全文获取类型
收费全文 | 86篇 |
免费 | 8篇 |
出版年
2023年 | 2篇 |
2020年 | 1篇 |
2019年 | 3篇 |
2018年 | 7篇 |
2017年 | 1篇 |
2016年 | 5篇 |
2015年 | 1篇 |
2014年 | 4篇 |
2013年 | 10篇 |
2012年 | 3篇 |
2011年 | 2篇 |
2009年 | 1篇 |
2008年 | 1篇 |
2007年 | 3篇 |
2006年 | 7篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 1篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1969年 | 2篇 |
排序方式: 共有94条查询结果,搜索用时 140 毫秒
31.
32.
33.
Lisa McKay-Brown Rebecca McGrath Leah Dalton Lorraine Graham Alison Smith Judy Ring Kathy Eyre 《Cognitive and behavioral practice》2019,26(1):92-106
School refusal (SR) can result in decreased academic achievement, impaired social connections, and family stress. Current interventions for SR include behavioral and cognitive-behavioral treatments that are not always effective. Incorporating multidisciplinary work that includes therapeutic and educational interventions may enhance outcomes for youth displaying SR. The In2School program fosters a working partnership between mental health clinicians and teachers. It was designed to meet the needs of young people missing more than 50% of school in the previous 6 weeks due to mental health disorders, including anxiety or depression. This paper reports on an action research study in which the In2School program was piloted. Over a 14-week period, therapeutic and educational interventions were integrated into the learning environment via a transitional classroom to support youths’ return to school. Outcomes of this program are reported for the first cohort of 7 youth. Of these youth, 6 returned to mainstream schooling with attendance levels being maintained for 6 months after completing the intervention. Progress was observed in mental health recovery, quality of life reports, increased social interactions with peers, and positive experiences at school. The preliminary results presented in this paper suggest that a multidisciplinary, home-school-clinic intervention holds promise for helping school-refusing youth to return to school. 相似文献
34.
Maurice J. Elias James H. Dalton Robert Franco George W. Howe 《American journal of community psychology》1984,12(3):281-302
Differences between academic and nonacademic psychologists may be viewed as immutable, worthy of encouragement, or as a situation which the latter group must remedy by becoming “more scientific.” We contend that for community psychology, which perceives theory, application, and action as valid aspects of its broad paradigm, it would be most adaptive toexplicitly address the challenge of managing a balance between diversity and cohesion. There are signs that the present leadership of Division 27 recognizes aspects of this problem and is reconsidering the role and purpose of the Division as an organizing framework for the discipline (Trickett, Note 3). It is our view that engendering a commitment from various subgroups within the membership to addressing the disparities revealed by our respondents is required for resolving what we see as major obstacles to future development of the discipline. The conceptual and empirical approach presented in this study can be an important tool in forging constructive solutions to the challenges we have presented. 相似文献
35.
36.
The authors examined retrospective reports of both mothers' and fathers' parenting and young adults' (N = 75) relationship quality. Multiple regression analyses showed that, as predicted, young adults' retrospective reports of the positive parenting they experienced as children were significantly related to the extent by which they currently viewed (a) others as accessible and responsive, (b) their relationships with others as meaningful and important, and (c) themselves as able to form healthy relationships. Although both mothers' and fathers' parenting related to the quality of current relationships with parents, only reports of fathers' parenting were related to the quality of current relationships with a romantic partner. Fathers' parenting was also related to views of the self as being able to form secure and close relationships. The authors address both methodological and substantive explanations for these results. 相似文献
37.
Finkel EJ Campbell WK Brunell AB Dalton AN Scarbeck SJ Chartrand TL 《Journal of personality and social psychology》2006,91(3):456-475
Tasks requiring interpersonal coordination permeate all spheres of life. Although social coordination is sometimes efficient and effortless (low maintenance), at other times it is inefficient and effortful (high maintenance). Across 5 studies, participants experienced either a high- or a low-maintenance interaction with a confederate before engaging in an individual-level task requiring self-regulation. Self-regulation was operationalized with measures of (a) preferences for a challenging task with high reward potential over an easy task with low reward potential (Study 1) and (b) task performance (anagram performance in Study 1, Graduate Record Exam performance in Studies 2 and 3, physical stamina in Study 4, and fine motor control in Study 5). Results uniformly supported the hypothesis that experiencing high-maintenance interaction impairs one's self-regulatory success on subsequent, unrelated tasks. These effects were not mediated through participants' conscious processes and emerged even with a nonconscious manipulation of high-maintenance interaction. 相似文献
38.
39.
Mohammad A. AL Jabery Diana H. Arabiat Hatem A. AL Khamra Iman Amy Betawi Sinaria Kamil Abdel Jabbar 《Journal of child and family studies》2014,23(3):475-486
Providing formal support for children with autism and their parents is important and mandatory to improve children’s abilities and enhance the capabilities of parents. The present study attempted to investigate the perceptions of parents of children with autism regarding the services provided in Jordan. A questionnaire consisting of five sections was designed and distributed to a sample of 60 parents of children with autism (5–18 years old) among four special education institutions in Jordan. The questionnaire addressed five domains: demographics, type and number of received services, methods and difficulties of obtaining services, parents’ satisfaction, and parents’ perceived needed services. The results revealed that the service delivery system with which parents interacted was composed of multiple places and providers, but had several difficulties. Parents participating in this study expressed an average satisfaction with the received services. Issues pertaining to the cost of services, parents-professional partnerships, and overall quality of services were seen by parents as sources of low satisfaction. On the other hand, parents expressed the need for early intervention, family counseling, and community awareness services. Further suggestions and implications are presented in the study. 相似文献
40.