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121.
Dr. Anthony H. Winefield 《Motivation and emotion》1983,7(2):145-155
Private secondary school students differing in achievement motivation took part in a learned helplessness experiment using a triadic design and noncontingent rewards. A clear learned helplessness effect was observed in both high and low achievement motivation groups. The findings confirmed those from an earlier study using younger subjects drawn from a lower socioeconomic background. However, the results of both experiments were quite different from those of another recently reported investigation using university students that found facilitation as well as an interaction between achievement motivation level and treatment (Jardine & Winefield, 1981). It is concluded that the development of learned helplessness probably depends on the kind of environment in which noncontingent outcomes are experienced. 相似文献
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124.
Craig A. Smith Carolyn J. Dobbins Kenneth A. Wallston 《Journal of applied social psychology》1991,21(15):1218-1244
Chronic illnesses such as rheumatoid arthritis (RA) have been linked to poor psychological adjustment, although individual differences in this relationship have been observed. This study examines the role of perceived competence as a mediator between RA and adjustment. Persons with RA (N= 208) were surveyed three times at 6-month intervals concerning several potential antecedents of adjustment (pain, psychosocial impairment, social support, and control beliefs), self-perceived level of competence, and level of adjustment (life satisfaction and depressive symptomatology). Within each observational period strong evidence was obtained for perceived competence as a mediator of adjustment. Longitudinally (across the year) the data were consistent with a mediational model, but strong evidence establishing mediation was not obtained. Implications of these findings, and the importance of examining the role of perceived competence in adaptation to chronic illness, are discussed. 相似文献
125.
Carolyn W. Green Dennis H. Reid Vicki S. Canipe Shirley M. Gardner 《Journal of applied behavior analysis》1991,24(3):537-552
We evaluated comprehensively a preference assessment for identifying reinforcers for persons with profound multiple handicaps. Four experiments were conducted involving 18 individuals. Results of Experiment 1 replicated previous findings in that the assessment identified student preferences for respective stimuli, and caregiver opinion of preferences did not coincide with the systematic assessment. Results of Experiment 2 indicated highly preferred stimuli were likely to function as reinforcers in training programs, whereas stimuli not highly preferred did not function as reinforcers. Results of Experiment 3 suggested the 12 stimuli used in the assessment represented a comprehensive stimulus set for identifying preferences, although the utility of the set sometimes could be enhanced by caregiver opinion. Results of Experiment 4 indicated the assessment identified preferences likely to be maintained over time. Overall, results are discussed in terms of identifying limits and alternatives to a behavioral teaching technology when applied to persons with profound multiple handicaps. 相似文献
126.
Dr. Paul Kymissis M.D. William L. Licamele M.D. Sandra Boots M.S.W.L.C.S.W. Edwin Kessler M.D. 《Group》1991,15(3):163-167
Although group therapy is widely used in the treatment of children and adolescents, there has been little attention paid to establishing training standards and developing comprehensive programs for training psychiatry fellows in child and adolescent group psychotherapy. The authors conducted two surveys of child and adolescent training programs. After reviewing the literature, they present the data from their surveys, compare similarities and differences, and discuss trends. Finally, they propose a model for training in child and adolescent group therapy. 相似文献
127.
Dr. Darlene Bregman Ehrenberg Ph.D. 《Group》1991,15(4):225-233
This paper, which was presented at the Postgratuate Center for Mental Health, New York, February 10, 1990, is a much abbreviated version of Playfulness in the Psychoanalytic Relationship,Contemporary Psychoanalysis, 26(1), 74–95, 1990. 相似文献
128.
Dr. Leif J. Braaten 《Group》1991,15(1):39-55
Based upon a careful perusal of all major theoretical reviews and most available controlled, empirical studies from the last 30 years, a five factor model of group cohesion is proposed. These factors are: attraction and bonding; support and caring; listening and empathy; self-disclosure and feedback; and process performance and goal attainment. To understand more fully the complex phenomenon of group cohesion, certain preconditions to the cohesive therapy group must be considered. The most significant of these are: selection of suitable participants; a balanced composition of the group; and effective orientation, training, and contracting. Important early group conditions are: resolving conflict and rebellion; constructive norming and culture building; and reducing avoidance and defensiveness. This new, generic, multidimensional model of group cohesion should prove of great value both to the clinician and the researcher in the group psychotherapy field and related areas.The author is indebted to the following colleagues for constructive criticisms of earlier versions of this report: S. Budman, R. R. Dies, K. R. MacKenzie, W. E. Piper, M. A. Richardsen, and I. D. Yalom. 相似文献
129.
Dr. John W. Jones 《Journal of business and psychology》1991,5(4):531-535
This pilot study was conducted to determine if clinically-oriented test items are judged to be more offensive than job-related test items. Clinical tests typically ask more personal questions while employment tests usually ask job-relevant questions. A random selection of items from three employment tests was analyzed. Two of the tests evolved from clinical-personality tests, while the third test was designed specifically for employment settings. The results suggest that if companies are interested in using employment tests that are perceived as being job-relevant, inoffensive, and non-invasive, then they should consider selecting tests that include job-relevant items as opposed to tests that are derivatives of clinical assessment instruments. 相似文献
130.
Dr. Saul Axelrod Ph.D. 《Journal of Behavioral Education》1991,1(3):275-282
In spite of numerous demonstrations that America's youth can be effectively educated with behavior analytic teaching techniques, few of the country's children are benefiting from the technology. In addition scholarly reviews of effective teaching strategies have often omitted reference to behavior analysis. One way to look at this problem is as a two-step operation. First, it is necessary to determine procedures that work; second it is necessary to devise strategies for effective dissemination. The present issue of JOBE (Vol. 1, No. 3, Sept. 1991) contains the recommendations of six outstanding behavioral educators as to how to deal with the dissemination problem. The initial article by Pumroy and McIntire describes the activities of an organization which trains school psychologists and teachers to use behavioral procedures and advocates for the techniques with a number of audiences. Next, Engelmann suggests that the public have more control over school activities and that legal action be taken against irresponsible administrative decisions. Hall advocates for less labor-intensive procedures and the sale of curricular materials based on behavioral principles. Binder proposes that dissemination of the technology become a private endeavor that responds to consumer needs. Rosenfield describes a collaborative model of consultation that increases treatment adherence. Finally, Albers and Greer describe research that isolates a key teacher behavior that results in greater academic proficiency. 相似文献