【作者】 刘秀英；

【导师】 宋耀武；

【作者基本信息】 河北大学 ， 教育史， 2023， 博士

【摘要】 学校心理学产生于19世纪末的美国,它是一门主要直接针对中小学生在学习、情感、适应等过程中的各种心理和行为问题解决的心理学分支学科,也是一个先有专业人才培养和服务实践,后来才有统一、正式名称的心理学研究领域。经过一个多世纪的发展,时至今日,美国的学校心理学及其人才培养始终走在世界前列。当前,我国中小学生在学习和生活等过程中的心理和行为问题日益增多,对他们的心理健康教育愈加受到人们的重视。但我国的中小学心理健康教育起步相对较晚,经验不足,尤其是在专业人才培养方面,相关的理论和实践还存在许多模糊不清的地方有待澄清。通过文献法、个案分析等多种方法的综合运用,以人才培养模式变迁为主要线索,以项目运行为依托,系统研究美国学校心理学人才培养的发展历程,总结典型培养模式在不同阶段的运行、成效与不足,对提高我国中小学心理健康教育专业人才培养工作的科学性和合理性,从而促进我国中小学生全面、健康发展的重要价值是不言而喻的。19世纪末至20世纪初,为适应急速的工业化进程,美国在短时间内完成了义务教育的普及,大量儿童涌入中小学,学校里的“问题儿童”也大大增加。在隔离特殊教育合法化时代背景下,由于智力测验运动、心理卫生运动、儿童研究运动等的助推,美国中小学基础教育迫切需要一批能够对入学儿童进行测评、鉴别的“守门人”。因应于此种要求,学校心理学人才培养逐渐形成了“临床医师模式”,这种状况一直持续到20世纪40年代末期。临床医师模式的培养目标、课程与教学主要围绕受训者对特殊儿童的评估诊断、鉴定和补救、临床观察与矫治等实践能力培养而进行。心理学家莱特纳·威特默等人以及纽约大学开展的人才培养项目活动是这一模式实施的典型代表。在此阶段,人才培养质量保障尚未形成较严格的规范与制度,主要是一些地方教育主管部门与学术机构监管出台管理措施或者标准进行项目规范。在临床医师模式不断发展的过程中,催生了“学校心理学家”高层次学校心理学权威专家的诞生,一定程度上拓展了学校心理学家的角色功能,但其囿于“病态”矫治,培训内容狭窄,培训层次两极分化,人才角色功能单一等局限较为明显。从20世纪40年代末期至60年代中期,在美国公立中小学基础教育对学校心理学服务新需求的刺激下,加上联邦与地方政府的强力支持、心理学专业会议的引领、专业期刊及科研成果的大量涌现,以及随之而来的心理学相关理论的不断发展,推动学校心理学人才培养由临床医师模式向“科学家——实践者”模式转变。科学家——实践者培养模式在目标、课程和教学方面的最大特点,是强调对从业者的科学研究和服务实践两方面能力的双重培养,同时在服务实践的角色功能方面有了明显拓展,已经涉及“正常”学生的学业与职业辅导。这一阶段,犹他州立大学的人才培养项目活动成为科学家——实践者培养模式的典范。科学家——实践者培养模式的探索与确立,使学校心理学人才培养的项目培训逐渐迈上正规化发展的轨道,从业者角色功能进一步扩展,提高了服务水平,同时促使培养课程体系发生了极有意义的重大变革,在一定程度上改变了学校心理学从业者科学研究与实践服务相脱节的状况。但在人才培养与从业者服务的实践过程中,仍然存在着“科学家”与“实践者”两种角色在现实中很难真正融合,实践服务过程中面对法规约束时难以抉择的困境,这些都预示着“科学家——实践者”模式又逐渐落后于时代需求。从20世纪60年代中期开始,人们的教育、健康观念发生重大变化,“回归主流”和“融合教育”运动风起云涌,美国公立中小学基础教育领域促使学校心理学服务变得多元化。于是,在联邦政府教育法案的支持下,在美国心理学会(APA)与美国学校心理学会(NASP)的引领下,伴随着心理学领域相关理论的不断发展,美国学校心理学人才培养的多元化角色模式得以产生与运行。多元化角色模式不是对传统人才培养模式的简单否定,而是心理学界对学校心理学服务的一种新共识:做好学校心理学服务工作,已经不是靠单一模式培养的相对单一角色功能的从业者能胜任的了,只有通过并存的各种模式培养出来的多样化学校心理学人才通力协作,才能满足中小学基础教育领域青少年学生发展的多元化需求。因此,这一阶段美国学校心理学人才培养的目标、课程与教学也呈现多样化的特点,出现了以德克萨斯大学奥斯丁分校、宾夕法尼亚大学、凯斯西储大学为代表的各具特色的项目培养模式代表。与此同时,从联邦到各州以及各专业学会的认证与监督制度也进一步完善和严密,确保了人才培养的质量。在多元化角色模式下,项目培养目标、课程设置清晰多元,实践实习标准丰富多样,进一步规范和完善了认证机制,培养出为数众多的多元化人才,推动美国学校心理学人才的实践服务融入整个社会生态系统。依然存在培养目标中角色功能拓展带来的冲突、难以多方协调与配合、专业伦理道德规范与服务实践需要存在矛盾等多种问题与困难。可以说,美国学校心理学人才培养模式的探索与改革仍然任重而道远。纵观美国学校心理学人才培养模式的发展历程可以发现,其能够不断演进与嬗变、不断科学化与合理化存在必然逻辑,既有政府机构重视通过立法来保障人才培养的质量、相关学术组织重视专业的引领,更有中小学基础教育日益提高的服务要求,迫使人才培养模式必须不断发生全方位变革以适应这种变化。其中,从业者的服务效果与困难,是推动培养模式变迁的实践基础。美国学校心理学人才培养模式的嬗变历程启示我们,我国的学校心理学人才培养应该高度重视理论与实践研究,尤其是培养模式的科学建构。同时,重视建立和完善人才培养与服务实践的互馈机制,促使人才培养实现可持续发展;此外,重视人才培养过程的监管及学会组织的有效引领,也应该是美国学校心理学人才培养模式的演变历程提供给我们的一个重要经验。更多还原

【Abstract】 The school psychology appeared in the United States at the late 19th century,which was a subdiscipline of psychology addressing the psychological and behavioral problems in learning,emotion,and adaptation processes for the primary and middle school students(teenagers).It was also a psychological research field with professional talent training and service practice before it had a unified and formal designation.Up to now,the school psychology and its talent training is still at the forefront of the world after more than a century of development.Currently,the psychological and behavioral problems of the primary and middle school students are increasing in their study and life,and their mental health education is drawing more and more attention.However,the mental health education in the primary and middle school started relatively late with insufficient experience in our country,and there are still many ambiguities in related theories and practices,especially in the training of professional talents.With model transition as the main clue and project operation as the basis,the development process of school psychology talent training in the United States was systematically studied by combining multiple methods,such as the literature and case analysis methods.Furthermore,its effects and deficiencies in different stages were summarized.The importance of the study is self-evident to improve the scientificity and rationality of talent training for mental health education in primary and middle school of China,and thus promote the comprehensive and healthy development of the students.From the late 19th century to the early 20th century,the United States completed the popularization of compulsory education in a short time to adapt to the rapid industrialization process.A large number of children flooded into the primary and middle schools,and the number of"problem children"in schools increased greatly.Owing to the promoting effects of various movements,such as intelligence test,psychological health and child study movements,in the context of the legalization of segregated education,the public basic education urgently needed"gatekeepers"to assess the children enrolled in school.A“clinician model”was developed for school psychology talent training in response to the requirement,and the situation lasted until the late 1940s.The training goals,curricula and teaching arrangements were focused on practice ability training for the diagnostic assessment,identification,remediation,clinical observation,and treatment of special children.The talent training programs carried out by the psychologist Lightner Witmer and New York University were typical representations for the model implementation.At this stage,strict norms and institutions had not yet been formed for the quality assurance of talent training,and it mainly relied on the management measures or standards by some local education authorities and academic institutions to regulate the programs.The continuous development of the clinician model gave birth to the"school psychologist"as the high-level authoritative expert on school psychology,and the role functions of school psychologist were expanded by a certain extent.However,it was limited to"pathological"correction,and the limitations were also very obvious,like narrow training content,polarized training levels,and single role function of talents.From the late 1940s to the mid-1960s,the school psychology talent training model shifted from the clinician model to the scientist-practitioner model,which was promoted by various factors,i.e.,the new demand for school psychology services in American public basic education,the strong support of federal and local governments,the leading of professional psychology conferences,the appearance of professional journals and scientific achievements,and the accompanying development of psychology theories.The most special characteristic of the scientist-practitioner training model in terms of goals,curricula and teaching arrangement was that it emphasized the training of practitioners on both scientific research and practical service,and it significantly expanded the role functions of practical service,even including the academic and career guidance of"normal"students.During this period,the training program activities of Utah State University exemplified the scientist-practitioner model.The exploration and establishment of the scientist-practitioner training modelled to the gradual normalization of school psychology talent training programs.The role functions of practitioners were further expanded,the service level was improved,and significant meaningful changes also happened to the training curricula,mitigating the disconnection between scientific research and practical services for school psychologists to a certain extent.Nevertheless,people found that it was still difficult to integrate the roles of"scientist"and"practitioner"in reality and make choices faced with legal constraint,indicating the scientists-practitioner model gradually fell behind the needs of The Times.Since the mid-1960s,the health concept had undergone great changes,the"return to mainstream"and"integrated education"movements had surged,and the school psychology services also had become diversified with the promotion of public basic education in the United States.There upon,along with the development of the psychology theories,the multi-role model of school psychology talent training came into being and operated in the United States under the support of the federal government’s Education Act and the guidance of APA and NASP.The multi-role model was a new consensus on the school psychology service in the psychology community,rather than a simple denial of the traditional talent training models.That is,the practitioners trained by a single model with relatively single role and function were no longer competent to the service work of school psychology,and only through the combined efforts of diverse school psychology talent strained by a variety of coexisting models the diversified development needs of adolescent students in the field of public basic education could be satisfied.Therefore,the goals,curricula and teaching arrangements for the school psychology talent training in America also presented diverse characteristics,and there appeared diversified project training models with distinctive characteristics represented by the University of Texas at Austin,the University of Pennsylvania and the Case Western Reserve University.At the same time,the certification and supervision system of the federal government,state governments and professional societies was further improved and tightened to ensure the quality of talent training.For the multi-role model,the training goals and curricula of the program were clear and diversified,and the practice standards were also varied.Moreover,the certification mechanism was further standardized and improved,a large number of diversified talents were cultivated,and the practice service of school psychology talent was promoted to integrate into the whole social ecosystem in America.However,at the same time,there were still many problems and difficulties,such as conflicts caused by role function expansion in training goals,difficulties in multi-party coordination and cooperation,contradictions between the professional ethics and moral code and the needs of service practice.It could be said that there was still a long way to go to explore and reform the school psychology talent training models in America.An overview of the development of school psychology talent training models in the United States revealed that its continuous evolution,transmutation,scientization and rationalization were motivated by several factors,i.e.,the quality assurance of talent training through legislation valued by the government institutions,the professional guidance emphasized by relevant academic organizations,and the increasing service requirements of the public education.Ultimately,the talent training models were forced to undergo continuous and comprehensive revolution to adapt to such changes.Furthermore,the service effectiveness and difficulty of the practitioners were the practice basis for the transition of the training models.The transmutation process of the school psychology talent training models in the United States suggested that great attention should be paid to the theory and practice research for the school psychology talent training in China,especially to the scientific construction of training models.Meanwhile,the establishment and improvement of the mutual feedback mechanism between the talent training and service should be emphasized to achieve sustainable development for the talent training;in addition,attaching great attention to the supervision of the talent training process and the effective leadership of society organizations should also be an important experience provided by the transmutation of school psychology talent training models in America.更多还原