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841.
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843.
Nick Kanas M.D. Frank Schoenfeld M.D. Charles R. Marmar M.D. Daniel S. Weiss Ph.D. Paul Koller Ph.D. 《Group》1994,18(2):78-88
Process and content were studied in four 16-session segments of a psychodynamically oriented therapy group for Vietnam veterans suffering from posttraumatic stress disorder (PTSD). On the Group Climate Questionnaire (GCQ-S), the group scored significantly higher in the Engaged dimension and significantly lower in the Avoiding and Conflict dimensions than contrasting samples of neurotic and psychotic groups. There was no evidence of group stages. Topics related to symptoms of PTSD were discussed most frequently (43.1%), followed by issues concerning relations with others (32.4%),general group therapy issues (13.7%), and other topics (10.8%). Clinical implications of these findings are discussed.The authors thank Tom Metzler, M.A., and Heidi Ronfeldt, B.S., for their assistance with the data analysis.Parts of this paper were presented at the American Group Psychotherapy Association Annual Meeting, February 15–20, 1993, San Diego, CA. 相似文献
844.
Frank Lemmens Denise de Ridder Ph.D. Peter van Lieshout Ph.D. 《Journal of Contemporary Psychotherapy》1994,24(4):245-257
Both researchers and therapists stress the importance of integrating different forms of psychotherapy. Integration may be
achieved in three ways. Supporters of the “empirical strategy” believe that more research is the solution. Followers of the
“conceptual strategy” try to theorize on psychotherapy using psychological and sociological concepts. Other researchers see
a “linguistic strategy” as the way to achieving a better understanding of psychotherapy. Whether any of these strategies will
enable us to increase our insight into psychotherapy is questionable. All focus on technical aspects, that is, on the means
to achieve effects. Yet, therapeutic effects cannot be understood unless they are interconnected with diagnostics. This paper
argues that an integrated theory should be developed which includes diagnostics and treatment and which is supported by a
theory on psychological (dys)functioning. 相似文献
845.
Francis X. Clooney S.J. Gail Hinich Sutherland Lou Ratté Francis X. Clooney S.J. Carl Olson Constantina Rhodes Bailly Alex Wayman Herman Tull Sheila McDonough Robert Zydenbos Cynthia Ann Humes Sarah Caldwell Deepak Sharma Robin Rinehart Robert N. Minor Frank J. Korom Janice D. Willis Peter Flügel Vijay Prashad Muhammad Usman Erdosy Muhammad Usman Erdosy Antony Copley Steve Derné Swarna Rajagopalan Gavin Flood Rebecca J. Manring Michael York David Gordon White John Grimes Melissa Kerin Steven J. Rosen Anna B. Bigelow Carl Olson Will Sweetman 《International Journal of Hindu Studies》1997,1(3):596-643
846.
Behavioral and Emotional Problems in Young Preschoolers: Cross-Cultural Testing of the Validity of the Child Behavior Checklist/2-3 总被引:6,自引:0,他引:6
Hans M. Koot Edwin J. C. G. Van Den Oord Frank C. Verhulst Dorret I. Boomsma 《Journal of abnormal child psychology》1997,25(3):183-196
The cross-cultural validity of the Child Behavior Checklist for Ages 2-3 (CBCL/2-3) was tested in three Dutch samples of children referred to mental health services, from the general population, and from a twin study. Six scales were derived from factor analyses and labeled Oppositional, Aggressive, and Overactive, which constituted a broadband Externalizing grouping; Withdrawn/Depressed and Anxious, which constituted a broadband Internalizing grouping; and Sleep Problems. Internal consistencies of the scales, their test-retest reliabilities, interparent agreement, discriminative power, predictive relations with problem ratings 2 years later, and relations to other instruments designed to measure general development and behavior problems were adequate, and highly comparable to psychometric properties in American samples. It was concluded that across languages and cultures behavioral/emotional problems of young preschoolers may be adequately assessed with the CBCL/2-3. 相似文献
847.
Applications of a computer algebra system for teaching bivariate relationships in statistics courses
Maple, a computer algebra system, is used in undergraduate psychology courses to promote students’ conceptual learning of basic principles associated with bivariate relationships. Maple’s symbolic computation, graphic displays, and animation capabilities are used along with other classroom activities to study concepts related to (1) correlation coefficients, scatterplots, and regression lines, (2) factors that affect the magnitude of sample correlations, (3) inferential tests, and (4) prediction error. For each of the 15 Maple procedures, students select population correlation values and examine the effects of different values on computer-generated graphical representations of scatterplots, regression lines, and sample correlations. The procedures are described and examples of exercises to support their use are provided. 相似文献
848.
Frank E. Budenholzer 《Zygon》1984,19(3):351-368
Abstract. The thought of Bernard Lonergan provides an epistemological position that is both true to the exigencies of modern science and yet open to the possibility of God and revealed religion. In this paper I outline Lonergan's "transcendental method," which describes the basic pattern of operations involved in any act of human knowing, and discuss how Lonergan uses this cognitional theory as a basis for an epistemological position of critical realism. Then I explain how his approach handles some philosophical problems raised by classical and modern science and show how his thought provides an intelligible link between the scientific and religious horizons. 相似文献
849.
Frank N. Dempster 《Journal of experimental child psychology》1984,37(1):65-77
Developmental studies of retention have yielded remarkably diverse results: however, it is widely assumed that retention ability increases with age. This study examined this assumption by investigating some of the conditions that might affect retention test performance in third graders and tenth graders. The most important results were the absence of age differences in proportionalized short-term retention, despite substantial differences in the number of items learned, and significant age differences in long-term retention only between groups that had received a different number of learning trials. These and other results suggest that age differences in retention test performance occur only when age is confounded with degree of learning. In short, there do not appear to be any age differences in retention per se. 相似文献
850.