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101.
This study explored the relationship between self-reported attitudes toward “masculinity-femininity” and nonverbal behavior as judged by peers. Subjects (Ss) were preselected using an Mf questionnaire into: high-“feminine” males (N = 16) and females (N = 15) and low-feminine males (N = 16) and females (N = 15). The 62 Ss were videotaped in a 5-min standardized interview. Peer-age judges (Js) then viewed the videotapes without sound and asked to check which of the 170 adjectives describe Ss. Some Js were asked to rate average college male and female. A large number of adjectives discriminated the sexes (91 out of 170). Women were more often seen as warm, affable, oversocialized, emotional, and unstable. Men were seen as forceful, dominant, and detached. Sixty-two adjectives discriminated high- and low-feminine women. Feminine women were seen as warm, affable, oversocialized, and submissive, while low-feminine women were seen as dominant. High-feminine men were described as impulsive, dominant, and socially uneasy, while low-feminine men were seen as oversocialized and conventional. 相似文献
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Not all those experiencing group work as part of counsellor training appear to like or benefit from it. Here an attempt is ma& to identity individuals, categorized by preferred learning style, that might not make effective use of this learning opportunity. Questionnaires measuring preferences for learning styles and experience of group work were received from 37 students on a postgraduate counselling course. Significant differences in perception of group work were found to be correlated with preferred learning style. 相似文献
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Irving Friedman M.D. 《American journal of psychoanalysis》1968,28(1-2):103-103
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The rationale for personal development work in counsellor training stems directly from Rogers' claim of a selective constructive tendency. The basis for this belief and its implementation in experiential learning shows a number of paradoxes: the model of a growing flower—a rigid, rule-following system—is presented as evidence of the potential for positive change; self-actualisation is claimed to be the power force of life, yet is so fragile that it fails most of us; self-knowing involves finding meanings—a cognitive task—yet personal development programmes are based on non-cognitive knowing. The Rogerian rationale for personal development work is thus fatally flawed. 相似文献
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ABSTRACT: A verbatim interview of one 21-year-old suicidal woman, who had a long history of abuse by her mother, is presented. Some theoretical issues concerning the scientific and clinical usefulness of phenomenological reports in the understanding of child abuse (and other aberrant behavior) are briefly discussed. 相似文献