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Emory L. Cowen 《Journal of School Psychology》1977,15(4):349-357
The present studies examine several within-session measures of helping interactions involving nonprofessional child aides and young maladapting school children referred to a preventively oriented school mental health program. The studies' three main criterion measures were: (1) estimates of children's predominant mood state at the beginning, during, and end of a session; (2) judgments about a child's predominant within-session moded of expression; and (3) aides' ratings of session satisfaction. Both predominant mood and mode of expression differed for children with different initial referral problems. Both also related to differential aide judgements about session satisfaction. Aide satisfaction related to structural aspects of the session, including its length and whether it was thought to deal with significant problems. 相似文献
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Emory L. Cowen PhD. Jack M. Chinsky Julian Rappaport 《American journal of community psychology》1980,8(3):253-284
Summary The metaphor of the paper's title offers a framework for a brief summary. Effective wooing of primary prevention requires that we take seriously, and adhere to, its clear, sensible defining guidelines; systematize, and further develop, its generative base; use that base to guide the formulation of new primary prevention programs; further develop frameworks to promote informed choices of programs derecions from among many attractive possibilities; and be more hard-nosed as program evaluators. That type of courtship should improve our love life with — and perhaps even, science of — primary prevention in mental health.
Editor's Note: Emory L. Cowen was honored at the 1979 annual meeting of the American Psychological Association in New York, New York, on September 4, 1979, receiving the Division of Community Psychology Award for Distinguished Contributions to Community Psychology and Community Mental Health. The selection was made by an Awards Committee composed of all the past-Presidents of the Division. Dr. Cowen was introduced by Jack M. Chinsky of the University of Connecticut, and Julian Rappaport of the University of Illinois at Urbana—Champaign.This paper bears some (superficial) resemblance to a talk given at division 27's Distinguished Contribution Award ceremony, during the 87th Annual APA Meetings, New York, N.Y., 9/4/79. This draft is surely lengthier, more convoluted,no more informative, and muchless fun than the spoken version. Conceivably, the main accomplishment of my incessant revisions will prove to be the significant incapacitation of 10 gifted typing fingers attached to the hands of Sharon DeVita — the prime initial victim of my obsessionality. To Sharon, who suffered the indignity and boredom of eternal retypings, my boundless gratitude for her patience, forbearance, and good cheer, well beyond the call of duty.Preparation of this paper was done under support of a grant from the NIMH Experimental and Special Training Branch (MH 14547-02-03), which the author acknowledges with gratitude. 相似文献
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Emory L. Cowen Ellis L. Gesten Michael A. DeStefano 《American journal of community psychology》1977,5(4):469-479
The expectations of nonprofessional and professional help-agents about helping interventions with young children experiencing different types of school adjustment problems (i.e., aggressive-acting out, shy-anxious, and learning problems) were studied. The two groups responded similarly. Shy-anxious children were seen as most appropriate for the intervention, the easiest and most enjoyable group to work with, and as having the best prognoses. These four sets of judgments were relatively independent of each other. A connection was made between the current data and prior findings suggesting that shy-anxious children have more favorable treatment outcomes than other groups. 相似文献
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Emory L. Cowen 《American journal of community psychology》1994,22(2):149-179
Developed the concept of psychological wellness and made the case that proportionally more resources should be directed to
the pursuit of this goal. Five pathways to wellness are considered, implicating aspects of individual development and the
impact of contexts, settings, and policies. The five pathways are: forming wholesome early attachments; acquiring age- and
ability-appropriate competencies; engineering settings that promote adaptive outcomes; fostering empowerment; and acquiring
skills needed to cope effectively with life stressors. Although these noncompeting pathways have differential salience at
different ages and for different groups and life conditions, each is an essential element in any comprehensive social plan
to advance wellness. Examples of effective programs are cited in all five areas, including recent comprehensive, long-term
programs embodying multiple pathways to wellness.
Some ideas in this paper were first presented in a talk at the W. T. Grant Foundation-sponsored conference on “Risk, Resiliency
and Development,” Kiawah Island, S. Carolina, May 30, 1992. The author gratefully acknowledges support from the Grant Foundation
in writing this article. 相似文献