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This paper is an attempt to bridge the two worlds of family therapy and filial play therapy, introducing the complementary idea of play in therapy. Family play therapy challenges the idea that play is only useful in the treatment of children. Clinical examples are given and uses of play are discussed, including evaluation, play as a therapeutic tool, and the development of themes. The authors believe that therapists who are willing to be playful offer their clients a new world of therapeutic experiences. 相似文献
225.
Leonard H. Epstein Steven Beck Jorge Figueroa Gary Farkas Alan E. Kazdin Denis Daneman Dorothy Becker 《Journal of applied behavior analysis》1981,14(4):365-375
A treatment program designed to increase the percentage of negative urine tests was implemented using a multiple-baseline across groups design in a sample of 19 families of children with insulin dependent diabetes. The treatment involved instructions in insulin adjustment, decrease in intake of simple sugars and saturated fats, and increase in exercise, along with teaching the parents to support improvements in children's self-regulatory behaviors using a point economy and praise. New proocedures designed to measure and reinforce adherence to the urine testing regimen were developed. Results showed significant increases in percentage of negative urines consistent with implementation of treatment across the three treatment groups, which were maintained over the follow-up period. Metabolic measures of control, including glycosylated hemoglobin and serum glucose did not show improvements even though the relationship between the percentage of negative urine tests and glycosylated hemoglobin was very high during treatment. 相似文献
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Peter A. Martin MD Muriel Tornga ACSW James F. McGloin Jr. ACSW Steven Boles MA 《Group》1977,1(3):147-161
Conclusion This paper attempts to make a contribution to an area of the literature on group therapy about which very little has been
published—the effects of the therapy group upon the observing group and the dynamics of the observing group as an entity in
itself. Although work on which this paper is based took place in training institutions where education is the primary function,
it is important to emphasize that education and personal change are interrelated. Psychotherapeutic activity takes place spontaneously
with the observers and needs to be constructively utilized. This wealth of process and reaction is an untapped training opportunity
for the observing group. The challenge of method, personal reactions, and group process responses are all opportunities for
its members to both learn more as therapists and mature as individuals. At this juncture, we are trying to establish ways
of 相似文献
228.
E. J. Farkas 《Studia Logica》1988,47(3):203-212
The purpose of this paper is to show that there exist star-finite tree-structured sets in which the computations of parallel programs can be faithfully embedded, and that the theory of star-finite sets and relations therefore provides a new tool for the analysis of non-deterministic computations.This research was carried out while the author held a Postdoctoral Fellowship from the Natural Sciences and Engineering Research Council of Canada. The author also gratefully acknowledges the support of the Centre inter-universitaire en études catégoriques de Montréal. 相似文献
229.
Several factors thought to influence the representativeness of behavioral assessment data were examined in an analogue study using a multifactorial design. Systematic and unsystematic methods of observing group behavior were investigated using 18 male and 18 female observers. Additionally, valence properties of the observed behaviors were inspected. Observers' assessments of a videotape were compared to a criterion code that defined the population of behaviors. Results indicated that systematic observation procedures were more accurate than unsystematic procedures, though this factor interacted with gender of observer and valence of behavior. Additionally, males tended to sample more representatively than females. A third finding indicated that the negatively valenced behavior was overestimated, whereas the neutral and positively valenced behaviors were accurately assessed. 相似文献
230.
中学生学习主观幸福感及其影响因素的初步研究 总被引:29,自引:0,他引:29
以910名从初一到高三的中学生为被试,采用自编的《中学生学习主观幸福感量表》进行研究。结果表明:(1)中学生学习主观幸福感普遍偏低,且存在学校类型、年级的差异,非重点学校学生学习主观幸福感更低;高二、初二学生学习主观幸福感最低。(2)影响中学生学习主观幸福感的直接因素是学习体验和现有学习成绩,其中,前者作用更大。(3)影响中学生学习主观幸福感的间接因素是社会压力和希望学习成绩,它们通过学习体验或现有学习成绩间接作用于学习主观幸福感。 相似文献