全文获取类型
收费全文 | 98篇 |
免费 | 4篇 |
出版年
2017年 | 2篇 |
2016年 | 2篇 |
2013年 | 3篇 |
2012年 | 1篇 |
2011年 | 1篇 |
2010年 | 1篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 4篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 5篇 |
1972年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1958年 | 1篇 |
1954年 | 2篇 |
1950年 | 1篇 |
1936年 | 1篇 |
排序方式: 共有102条查询结果,搜索用时 15 毫秒
61.
SHARON HOWARD 《Journal of counseling and development : JCD》1991,69(6):507-511
The author acknowledges the difficulties in arriving at a definition of sexual harassment. Employing a definition that has become commonplace, she distinguishes between quid pro quo and hostile environment harassment. The obligations of organizations are outlined and attention is given to the development of appropriate policies and procedures. The effect of the organization's climate on institutional responsiveness to this issue is discussed, and pertinent educational and training interventions are provided. 相似文献
62.
HOWARD C. STEVENSON 《Counseling and values》1990,34(2):130-133
The sharing of ideas among the church and mental health systems must be initiated when confronting the problem of education about teenage pregnancy in the African-American community. 相似文献
63.
64.
65.
66.
67.
RICHARD HOWARD TUCH 《The International journal of psycho-analysis》2007,88(1):91-111
Patients incapable of higher-order (symbolic) thinking can often not tolerate evidence of the analyst's separate existence, particularly when that 'otherness' becomes evident in the process of the analyst's refl ecting upon and interpreting how the patient experiences or represents the analyst. The patient's intolerance of the analyst's efforts to think (refl ect upon and interpret) renders the usual psychoanalytic maneuvers employed to stimulate refl ective thought ineffective with such patients. Such patients have to learn to tolerate multiple perspectives before they can allow the analyst, or themselves, to think in the other's presence. The author presents two clinical vignettes that illustrate how the analyst's efforts to think about the patient were experienced by the patient as both intolerably distancing and as rejecting of an aspect of the patient's subjective reality. Working psychoanalytically with such patients requires the analyst to forgo the use of narrow interpretations that elucidate unconscious meanings and motives in favor of alternate technical maneuvers capable of facilitating the development of symbolic thinking and refl ective thought (insightfulness). These maneuvers include a demonstration of the analyst's willingness and ability to withstand (rather than 'interpret away') how he is being psychically represented by the patient, without becoming destroyed by, or lost within, the patient's characterization of him. Beside modeling a tolerance of alternate perspectives of one's self, other non-interpretive maneuvers that help facilitate the development of self-refl ective thought include: stimulating the patient's curiosity about the workings of his own mind by identifying incompletely understood behaviors or reactions worthy of greater psychological understanding, and insinuating doubt about the adequacy of the patient's explanations of such phenomena. 相似文献
68.
69.
MOTIVATION TO LEARN AND COURSE OUTCOMES: THE IMPACT OF DELIVERY MODE, LEARNING GOAL ORIENTATION, AND PERCEIVED BARRIERS AND ENABLERS 总被引:4,自引:0,他引:4
This naturally occurring quasi-experiment examined how learning goal orientation (LGO), delivery mode (classroom vs. blended learning), and the perception of barriers and enablers related to motivation to learn and course outcomes. Study participants were 600 students enrolled in either classroom or blended learning courses. As hypothesized, learners in the blended learning condition, high in LGO, and who perceived environmental features as enablers rather than barriers had significantly higher motivation to learn. Motivation to learn, in turn, was significantly related to course outcomes (satisfaction, metacognition, and grades). The mediation hypotheses received partial support. Finally, exploratory analyses revealed 3 significant interactions between delivery mode, LGO, and perceived barriers and enablers on motivation to learn and course satisfaction. 相似文献
70.
The following investigations juxtapose jurisprudence and communication literatures to examine under what conditions racist speech is perceived as harmful. Specifically, one theory of legal liability, the tort of intentional infliction of emotional distress, and one intergroup approach, social identity theory, guided three empirical studies investigating verbally disturbing communication targeted at Asian Americans. The studies examined how the attribution of harm was influenced by variables such as group membership, message severity, message explicitness and the medium ofpresentation. One finding in particular, an interaction between group membership and message explicitness (direct vs. indirect), emerged across the three studies. Results revealed that as “objective” evaluators of deprecating speech, out-group members attributed the direct messages of racism to be more harmful than in-group members did, but, conversely, in-group members evaluated the indirect messages of racism to be more harmful than the out-group members did. Theoretical explanations for this finding and its resulting legal implications are discussed. 相似文献