青少年心理学教案

1、?青少年心理学?教案课程名称： 青少年心理学 课程编号： 4043213 学院、专业、年级： 心理学院应用心理学、心理学专业任课教师： 张文新 教师所在单位： 心理学院 山东师范大学课程简介青少年心理学是面向应用心理学和心理学专业的本科生开设的一门专业必修课。该课摈弃了以往课程设置的传统方式，以青少年期开展为主题介绍了青少年开展的各个方面，具体包括青少年的界定、青少年心理开展的各种理论观点、青少年开展的背景以及青少年开展的重要主题。本门课程的教学目的在于使学生学习和了解青少年开展的理论观点与研究结论，并注重培养学生运用所学知识分析和理解青少年心理开展的实际现象的能力，培养其从事青少年心理研究的

2、意识与能力。课程的教学内容包括绪论、青少年心理开展的理论、青少年的生理过渡、青少年的认知过渡、青少年的社会过渡、青少年开展的家庭背景、青少年开展的同伴背景与同伴关系、青少年亲密感的开展以及青少年自我的开展等。同时，本门课程采用双语教学，以促使学生关注该门学科开展的前沿、了解研究动态，培养学生的创新意识，并提高学生的专业英语水平。授课时间 第 1、2 次课授课章节绪论任课教师及职称教学方法与手段讲授、讨论、实验教学课时安排6课时使用教材和主要参考书1. 张文新主编. 青少年开展心理学. 山东人民出版社, 2003.2. Steinberg L.著. Adolescence. Mcgraw-Hil

3、l高等教育出版社, 2005. (英文版)3. Steinberg L. & Lerner R. 主编. Handbook of Adolescent Psychology. John Wiley & Sons公司出版, 2004. (英文版)教学目的与要求：1、理解并掌握开展的含义、阶段及青少年期的界定2、了解青少年期的根本变化3、了解青少年开展的社会背景4、了解青少年心理开展的主题5、了解人们关于青少年的认识青少年的刻板印象教学重点、难点：开展的含义、阶段以及青少年期的界定教学内容：1. What Is Development?Development refers to t

4、he sequential and irreversible biological, cognitive and social changes that occur across human life span.2. Stages of Human DevelopmentChildhoodPrenatal period, Infancy(0-3 years old), Early childhood(3-6 years old), and Middle and late childhood(6-11 years old)Adolescence - A transition period fro

5、m childhood to adulthoodEarly adolescence(10-13 years old), Middle adolescence (14-18 years old), and Later adolescence (19-22 years old)Adulthood Figure 1-13. Boundaries of AdolescenceTheorists proposed and adopted various makers to define adolescenceTable 1-14. Fundamental Changes of adolescenceTh

6、ere are three fundamental changes occurring during adolescence which give the period its special flavor and significance: onset of puberty, emergence of more advanced thinking abilities, and transition into new roles in society.1Biological transitions:2Cognitive Transitions:3Social Transitions:5. Co

7、ntexts of AdolescenceThe psychological development of adolescence is a result of the interaction of the basic changes in individuals body, cognition, and social status and the contexts where these changes occur (Steinberg, 1999) Figure 2.Four main contexts affect the development and behavior of youn

8、g people： Families, Peer Groups, Schools, and Work and Leisure.6. Themes of Development of Adolescents(1) Cognition(2) Identity(3) Autonomy(4) Intimacy (5) Sexuality (6) Achievement (7) Psychosocial problems7. 实验教学：Stereotype of Adolescents1研究报告的一般格式与标准一份研究报告应包括如下局部：问题提出、研究方法、结果分析与讨论、参考文献。研究报告的写作要标准

9、，包括应有的局部必须有，此外，按照研究报告的写作方式与风格进行写作，语言尽可能准确、简练等。参考文献需符合要求。2数据的分析与解释常用的数据分析涉及描述统计和推论统计。推论统计又可按研究问题和任务分为描述或确定变量间的关系、确定变量间的差异、确定一个变量对另一变量的影响以及做出预测等。本项研究报告中主要涉及推论统计中的前两者。数据或结果的解释需准确、有根据，一方面基于数据，另一方面需参照有关文献。本研究未涉及内容，不能有过多的演绎。复习思考题、作业题：1、 人生可以分为哪些主要的阶段及亚阶段？2、 界定青少年期的标准有哪些？依据这些标准，如何界定和理解青少年期？3、 青少年期开展的根本过渡有哪

10、些？4、 如何运用生态系统的观点来理解青少年开展的社会背景？5、 青少年期开展的主题有哪些？下次课预习要点各种理论派别有关青少年期心理与行为特点的观点实施情况及教学效果分析学院审核意见学院负责人签字年 月 日授课时间 第 3、4 次课授课章节青少年心理开展的理论流派任课教师及职称教学方法与手段讲授、讨论课时安排6课时使用教材和主要参考书1.张文新主编. 青少年开展心理学. 山东人民出版社, 2003.2.Steinberg L.著.Adolescence.Mcgraw-Hill高等教育出版社, 2005.(英文版)3.Steinberg L.& Lerner R. 主编. Handbo

11、ok of Adolescent Psychology. John Wiley & Sons公司出版,2004.(英文版)教学目的与要求：1、 理解生物学取向的青少年开展理论2、 理解精神分析学派的青少年开展理论3、 了解华生和斯金纳的行为主义的青少年开展观4、 理解并掌握社会学习理论及其青少年开展观5、 理解勒温的场论与斯普兰格的人格理论6、 理解并掌握皮亚杰的心理开展理论7、 理解文化人类学和生态学的开展理论教学重点、难点：霍尔的青少年开展观；艾森克的青少年开展观；社会学习理论；勒温的场论；皮亚杰的心理开展观；生态学的观点教学内容：1、 生物学取向的青少年开展理论从个体生理的发生开

12、展过程出发，认为人的心理开展是生理成熟的结果。个体开展表现出的类型差异和年龄差异是由生物遗传因素决定的，不受或极少受环境的影响。认为个体生理和心理成熟所经历的阶段对每个人来说具有普遍性。包括：1霍尔的复演说个体心理开展是一系列或多或少复演种族进化历史的过程，个体心理的开展层次与种系发生的进化层次在本质上是对应的、平行的。个体心理开展完全由生物因素决定。心理开展按照一个普遍的、固定的模式进行，极少受环境的影响。与人类物种进化的历史相对应，将个体心理开展划分为四个阶段：婴幼儿期、儿童期、少年期和青年期。2格塞尔的成熟论个体生理开展与心理开展经历了一个有规律的顺序过程，这一过程由物种和生物的进化顺序

13、决定。个体开展变化的本质是结构性的，根本结构的变化在生物因素(如成熟)的影响下有规律地开展着，从而控制着外显行为特征的差异。环境只是起着支持和沟通各开展阶段的作用，而不能产生或改变开展的根本形式和顺序。没有足够的成熟就没有真正的开展变化，在结构得以开展之前，特殊的训练是没有多少成效的。2. 精神分析学派的青少年开展理论 主要从心理开展的动力来分析、探讨青少年心理开展的一般规律。1弗洛伊德的精神分析理论 将无意识作为研究对象，从人格结构入手来探讨心理发生、开展的深层动因。心理开展的根本动力是性本能力比多(libido)。人格结构：伊底、自我和超我青春期：随着青春期生理变化的发生，儿童期潜伏期的平

14、静状态被打破、俄底普斯情结再次出现、与异性接触。青春期俄底普斯情结的解决不好，可能会出现同性恋。青春期生理变化带来行为变化及适应困难，青少年易产生精神机能障碍。2安娜·弗洛伊德的精神分析理论认为青春期在个性形成中起更重要的作用，更多地对青少年开展的动力问题进行了研究。在探讨青春期的开展，更多地强调伊底、自我和超我间的关系。青春期随着性功能的成熟，伊底的力量超过超我，先前建立起来的伊底与自我间的平衡被打破，从而产生了新的内在冲突。超我通过逐渐内化父母或权威的道德价值观念也得到了开展，自我与当前超我中内化的道德标准发生冲突。青春期的任务之一是重新获得内在平衡。青春期再次产生俄底普斯情结。

15、3埃里克森的心理社会开展理论埃里克森重视社会文化因素对开展的影响；将心理开展阶段扩展至老年，提出了心理社会开展阶段理论(psychosocial theory of human development)。认为每一阶段都有一个普遍的开展任务，这些任务是由成熟与社会文化环境、社会期望间不断产生的冲突所规定的。按照在不同阶段上个体面临的开展任务或危机不同，将个体开展划分为8个阶段。埃里克森关于青少年期的开展的观点：青少年心理开展的主要任务同一性的获得，以及完成这一任务的可能性。3. 行为主义和社会学习理论的青少年开展观未专门研究开展问题。1华生的行为主义理论2斯金纳的操作行为主义理论3班杜拉的社会学

16、习理论观察学习是人类主要的学习方式。观察学习又称替代性学习，是通过观察他人典范的行为及其结果而进行的学习。强化：直接强化、替代性强化和自我强化观察学习的子过程：注意、保持、动作复现、强化和动机过程4. Lewins Field Theory1根本观点认为人的心理活动是在一定的心理场或生活空间中进行的。“Behavior (B) is a function of the Person (P) and the Environment (E), i.e. B=F(P, E). The sum total of all environmental and personal factors in int

17、eraction is called the “life space (LSp) or “psychological space , i.e. B=F(LSp)2勒温有关心理开展的观点从场论出发描述并解释了心理与行为开展变化的动力。认为个体开展(development of individual)的一个主要特征是随年龄的增长，生活空间中尚未分化、较松散的区域开始逐渐分化，且在分化的同时个体对各子领域也进行着重新建构。分化有快有慢。Lewins view of point about developmental stages：1. An increase in the scope of the

18、life space in regard to a. What is part of the psychological present; b. The time perspective in the direction of the psychological past and the psychological future.2. An increasing differentiation of every level of the life space into a multitude of social relations and area of activities3. An inc

19、reasing organization4. A change in the general fluidity or rigidity of the life space(3)勒温有关青少年心理开展的观点Fundamental to Lewins theory of development is the view that: adolescence is a period of transition during which adolescents must change their group membership.关注青少年开展中结构变化的个体差异：青少年可能经历不同的开展过程或开展模式。

20、6. Piagets theory: Basic concepts心理开展的实质：主体通过同化和顺应两种方式实现的动作对客体的适应Four stages of cognitive development：Sensorimoter stage0-2 years old，Preoperational stage2-7 year old，Concrete operational stage7-11 years old，and Formal operational stagefrom 11 years old on. Formal operational thought:Distinction bet

21、ween operational thought of the child and the formal operations of adolescence: The former can deal with problems that are presented concretely, while the later can deal with abstract ideas and use more involved logical processes.Four major components of formal operations:l Conception of possibiliti

22、esl Hypothetical deductive reasoningl Interpropositional thinkingl Combinational or systemic thinking7. Cultural anthropological perspectives on adolescenceThe cultural anthropological perspectives emphasis on the role of culture on adolescent development. “Cultural determinism or “Cultural relativi

23、sm on development(1)玛格丽特·米德的观点The question that Margaret Mead explored: “Are the disturbance which vex our adolescents due to the nature of adolescence itself or to the civilization? Under different conditions does adolescence present a different picture? (Mead, 1928/1950). 青春期并非必然是一个危机四伏的紧张时期，

24、任何心理紧张都来自于文化条件，也即原先我们“归诸于人类本性的东西，绝大多数不过是我们对于生活于其中的文明施加给我们的种种限制的某种反响。(玛格丽特·米德, 1988)后来，玛格丽特·米德修正了其理论，认为个体开展的某些方面存在着跨文化的普遍性。2Ruth Benedicts theory of cultural conditioningBelieve that human beings show far greater plasticity and modifiability than animals, and humans were from the time of bi

25、rth on conditioned by the cultural setting, so that human species has made great progress and there are wide intercultural differences.Growth was a gradual, smooth, and continuous process, if natural growth is uninfluenced by social-environmental forces. However, to the extent that social groups int

26、roduce requirements, restrictions, differential treatment, and expectations, discontinuities would emerge. 8. Ecological perspectives of human development(1) 布朗芬布伦纳的人类开展生态学模型强调环境/生态在个体心理开展中的作用。四种生态：微系统(microsytem)、中间系统(mesosystem)、外层系统(exosystem)、宏系统(macrosystem)、历史年代系统(chronosystem)2Life Course the

27、ory by Glen Elder JrEmphasis on the life course or time-dimension of developmentBelieved that human life span can be best understood by considering lives in their historical time and place, the timing of social roles and life events, the interdependence or connections among lives, and the role of hu

28、man agency and social constraints in decision makingA. Human lives in historical time and place: family obligation of current adolescents and their parents, grandparents; perspectives on consumptions of current adolescents and their parents; morality and values of current adolescents and their paren

29、ts. B. Linked lives: such as parental divorce, unemployment, parental conflicts, etc. C. The timing of lives: whether or not a person experiences certain events at a given time. D. Human agency and social constraints: peoples choice and planning of life复习思考题、作业题：1、如何理解青少年开展的各种理论观点？2、基于所学理论和相关事实，你将如何

30、描述一个典型的青少年的特征？3、这些理论观点对青少年心理开展的实证研究有哪些启示？下次课预习要点青春期的生理变化以及这些变化对心理社会开展的影响实施情况及教学效果分析学院审核意见学院负责人签字年 月 日授课时间 第 5、6 次课授课章节青少年的生理过渡任课教师及职称教学方法与手段讲授、讨论课时安排6课时使用教材和主要参考书1.张文新主编. 青少年开展心理学. 山东人民出版社, 2003.2.Steinberg L.著.Adolescence.Mcgraw-Hill高等教育出版社, 2005.(英文版)3.Steinberg L.& Lerner R. 主编. Handbook of A

31、dolescent Psychology. John Wiley & Sons公司出版, 2004.(英文版)教学目的与要求：1、 理解青春期主要的生理变化2、 理解青春期的生理变化对青少年心理与行为的影响3、 了解青少年的饮食失调以及青少年期身体健康与卫生保健教学重点、难点：青春期的生理变化对青少年心理与行为的影响教学内容：1. Puberty: An overviewChief manifestation of puberty (Marshall, 1978): l Rapid acceleration in growth: dramatic increases in both h

32、eight and weight.l Development of primary sex characteristics, including the further development of the gonads, or sex glands.l Development of secondary sex characteristics, involving changes in the genitals and breast, and growth of pubic, facial, and body hair, and the further development of the s

33、ex organs.l Changes in body composition, specifically, in the quantity and distribution of fat and muscle.l Changes in the circulatory and respiratory systems, which lead to increased strength and tolerance for exercise.2. Somatic development(1) Changes in stature and the dimensions of the bodyAdole

34、scent growth spurtAt the time of peak height velocity, adolescents are growing at the same rate as a toddler. For boys, peak height velocity averages about 4.1 inches (10.5 cm) per year, and for girls, 3.5 inches (9.0 cm) (J. Tanner, 1972).The composition of the skeletal structure also changesBones

35、become harder, more dense, and more brittle. At the end of puberty, the ends of the long bones in body are closed, which terminates growth in the height. Increases in the size and capacity of the heart and lungs and, consequently, in exercise toleranceIn all these areas, the rate and magnitude of th

36、e gains favor males over females.By the end of puberty, boys are stronger, have larger hearts and lungs relative to their size, a higher systolic blood pressure, a lower resting heart rate, a greater capacity for carrying oxygen to the blood, (Peterson & Taylor, 1980, p.129).(2) Brain changes du

37、ring adolescenceCell bodies and dendrites do not change much during adolescence but that axons continue to develop through adolescence. Another important aspect of the brains development at the cellular level the dramatic increase in connections between neurons.(3) Sexual maturationSexual maturation

38、 in boysThe sequence of developments in secondary sex characteristics among boys is fairly orderly.Sexual maturation in girlsThe sequence of developments in secondary sex characteristics among girls is somewhat less regular than it is among boys.3. The timing and tempo of pubertyThe are great variat

39、ion in the timing and tempo of puberty.The onset of puberty can occur as early as 7 years in girls and 9½ in boys or as late as 13 in girls and 13½ in boys. What factors underlie the tremendous variations in the timing and tempo of puberty? Why do some individuals mature relatively early a

40、nd others relatively late?4. The psychological and social impact of pubertyYoung peoples reactions to the changes brought on by puberty, and others reactions to them, are influenced by the broader social environment.(1)The immediate impact of pubertyPuberty and self-esteemAdolescent moodinessChanges

41、 in sleep patternsPuberty and family relationshipsChanges of peer affiliations during puberty(2)The impact of specific pubertal eventsl Girls reactions to breast developmentl Girls reactions to menstruation and menarchel Boys reactions to their first ejaculationl Social and cultural factors influenc

42、e adolescents responses to specific pubertal events(3)The impact of early or late maturationEarly versus late maturation among boysEarly maturation seems to have some advantages for individuals certain psychological functioning, such as self-esteem, peer relationship and interactions, etc. Early ver

43、sus late maturation among girlsNot as boys, early maturers among girls seem to experience some disadvantages related to their early maturation compared to their peers, e.g. more emotional difficulties, including low self-image and higher rate of depression, anxiety, eating disorder, and panic attack

44、s.5. Eating disorderEating disorder refers to patterns of behaviors and attitudes about eating that are unhealthy. Ranging from unnecessary preoccupation with weight and body image to full-blown clinical eating disorders, such as anorexia (厌食症), bulimia(易饿症), and anorexia nervosa (神经性食欲缺乏).6. Physic

45、al health and health care in adolescenceDisordered eating is associated with a range of psychological problems associated with stress, including poor body image, depression, alcohol and tobacco use, and poor interpersonal relationships.Nearly 20% of anorectic teenagers starve to death.复习思考题、作业题：1、 青

46、春期的生理变化主要有哪些？2、 如何理解生物过渡是青少年期的根本过渡之一。3、 为什么青春期对青少年的这种长期影响趋势在男生身上并没有得到印证？4、 如何理解早熟和晚熟对青少年开展的影响？下次课预习要点青少年的认知的主要特点、有关青少年认知开展的理论、青少年认知开展的个别差异研究以及青少年的社会认知实施情况及教学效果分析学院审核意见学院负责人签字年 月 日授课时间 第 7、8次课授课章节青少年的认知过渡任课教师及职称教学方法与手段讲授、讨论课时安排6课时使用教材和主要参考书1.张文新主编. 青少年开展心理学. 山东人民出版社, 2003.2.Steinberg L.著.Adolescence.

47、Mcgraw-Hill高等教育出版社, 2005.(英文版)3.Steinberg L.& Lerner R. 主编. Handbook of Adolescent Psychology. John Wiley & Sons公司出版,2004.(英文版)教学目的与要求：1、 理解并掌握青少年期认知的根本变化2、 理解青少年认知的理论观点3、 理解青少年期智力的个体差异4、 理解青少年社会认知的特点及其与青少年行为间的关系教学重点、难点： 青少年认知开展的主要特点；青少年认知开展存在很大的个别差异；青少年的社会认知及其与青少年的行为间的关系教学内容：1. Changes in c

48、ognitionl Adolescents become better able than children to think about what is possible, instead of limiting their thought to what is reall Adolescents become better able to think about abstract thingsl Adolescents begin thinking more often about the processes of thinking itselfl Adolescents thinking

49、 tends to become multidimensional, rather than being limited to a single issuesl Adolescents are more likely than children to see things as relative, rather than as absolute2. Theoretical perspectives on adolescent thinking1Piagetian view of adolescent thinking Formal operational thought:l Conceptio

50、n of possibilitiesl Hypothetical deductive reasoningl Interpropositional thinkingl Combinational or systemic thinking Research on adolescent formal-operational thinkingl 天平实验l 钟摆实验l 化学混色实验Research on social cognition: Moral reasoning2Lev Vogtskys sociocultural cognitive theoryEmphasizes how culture

51、and social interaction guide cognitive development. Development of memory, attention, and reasoning involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies. So, it is important that we understand the nature of the environment in which an adol

52、escent develops in terms of its demands for intelligent behavior and its opportunities for learning. Zone of proximal development3Information-processing view of adolescent thinkingInformation-processing researchers apply the same techniques to understanding human reasoning that computer scientists e

53、mploy in writing programs.Attention、Memory、Processing speed、Organization、Metacognition3. Individual differences in intelligence in adolescence(1)传统智力测验Nature of IQ：Measure of “school smarts；Always be presented as a relative score in comparison to the scores of other individuals of the same age and f

54、rom approximately the same cohort, ie quotient; May reflect an individuals several aspects of intelligence or intelligence of different areas, such as verbal and performance.(2) Sternbergs Triarchic theoryComponential intelligence, Experiential intelligenc, and Contextual intelligence(3) Gardners th

55、eory of multiple intelligenceVerbal, Mathematical, Spatial, Kinesthetic (movement), Self-reflective, Interpersonal, Musical, (4) Gender differences(5) Culture and intelligence：Culture-fair tests4. Adolescent thinking in context(1)Social cognitionImpression formation：During preadolescence and adolesc

56、ence, individuals impressions of other people develop in five main directions(Hill & Palmquist, 1978)：More differentiated、Less egocentric、More abstract、Greater use of inference、More highly organized.青少年的内隐人格理论：Three aspects of adolescent personality theory that differ from that of children: l First, when given information about another person, adolescents are more likely to consider both previously acquired information and current information, rather th