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221.
DAVID A. BERKOWITZ 《Family process》1977,16(4):495-501
A central developmental task of the family is to help its members develop the capacity to cope with the grief attendant on separation and loss. In order to work through such feelings, each member must first be able to acknowledge the affect as present, internal, and belonging to the self. Depending on the degree of intrapsychic differentiation, and the dread of abandonment, family members may seek to avoid awareness of such feelings within themselves. The disclaimed emotions remain powerful unconscious motivators of behavior, exerting their influence despite their denial. Some typical clinical illustrations of this are provided. Excerpts from conjoint family therapy are then presented to illustrate the therapeutic interventions made in assisting a family to acknowledge denied grief over the separation of one of its members along with unspoken tender feelings within the family. This paper affirms the continued relevance of a psychodynamic, interpretative approach for families struggling with unresolved grief. 相似文献
222.
223.
This article examines the role of death and loss in family developmental processes. Aspects of family development are described, followed by an exploration of the impact of loss on family functioning and development. We present a typology of initial family response styles to the death of a member as well as some immediate and longer-term patterns of adaptation after a loss. The article concludes with a case example and a discussion of multigenerational sequelae of unresolved bereavement in family systems. 相似文献
224.
A FIELD EXPERIMENT TESTING SUPERVISORY ROLE CLARIFICATION 总被引:1,自引:0,他引:1
JOHN SCHAUBROECK DANIEL C. GANSTER WESLEY E. SIME DAVID DITMAN 《Personnel Psychology》1993,46(1):1-25
An intervention designed to clarify individual roles was tested experimentally on the business service division of a major university. Following a pre-test which identified role stress as a significant problem in the organization, top managers clarified their respective departmental roles in meeting organizational objectives. This was followed by a post-test (Time 2) survey of workers'stressors and symptoms. Supervisors were then trained in the method of clarifying subordinate roles using a dyadic exchange process. Workers were randomly assigned to either participate in a thorough role clarification discussion with their supervisors or join a wait-list control group. Based on a follow-up (Time 3) questionnaire, the intervention appeared to reduce role ambiguity and supervisor dissatisfaction. There were no effects on other aspects of subjective strain, physical symptoms, or time lost due to illness. Role conflict decreased in both the experimental and control groups. We discuss the implications of these findings for systemic efforts to reduce employee stress. 相似文献
225.
DAVID O'CONNOR 《Metaphilosophy》1993,24(1-2):113-122
226.
DAVID N. ASPY 《Counseling and values》1993,37(3):171-175
Many churches have attacked humanist in education and have managed to almost eliminate the humanist impact. Much of that assault has been either uninformed or misinformed and has unnecessarily blunted the influence of a group of educators who wish to achieve ends, such as kindness, that are consonant with the aims of most religious groups. There is a need for ministers to become better informed about educational humanism and to present a more accurate report to their congregations. 相似文献
227.
School performance and IQ-test scores at age 13 as related to birth weight and gestational age 总被引:1,自引:0,他引:1
MONICA LAGERSTRÖM KATARINA BREMME PETER ENEROTH DAVID MAGNUSSON 《Scandinavian journal of psychology》1991,32(4):316-324
The cohort in the present longitudinal research program consisted of 873 children in an entire school grade, in a Swedish community. The present results showed a main effect of birth weight; low birth weight (LBW) children had lower school performance and intelligence-test (IQ) scores at age 13 than did normal birth weight (NBW) children irrespective of parental SES. Second, there was no significant main effect of gestational age (GA) on scholastic performance and IQ-test scores. Third, there was a significant main effect of the combination of birth weight and GA on scholastic performance and IQ-test scores. The LBW children born at term (38-40 pregnancy weeks; pw) had significantly lower scores and school grades as compared to the control group while the LBW children born with short gestational age (34-37 pw) and with very short gestational age (less than 34 pw) had significantly lower scores and marks in fewer areas of academic attainment. 相似文献
228.
If neutrality in religion is truly to be achieved in public schools, then more emphasis must be placed on providing nonbiased instruction on comparative religions and other similar topics. 相似文献
229.
The question of advocates for students in public schools has generated diverse responses. Administrators may believe that an unnecessary adversarial relationship will be encouraged by an outside advocacy organization. Yet, administrators polled for this study estimated that as many as 50% of students may not have advocates, and the advocates of an additional 25% are relatively unskilled in their advocacy attempts. Considering that the presence of advocates has been shown to increase student retention and academic success, it seems imperative that exemplary programs be identified and modeled throughout our public school system. 相似文献
230.
This article presents a critical review of traditional testing practices and offers the unificationist perspective as the next logical step in the evolution of psychological and educational measurement. Building on the notion that any activity involving testing should be unified under the rubric of the scientific method, the unificationist view is defined and contrasted to traditional test validation strategies. Implications for test development and for the use of tests and measures in counseling (e.g., interest inventories, personality measures) are delineated from the unificationist perspective. 相似文献