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An eight month infant-stimulation/parent-education program was presented to mother-child dyads participating in one of three types of classes: a structured twenty-two session group, an unstructured twenty-two session group, or a structured eleven session group. Infants (2–15 months) in all intervention groups as well as those from a control group were tested three times (pre-test, mid-test, post-test) during the course of the program using the Bayley Mental Test of Infant Development and the Uzgiris-Hunt Ordinal Scales of Psychological Development. Results tend to indicate that the intervention strategy was an effective method of parent education in enhancing infant gains on developmental indices. The results are discussed in relation to a preventative psychotherapeutic model. 相似文献
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Gerald D. Lawm Cynthia Schwartz Daniel Houlihan Jeffrey E. Cassisi 《Behavioral Interventions》1994,9(4):213-223
This study investigated the effectiveness of a graduated exposure procedure, combined with peer feedback, in the treatment of speech anxiety. Subjects were assigned to one of two conditions: (a) graduated exposure/shaping plus feedback or (b) no-treatment control. Results indicated that the graduated exposure/shaping plus feedback treatment group demonstrated significantly greater speech anxiety reduction than the no-treatment control group at post- and follow-up assessment. 相似文献
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Jeffrey L. Kleinberg 《Group》1997,21(4):313-329
This paper presents a detailed account of the role of the analytic supervisor of group therapy. In addition to overseeing the teaching of clinical skills, the analytically-oriented supervisor monitors the dynamics of the supervisee and the supervisory relationship itself. Unconscious processes may both interfere with, and shed light on what is occurring in the treatment. The author suggests that a collaborative relationship characterized by safety and mutual reflection promotes learning. The distinctions between analytic and nonanalytic supervision of groups are discussed. 相似文献