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Jack Hertzman 《International journal of group psychotherapy》2013,63(3):379-380
This investigation is based on over 400 American Group Psychotherapy Association members involved in 41 intensive, two-day training experiences for mental health professionals. The participants completed a questionnaire immediately after their group sessions to evaluate the process and leadership variables that contributed to a constructive learning experience. A similar questionnaire was mailed to participants three to four months later to explore the impact of training on group interventions within their clinical practices. One third of the trainees responded to the follow-up survey. Overall, the findings suggest that successful outcomes are related to a range of group processes, such as self-disclosure, feedback, and interpersonal support, as well as personal qualities and technical expertise modeled by the leaders of the training groups. Both the immediate and delayed assessments demonstrate that the groups were regarded as highly valuable learning opportunities. 相似文献
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N Pastore 《Journal of the history of the behavioral sciences》1977,13(2):126-130
The author describes a contradiction in William James's Principles of Psychology and traces some of its consequences. In particular, he calls attention to the question of dating certain aspects of this work, and to the ambivalence toward Helmholtz expressed therein. 相似文献
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