National Course Platform
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1National Open Video Course: “Disaster Education Psychology”

The Open Course “Disaster Education Psychology” taught by Professor Ning Weiwei

1.1Platform Depended

The “iCourses Web” run by the Ministry of Education (URL: http://www.icourses.cn/viewVCourse.action?courseCode=10613V002 )

1.2Course Overview

“Much distress regenerates a nation”. In the face of disasters, if we human beings can take it seriously with a scientific attitude, we can definitely turn crises into opportunities, accumulating a precious fortune of knowledge. Through the Wenchuan Earthquake (May 12th, 2008), Yushu Earthquake and Lushan Earthquake, China becomes more composed and orderly in response to disasters. The theoretical sublimation of disaster experience is particularly important, and we need to reinforce our active consciousness when facing disasters and capture the internal law to respond to disasters. “Disaster Education Psychology” is designed on the basis of the achievements in various national and provincial scientific researches, which are directed by the course director. It possesses complete aboriginality and pertinence making zeitgeist prominent. Based on the features and laws of human being’s psychological development after encountering disasters, “Disaster Education Psychology” utilizes psychological counseling, classroom education, mental training and other means to help people, mainly the disaster-affected population, integrate the internal resource and deal with the various stress brought by disasters in a scientific way, in order to achieve psychological development. The course plays a positive role in enhancing disaster awareness, promoting the ability to respond to disasters and inspiring inherent positive energy, which has great guiding value for post-disaster psychological reconstruction. The course is taught by Professor Ning Weiwei, the director of the Psychological Research and Counseling Center of Southwest Jiaotong University, a teaching master of Sichuan Province.

1.3 Introduction of Lectures

Lecture One: Goals and Principles of Post-disaster Psychological Reconstruction

How to comfort the injured hearts after catastrophes, how to release the unpredictable anxiety and stress, how to adjust the psychology to bravely face post-disaster reconstruction work and how to stimulate inward psychological potential to accomplish the ascent of personality and social value are critical questions to be solved by Disaster Educational Psychology. Facing the unexpected disaster, we can still respond actively. Disaster psychological education has laws and rules to follow and post-disaster psychological reconstruction should set higher goals and follow certain principles and modes.

Lecture Two: Identification and Treatment of Post-Traumatic Stress Disorder (PTSD)

When facing unpredictable catastrophes, it’s hard to avoid the huge impact to people’s psychology, and most people will encounter various psychological problems. Post-disaster psychological problems, which are usually concrete and complex, should be solved in time. Otherwise, the disaster-affected people will reinforce various negative cognitions in daily life and form a life mode of negative responses. The secondary disasters and subsequent life pressure could potentially aggravate the pathological stress reaction of survivors and even cause serious post-traumatic stress disorder (PTSD). It is of great importance to recognize and scientifically handle post-traumatic stress disorder (PTSD) as early as possible.

Lecture Three: Post-disaster PsychologicalReactions and Responses of Different Groups

In post-disaster coping process, psychological reactions of different groups have different features. Therefore, the emphasis of disaster psychological education for each group is different. We should launch guiding and educational activities in accordance with different age groups, apply the principle of psychological support to each group with great flexibility and better improve the coping ability of the entire population.

Lecture Four: Techniques and Methods for Disaster Psychological Education (the First Half)

Disaster Psychological Education emphasizes that every human being should be regarded as a person living in the society. As the summation of social relationships, human beings’ psychology and behaviors are influenced by the growth environment, society, economy, culture and other aspects. The application of education methods for disaster psychology should take social and cultural factors into account and combine psychological techniques and local culture organically, in the hope of realizing the best effects of education. In recent years, it has been discovered from the practices of disaster psychological education that psychological counseling, group coaching and training as well as art therapy are positive and effective ways of psychological education.

Lecture Five: Techniques and Methods for DisasterPsychological Education (the Second Half)

In disaster psychological education, the influences of social environment should be taken into account, and then the scientific and reasonable techniques and methods should be adopted. Practice has proven that the individual psychological counseling techniques, group coaching techniques and art adjustment based on disaster psychological education are quite effective.

Lecture Six: Improving Volunteers’ Communication and Comprehensive Competence

The volunteers are those who volunteer to offer services and assistance to other people and the society based on conscience, beliefs and responsibilities without reward. If volunteers are to play a more positive part in psychological assistance, they should clearly determine their roles, improve their communication ability and comprehensive quality.

2 National Excellent Resource-sharing Course: “Youth Psychology”

National Excellent Resource-sharing Course: “Youth Psychology”

2.1 Platform Depended

The "iCourses Web" run by the Ministry of Education (Website: http://www.icourses.cn/coursestatic/course_3185.html )

2.2 Course Overview

Course Name: Youth Psychology Course Hour: 34
School: Southwest Jiaotong University 
Subject Classification: Science
Person in Charge: Ning Weiwei 
Specialty Category: Psychology
Course Type: Theory Course (including practice and experiment) 
Major: Applied Psychology
Course Nature: Public Elementary Course
Applicable Major: Any Major

Teaching Design Ideas

In light of the features of youth mental health education work, five integrated working ideas are brought up in the teaching practice:

A. The combination of research and counseling; B. Combination of professional coaching with non-professional coaching; C. Combination of teachers’ coaching with students’ self-mental education; D. The psychological quality education is combined with overall quality education;
E. Combination of the curricular and extra-curricular psychological quality education.

Guided by the principle of “five combinations”, we aim at developing the mind potential by taking the healthy self-growth as the main line and strengthening the activities of education and practice from the following four aspects:

Helping young college students view various problems during self-growth with a unified outlook of development and enhancing their knowledge of mental health and the theoretical attainment for psychological self-education.

Highlighting the importance of innovation ability, personality and career development in the youth period, and emphasizing the significance of the comprehensive development of psychology.

Enhancing young college students’ awareness of their own psychological development processes and helping them improve their own psychological diathesis.

In the face of young people’s problems, we, on the basis of numerous case studies, endeavor to help them improve their health awareness and self-coaching skills.

We pay attention to the effectiveness of education guidance for all links both in and out of class, and we pay particular attention to the hot topics, common issues, and difficult problems concerning the development of all students, and give corresponding solutions to those problems.

We emphasize the improvement of students’ health awareness, focus on digging students’ mental power and personality improvement on the basis of the popularization of psychological knowledge to enhance students’ correct understanding of themselves.

The course design emphasizes the effectiveness of education and makes arrangement of educational activities according to students’ different stages of development. For example, we conduct corresponding adaptability education activities in accordance with the features of new students from different schools and departments and the particularities of their majors to enable them to adjust their state of mind and adapt to the new environment in a short period of time, and plunge themselves into the study and life in the university.

College graduates usually have psychological misconceptions and mental confusions during the course of employment. We try to solve their psychological problems cropping up at particular stages by enlarging the scope of psychological counseling for employment and helping graduates make career planning.

By means of integrating theory with practice, developing college students’ mental power, and instilling implicitly ethics and ideologies into college students, we enable them to understand the teaching contents taught in class through their practical experience. In addition, we endeavor to build a harmonious campus aiming at serving all the students and faculty. By taking the advantage of mental health laboratory, we are building the teaching and research system of the liberal arts laboratory.

The courses have their own characteristics thanks to the establishment of above-mentioned teaching thoughts: combining theory and popularity organically; interpreting the theoretical system that runs through personality development and psychological potential development with lucid, vivid and simple language, enabling young readers without the special knowledge of psychology to learn the relevant knowledge concerning personality shaping.

At the same time, this course also features excellent operability and great significance of self-direction. Its vivid and typical cases, tests, precise and appropriate suggestions and hints can effectively satisfy the young students’ needs for self-exploration.

3 “Knowing the Youth”, One of the MOOCs Courses Jointly Offered by Five Jiaotong Universities

Knowing the Youth: One of the MOOCs Courses Jointly Offered by Five Jiaotong Universities

Platform Depended

"Ewant" Jointly built by five Jiaotong universities, URL: http://www.ewant.org/MOOC/Home/CourseData.aspx?crsno=2f15da6f-bc8f-4303-855f-2eb5d21be80a

3.2 Course Overview

Course Overview
Unit 1: About the Youth Period (1) Definition of the Youth Period
(2) The Physical and Mental Characteristics of Different Stages of the Youth Period
   √The Early Youth: The Emerging of Pivotal Problems
   √The Mid Youth:Nature of Youth and Self-exploration
   √The Late Youth: Establishment of Self
Unit 2:The Meaning of Youth (1) The Youth Period Viewed from the Perspective of Psychological Development of Youth
(2) The Youth Period Viewed from the Perspective of Transition
   √Youth is a turning period of life.
   √Youth is a crisis period of life.
   √Youth is a critical period of life
Unit 3 Understanding Youth: Different Views of Youth (1)The “Identity” Period: The Most Important Task of Youth Period Is to Explore and Establish Self-identity
(2) The Period of Second Birth
   √The Occurrence of Self-discovery
   √Vision for future life
   √Entering all areas of life
(3)The “Formal Operational” Period
   √ “Formal operational intelligence” begins to emerge.
   √ Development of thinking reaches its highest stage.
(4) The “Learning by Imitation” Period
   √The behavioral pattern
   √The language pattern
   √ The symbolic pattern
   √ The abstract pattern
   √ The participatory pattern
   √ The creative pattern
Unit 4 The Characteristics of Psychological Development of Youth(1) The Division and Reunification of Self
(2) Emotional Turmoil
(3) The Need for Affiliation
(4) Sexual Consciousness and Sexual Confusion
(5) High Level-thinking and Lack of Social Experience
Unit 5 The Importance of Mental Health to Success of Youth(1) The Establishment of a Healthy Mentality Endows Me with a Sound Personality
(2) The Development of a Positive Mentality Makes Me Competitive
(3) Strengthening the Cultivation of Body and Mind Makes Me Charming
Unit 6 The Motivation and Tasks of Psychological Development of Youth(1) “Internal Contradiction” Is the Fundamental Driving Force of Psychological Development
(2) Tasks of Psychological Development
Unit 7 The Physical Factors Affecting the Success of Youth(1) Physical Health Is Good for Mental Health
(2) Body Image and Sunshine Self
(3) Sex Drive and Sex Sublimation
Unit 8. The Psychosocial Factors Affecting the Success of Youth(1) Fostering the Awareness of Law, and Enhancing Social Adaptability
(2) Abide by the Code of Ethics and Cultivate Good Faith Quality
Unit 9 The Research Methods of Youth Psychology (1) Difficult Points in the Research of Youth Psychology
(2) Experimentation Methods:
Using Controlled Observation in Laboratory to Find Factors Affecting the Psychological Development of Youth
(3) Cross-cultural Studies:
Comparing Various Lifestyles in Different Societies to Reveal the Characteristics of Psychological Development of Youth.
(4)The Survey Methods: Methods Used to Collect Information about Realistic and Historical Situations of Youth in a Purposeful, Planned and Systematic Way.

Sponsor: Psychological Research and Counseling Center SWJTU
Psychological Hotline: 028-87601810 (Jiuli Campus) 028-66363086 (Xipu Campus) Office Phone: 028-87601811 (Jiuli Campus) 028-66365511 (Lab)
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