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大学生心理健康教程本书围绕大学生心理健康教育展开讲述，循序渐进地讲解了大学生在各种环境下可能产生的心理状况，以及具体的应对措施。

作译者：谢宏,邓丁

出版时间：2023-08 千字数：0 版次：1-01 页数：232

开本：16开装帧： I S B N ：9787121456596

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纸质书定价：￥49.8

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目录 
第一章　大学生心理健康概述 ···········································································1 
第一节　健康的概念 ················································································2 
一、不同时期对健康的定义·································································2 
二、健康公式 ···················································································3 
三、心理健康、性格健康和体质健康·····················································3 
第二节　心理健康的概念 ··········································································4 
一、心理健康的内涵与标准·································································4 
二、正确理解心理健康·······································································5 
三、大学生心理发展的特点·································································6 
四、大学生心理健康的影响因素···························································8 
五、大学生心理健康的标准······························································· 12 
第三节　大学生心理问题 ········································································ 13 
一、心理问题的概念 ········································································ 13 
二、心理问题的分类 ········································································ 16 
三、大学生常见心理问题及其产生原因················································ 17 
四、大学生心理问题的解决方法························································· 18 
五、加强大学生的心理健康教育的对策和建议 ······································ 19 
课后思考题 ·························································································· 21 
心理训练 ····························································································· 21 
心理测试 ····························································································· 23 
第二章　大学生心理健康管理 ········································································· 24 
第一节　大学生意识管理 ········································································ 25 
一、自我意识的发展阶段·································································· 25 
二、自我意识的特性 ········································································ 25 
三、大学生自我意识发展的类型························································· 26 
四、大学生自我意识的矛盾······························································· 28 
五、大学生如何控制自我·································································· 29 
第二节　大学生情绪管理 ········································································ 29 
一、情绪概述 ················································································· 30 
二、大学生情绪健康的标准······························································· 32 
大学生心理健康教程 
三、大学生情绪的调节····································································· 32 
第三节　大学生人格管理 ········································································ 34 
一、人格的含义 ·············································································· 34 
二、人格的特征 ·············································································· 35 
三、健康人格的界定 ········································································ 37 
四、实现健康人格的途径·································································· 38 
五、扭转“人格魔方”，优化人格 ······················································· 39 
六、人格偏差 ················································································· 40 
第四节　大学生时间管理 ········································································ 42 
一、开始不了的痛—拖延症···························································· 42 
二、时间管理的方法—我的时间我掌控············································· 44 
第五节　大学生心理咨询管理 ·································································· 46 
一、心理咨询概述 ··········································································· 46 
二、心理咨询的原则 ········································································ 49 
三、大学生心理咨询的认识······························································· 50 
四、大学生心理咨询的方法······························································· 52 
第六节　大学生心理危机管理 ·································································· 54 
一、大学生心理危机概述·································································· 55 
二、大学生心理危机的预防与干预······················································ 56 
三、大学生自杀危机事件的识别与干预················································ 58 
第七节　大学生常见心理障碍问题与调适 ··················································· 63 
一、强迫症 ···················································································· 63 
二、焦虑症 ···················································································· 64 
三、恐惧症 ···················································································· 67 
课后思考题 ·························································································· 70 
心理训练 ····························································································· 70 
心理测试 ····························································································· 71 
第三章　大学生环境适应问题 ········································································· 72 
第一节　适应概述 ················································································· 72 
一、适应的概念与类型····································································· 73 
二、适应的方式与目标····································································· 75 
三、适应的意义与因素····································································· 76 
四、心理适应的标准 ········································································ 77 
第二节　大学生环境适应中常见的问题 ······················································ 79 
一、大学生的观念与角色转变中的适应问题·········································· 80 
二、对学校环境不适应所出现的问题··················································· 81 
第三节　大学生适应问题的调适 ······························································· 84 
课后思考题 ·························································································· 89 
心理训练 ····························································································· 89 
心理测试 ····························································································· 90 
第四章　大学生学习心理问题 ········································································· 91 
第一节　学习与大学学习 ········································································ 91 
一、学习的内涵 ·············································································· 92 
二、大学学习与中学学习的不同························································· 92 
三、大学生学习的特点及策略···························································· 93 
四、适应大学学习的方法·································································· 96 
第二节　学习目标的缺失与调适 ······························································· 98 
一、学习目标的缺失 ········································································ 98 
二、学习目标的规划及调适······························································· 98 
第三节　学习动机的不当与调适 ······························································100 
一、学习动机不足的调适·································································101 
二、学习动机过强的调适·································································102 
第四节　压力的产生与调适 ····································································105 
一、正确认识压力 ··········································································105 
二、大学生的压力源及对策分析························································106 
第五节　挫折的承受和调适 ···································································· 111 
一、挫折的类型及其积极意义··························································· 111 
二、挫折反应 ················································································ 112 
三、培养挫折承受力 ······································································· 113 
第六节　考试的焦虑与调适 ···································································· 115 
一、考试焦虑的表现 ······································································· 115 
二、考试焦虑的心理调适································································· 116 
第七节　大学生健康学习心理的培育 ························································ 119 
课后思考题 ·························································································122 
心理训练 ····························································································122 
心理测试 ····························································································123 
第五章　大学生人际关系心理问题 ··································································124 
第一节　人际交往与大学生人际关系 ························································125 
一、人际交往的内涵 ·······································································125 
二、人际交往的距离 ·······································································126 
三、大学生人际关系 ·······································································127 
第二节　大学生人际交往的影响因素 ························································129 
一、认知因素 ················································································129 
二、性格因素 ················································································131 
三、人生观影响 ·············································································131 
四、缺乏沟通技巧 ··········································································131 
第三节　大学生人际交往问题 ·································································133 
一、大学生人际交往的主要类型························································133 
二、大学生人际交往的层次······························································134 
三、大学生人际交往问题的类型························································134 
四、人际交往的四种模式·································································135 
五、大学生人际交往的意义······························································135 
第四节　大学生学习人际交往 ·································································137 
一、大学生人际吸引 ·······································································137 
二、大学生人际交往的原则······························································138 
三、大学生人际交往的艺术······························································139 
课后思考题 ·························································································142 
心理训练 ····························································································142 
心理测试 ····························································································142 
第六章　大学生恋爱心理问题 ········································································143 
第一节　爱情概述 ················································································144 
一、爱情的本质 ·············································································144 
二、爱情的心理结构、形式与发展阶段···············································145 
三、爱情产生的心理原因·································································146 
四、爱情的经典理论 ·······································································149 
五、恋爱状态情感体验····································································150 
第二节　大学生的恋爱观与恋爱行为 ························································151 
一、大学生恋爱观 ··········································································151 
二、大学生的恋爱行为····································································152 
三、影响大学生恋爱的心理因素························································155 
第三节　大学生恋爱的心理困扰与调适 ·····················································156 
一、单恋的困扰与调适····································································156 
二、性的困扰和调适 ·······································································157 
三、网恋的困扰和调适····································································160 
四、失恋的困扰和调适····································································160 
课后思考题 ·························································································164 
心理训练 ····························································································164 
心理测试 ····························································································165 
第七章　大学生网络心理问题 ········································································166 
第一节　大学生与互联网 ·······································································166 
一、互联网及其特点 ·······································································167 
二、互联网的两面性 ·······································································167 
三、大学生上网心理 ·······································································169 
四、合理健康上网 ··········································································170 
第二节　大学生网络心理问题的特点 ························································172 
第三节　大学生网络心理问题的调适 ························································173 
第四节　网络成瘾的防治 ·······································································175 
一、网络成瘾的表现与特征······························································175 
二、网络成瘾的预防与矫治······························································176 
第五节　网络游戏成瘾 ··········································································178 
一、网络游戏成瘾的界定·································································178 
二、网络游戏成瘾者的躯体、心理和行为改变 ·····································179 
三、网络游戏成瘾的行为学习机制·····················································180 
四、游戏机成瘾的深层的心理学分析··················································180 
五、网络游戏成瘾行为的精神病理意义···············································181 
第六节　智能手机成瘾 ··········································································183 
一、智能手机成瘾概念的界定···························································183 
二、智能手机成瘾与网络成瘾的联系与区别·········································183 
三、影响智能手机成瘾的因素···························································184 
课后思考题 ·························································································188 
心理训练 ····························································································188 
心理测试 ····························································································189 
第八章　大学生就业择业心理问题 ··································································190 
第一节　大学生的职业生涯 ····································································190 
一、职业生涯规划与定位·································································191 
二、个性心理特征与生涯·································································192 
三、职业兴趣 ················································································194 
四、职业性格 ················································································195 
五、职业价值观 ·············································································197 
第二节　大学生的择业就业观念 ······························································199 
一、就业观要素构成 ·······································································199 
二、就业观念的影响 ·······································································200 
三、大学生择业就业观的主要特点·····················································201 
四、大学生如何树立正确的择业就业观···············································202 
第三节　大学生择业心理问题与调适 ························································204 
一、大学生择业的心态表现······························································204 
二、大学生择业过程中常见的心理现象···············································206 
三、大学生应具备的择业心态···························································210 
四、大学生择业心理调适································································· 211 
第四节　大学生职场生活心理问题与调适 ··················································213 
一、职场生活的发展 ·······································································214 
二、职场生活心理问题的调适···························································215 
三、如何培养良好的职业心理素质·····················································216 
课后思考题 ·························································································219 
心理训练 ····························································································219 
心理测试 ····························································································220 
参考文献 ···································································································221

前言 
习近平总书记在党的二十大报告中指出：“实施科教兴国战略，强化现代化建设人才支撑。”党的二十大报告还提出，深化教育领域综合改革，加强教材建设和管理，完善学校管理和教育评价体系，健全学校家庭社会育人机制。为了响应党中央的号召，我们在充分进行调研和论证的基础上，精心编写了本书。 
我们从世界卫生组织关于健康的定义中可以看出，一个人只有在躯体、心理、社会适应和道德四个方面都健康，才算是完全健康。其中，心理健康包括如下内容：一是人格完整，自我感觉良好，情绪稳定，积极情绪多于消极情绪；二是有较好的自控能力，能够保持心理上的平衡，能自尊、自爱、自信，有自知之明；三是在自己所处的环境中，有充分的安全感，能保持正常的人际关系，能受到他人的欢迎和信任；四是对未来有明确的生活目标，能切合实际地不断进取，有理想和事业上的追求。 
目前，大学生群体中存在着的一些心理健康问题，这在一定程度上影响了学生的身心健康，个别学生甚至患有心理疾病。这些问题普遍存在于大学生活的各个阶段，各种场景。例如，有些大学生刚入学就开始给自己“放假”，逃学，逃课，放纵自己。由于缺乏监管，部分学生上课心猿意马，下课信马由缰，随心所欲，产生了吸烟、酗酒、赌博、上网打游戏、网恋等问题，既耽误了学业，又影响了学习，个人问题不断出现；又如，还有一些大学生，由于各种因素导致了抑郁、易愤怒、嫉妒等问题，在面临挫折和产生不良情绪的时候不会正确处理，进而使小事酿成了大祸；再如，到了择业就业的毕业阶段，面对严酷的就业形势，该怎样找到自己比较满意的工作？这些问题如果不能在大学阶段加以解决，那么学生进入社会后，可能面临更大的麻烦。 
其实，上述问题都可以通过树立和践行正确的心理健康观念加以解决或缓解。因此我们组织编写了本书，旨在将大学生在入学、上学、毕业前夕可能出现的“心理疾病”整理出来，进行分析并加以解决。我们所选的问题，都是在大学生中具有普遍性、典型性的问题。在面对问题时，本书并没有一味地进行说教，而是通过一个个鲜活的案例加以解析，让读者思索和感悟。我们希望本书更像一个指示牌，提示学生们能做什么，不能做什么，怎么做才是人生正确的打开方式。 
本书以由浅入深、循序渐进的方式展开讲解，以合理的结构和经典的情景案例对大学生在各种环境下可能产生的心理状况与应对措施进行了详细介绍，具有极高的实用价值。 
相比其他教材，本书具有以下鲜明的特点： 
? 编写的针对性较强 
根据高等院校培养目标和大学生成长的需要，编者用心选择心理健康教育的相关内容，精心构思教材的体例，突出了教材为高等院校大学生服务的特色。 
? 理论与实践紧密结合 
本书淡化了专业的心理知识的陈述和分析，着重介绍心理活动的相关方法、技巧和策略的运用。书中还有大量的案例分析、情景展示、问题讨论、心理测试、心理互动活动等环节，这些内容都有很强的实用性和可操作性。 
? 秉承教育理念，突出养成训练 
无论是目标的设置还是途径、方法的提出和实施，都始终强调大学生心理健康教育的发展性，突出了学生心理素质的养成训练。 
? 强化学生主体，突出自助和助人 
心理健康教育的成功与否，在大学生日常学习生活中会得到充分体现。因此，本书特别强调创设生动的心理教学情境，有效调动学生的积极性和能动性，引导大学生在学习过程中学会自我认识、自我评价、自我调控、自我发展，达到自助和助人的目的。 
? 技能与思政教育紧密结合 
本书在讲解大学生心理健康专业知识的同时，紧密结合思政教育主旋律，从专业知识角度引导学生相关思政品质的提升。 
本书由谢宏、邓丁担任主编，王君文、何洪平、邓微担任副主编，梁婷、孙丹阳、曹芳梅、程文婧、李欣参与编写。 
由于编者水平与时间有限，书中疏漏之处在所难免，恳请广大读者批评指正。 
编　者

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大学生心理健康教程 本书围绕大学生心理健康教育展开讲述，循序渐进地讲解了大学生在各种环境下可能产生的心理状况，以及具体的应对措施。

大学生心理健康教程本书围绕大学生心理健康教育展开讲述，循序渐进地讲解了大学生在各种环境下可能产生的心理状况，以及具体的应对措施。