in Biomedicine,6(3), 198–205.Rodriguez Pérez,J.M.,&Ordóñez de Pablos,P.(2003).Knowledge management and organizational competitiveness:A framework for human capital analysis.Journal of Knowledge Management,7(3),82–91.Vincelli, F.(1999).From imagination to virtual reality:The future of clinical psychology.CyberPsychology and Behavior,2(3),241–248.Vincelli,F.,&Riva,G.(2002).Virtual reality:A new tool for panic disorder therapy.Expert Review of Neurotherapeutics,2(3),377–383.A.Drigas et al./Computers in Human Behavior27(2011)1416–14231423。
心理学英文文献报告
4 数据分析
(1)基准数据：ANOVA、chi-square test (2)组间、组内差异：广义估计方程下的重复 测量回归模型（repeated-measures regression model implemented with generalized estimating equations(GEE)） （3）3个月、6个月时两组满足“联邦政府体 育锻炼指导意见”标准的百分比：chi-square test
3 研究方法
（2）被试筛选 筛选标准：健康、久坐（每周中等强度体育锻 炼时间少于60分钟）的成年男女，18—65岁， 拥有电脑。 排除标准：限制运动；有过明显的和复杂病因 的心脏、心血管、呼吸、神经系统方面的疾病 历史；正在或打算怀孕；过去6个月间住过院； 在服药，而这些药物影响体育锻炼；没有电脑 的人群。
7 研究结论
• 互联网对久坐成人的体育锻炼干预有着积 极影响。将来的互联网式体育锻炼干预需 紧跟互联网技术的发展，比如可将WEB2.0 的设计理念引入到互联网式体育锻炼的干 预上，使网站与被试可以有更多互动，同 时，也可考虑进行移动通讯式体育锻炼干 预。
8 反思、启示
（1）问题提出步步推进，具有很强的逻辑性。 （2）实验设计巧妙，整个实验过程中实验者与被试没 有过面对面的时候，做到了真正意义上的“非面对面 式”体育锻炼干预。 （3）可以看到国外对体育锻炼的重视及体育锻炼的重 要性。 （4）实验中的不足之处：SI组被试需通过“学习主页” 访问六大网站，这样研究者才能收集到相应数据，但 如果被试直接访问六大网站，则会遗失一些必要数据。
INF：3.873
Contents 1、研究背景 2、研究目的 3、研究方法 4、数据分析 5、实验结果 6、结果讨论 7、研究结论 8、反思、启示
心理学英文文献报告
同一性获得（identity 同一性拒斥（identity 同一性扩散（identity 同一性延缓（identity
achievement)YES foreclosure)NO diffusion) NO
YES YES NO NO
moratorium) YES
自我同一性风格
在批判玛西亚理论的基础上，berzonsky(1990)提出了个体认同的过
方法
家庭关系的测量 家庭环境量表（家庭凝聚/情感表达/家庭冲突） 李克特五点量 表，1代表从不，5代表总是 本研究量表的系数为0.73 自我同一性状态 该量表采用6点量表计分，1代表非常赞同，6代表非常不赞同 包括四个分量表（成就型、排他型、弥散性、延缓型）本研究量表的系数0.66
自我同一性风格测量 采用Berzonsky修订的自我同一性风格问卷，该问卷共34个 项目,每个项目从“一点也不像我”到“非常像我”,均为5点计分。问卷包括4个 分量表,即信息风格、标准风格、扩散-回避风格和承诺分量表。由于本研究只考 察大一学生的同一性风格,因此对承诺分量表不做分析。本研究总量表的Cronbach 系数为0.62
青年自我同一性的形成被认为是发展体系的关键，它反映了最主要冲突的解决及社会心理的 发展，并为未来的各发展阶段奠定了基础。
目前我们的研究设计旨在调查同一性进程（认同变量）和社会因素在青少年大学生社会心理 发展状况中发挥的作用，不同于以往研究的是，我们检验了以下变量的联系：同一性状态、 同一性风格 、家庭及学校关系 、 大一学生的社会心理状况
心理学文献报告
How the brain regulates? coordination
function:
Brain systems can only be instrumental through coordination.
research tools:
1. fMRI: areas that “light up” at the same time, or whose degree of activation is correlated, are presumably coordinated. 2.EEG: measuring the correlation of activity of brain regions within the same frequency range, or the actual cross-correlation of the waveforms themselves.
Difficult to fall apart?
the brain process : have both aspects and do both
amygdale appraisal fear and rage
Even for the structures were designed as cognitive or emotional, they coupled within milliseconds.
physiological basis:
a single epicenter: cortex and hippocampus (Freeman); multiple neural system: different structures distributed along the neuroaxis (author)
心理学英文文献汇报1
Experiment1
The percentage of responses that corresponded to the context category was positively related to the perceptual similarity between the facial expression of disgust and the facial expression associated with the emotional context.Repeated measures ANOVA demonstrated the reliability of this effect,F(3, 45) =93.8, p < .0001, prep =0.996;
Preface
Goal of this study
To address the perceptual similarity among facial expressions and unveil rules that govern contextual effects on the perceptual processing of facial expressions and on the mapping of facial expressions into emotion categories.
The Literature Report 1
Title: Angry, Disgusted, or Afraid? Studies on the Malleability of Emotion Perception.
Authors: Aviezer, H. et al. (2008)
From: Psychological Science, 19(7), 724-732.
人格心理学英文报告
Page
24
Phineas P. Gage (1823–1860) was an American railroad construction foreman remembered for his improbable survival of a rockblasting accident in which a large iron rod was driven completely through his head, destroying much of his brain's left frontal lobe, and for that injury's reported effects on his personality and behavior over the remaining twelve years of his life—effects so profound that (for a time at least) friends saw him as "no longer Gage."
◆strengths and weakness
Page
15
How to carry out research ?
measurement a systematic methods to assign numbers (or labels) to people, so that the numbers represent something about the people and their relationships to other people.
——Hermann Ebbinghaus
scientific psychology: In 1879 , Wilhelm Wundt founded the first laboratory in Leipzig.
心理学英文文献报告
方法
家庭关系的测量 家庭环境量表（家庭凝聚/情感表达/家庭冲突） 李克特五点量 表，1代表从不，5代表总是 本研究量表的系数为0.73 自我同一性状态 该量表采用6点量表计分，1代表非常赞同，6代表非常不赞同 包括四个分量表（成就型、排他型、弥散性、延缓型）本研究量表的系数0.66
自我同一性风格测量 采用Berzonsky修订的自我同一性风格问卷，该问卷共34个 项目,每个项目从“一点也不像我”到“非常像我”,均为5点计分。问卷包括4个 分量表,即信息风格、标准风格、扩散-回避风格和承诺分量表。由于本研究只考 察大一学生的同一性风格,因此对承诺分量表不做分析。本研究总量表的Cronbach 系数为0.62
同一性获得（identity 同一性拒斥（identity 同一性扩散（identity 同一性延缓（identity
achievement)YES foreclosure)NO diffusion) NO
YES YES NO NO
moratorium) YES
自我同一性风格
在批判玛西亚理论的基础上，berzonsky(1990)提出了个体认同的过
对象&方法
1.采取整群抽样法,选取351名大学一年级学生进行问卷调查。 男生 119名（34%） 女生 232名（66%）（男女比例接近1:2，与本校大一新生 男女比例相仿） 年龄介于18—21，平均值为19.22
大多数学生来自欧洲中产阶级
2.方法 社会心理情况 问卷法，包括八个量表，与埃里克森八阶段论相对应，但我 们重点关注的是晚期青少年阶段量表，所以集中于前五个阶段（希望、意志、目 标、能力、诚实），最终成绩为五个量表分数之和，五个变量值和可以解释变量 的66% coefficientα为0.89 学校关系（1-5点李克特量表，学生vs全体教职工；学生vs导师；学生vs同 伴）
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.。
心理学英文文章
Robert J. Roman
New York University
The Twenty Statements Test (TST) was administered in Seoul and New "fork, to 454 students from 2 cultures that emphasize collectivism and individualism, respectively. Responses, coded into 33 categories, were classified as either abstract or specific and as either autonomous or social. These 2 dichotomies were more independent in Seoul than in New York. The New York sample included Asian Americans whose spontaneous social identities differed. They either never listed ethnicitynationality on the TST, or listed it once or twice. Unidentified Asian Americans' self-concepts resembled Euro-Americans' self-concepts, and twice identified Asian Americans' self-concepts resembled Koreans' self-concepts, in both abstractness-specificity and autonomy-sociality. Differential acculturation did not account for these results. Implications for social identity, self-categorization, and acculturation theory are discussed.