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241.
Margaret E. Holt Pamela B. Kleiber Jill Dianne Swenson E. Francis Rees Judy Milton 《New Directions for Adult & Continuing Education》1998,1998(78):43-51
Summarizing research conducted from 1994 to 1996 with on-line National Issues Forums, this chapter describes group learning on the Internet and how it can be facilitated. 相似文献
242.
This article explores the application of counseling principles to teaching. These include establishing a relationship, using group skills, recognizing transference, and managing countertransference. 相似文献
243.
Jill C. Hammer Jeffrey D. Fisher Patricia Fitzgerald William A. Fisher 《Journal of applied social psychology》1996,26(5):375-397
Individuals in intimate relationships engage in higher levels of HIV risk behavior than do individuals engaging in casual sex (e.g., Bowen & Michal-Johnson, 1989; Misovich, Fisher, & Fisher, 1996). While there are many possible reasons for this consistent pattern of effects, few studies have focused on identifying the underlying causes. Therefore, same-gender focus groups were conducted with college-age men and women in intimate relationships as participants in order to examine, qualitatively, factors particular to relationships which are associated with HIV risk. Focus-group members indicated that concerns about questioning interpersonal trust and commitment in their relationship through the introduction of condoms or HIV testing were often strong impediments to these practices. Recommendations for future HIV-prevention interventions specific to individuals in relationships are discussed. 相似文献
244.
Drew M. Velting Jill H. Rathus Gregory M. Asnis 《Suicide & life-threatening behavior》1998,28(2):187-196
We present a typology of adolescents' most common explanations for discrepant reporting of suicidal behavior. Forty-eight adolescents provided attempt histories by completing a self-report measure of suicidality. A select number of items were subsequently readministered (average interval = 5 days) using a semistructured interview format. Discrepancies in reporting were found among 50% of the sample. Adolescents were also asked to clarify, using an open-ended format, what might have accounted for a particular discrepancy. Based on these responses, seven mutually exclusive and exhaustive categories were derived. High rates of interrater agreement indicated that these categories were reliable. 相似文献
245.
The author encourages family therapists to include young children in their family therapy sessions so that they can achieve whole family understanding. For adult family therapists who want to learn how to include children, and individual child therapists who want to work with groups, the author presents a brief theory of play as well as an overview of object relations theory and its application to the family as a group. She provides many illustrations of the effective use of play as a mode of communication in family therapy with babies, latency‐age children and adolescents, and concludes that play and fun support learning and growth of children and their families. Copyright © 2004 Whurr Publishers Ltd. 相似文献
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This study compared perceptions and metaperceptions after a social interaction between a woman with disordered eating (subclinical bulimia nervosa) and a female interaction partner. Hypotheses were: women with disordered eating would have more negative metaperceptions of social interactions than women without disordered eating, and women with disordered eating would show a greater discrepancy between metaperceptions and perceptions than women without disordered eating. All participants completed questionnaires about their perceptions and metaperceptions post-interaction. Results showed women with disordered eating thought that they had made a negative impression; findings addressing the relationships among social desirability, loneliness, social support utilization, and fear of negative evaluation are also discussed. 相似文献
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Jill R. Nelson Brenda S. Hall Jamie L. Anderson Cailen Birtles Lynae Hemming 《Journal of Creativity in Mental Health》2018,13(1):121-133
This article explores teaching self-compassion as a means of self-care for counseling graduate students. Self-care is vital to helping professionals, but few students learn specific self-care skills to integrate into their own self-care practice. Self-compassion is a simple practice used in the immediate moment or as an activity at home. The authors describe Kristen Neff’s model of self-compassion. The authors discuss the benefits of self-compassion as self-care and explain its practice as an effective avenue to increase compassion and relationship building with clients. In addition, they clarify how self-compassion practices strengthen relational connection. The writers describe three examples of self-care practices, and share suggestions for counselor educators to integrate self-care into graduate counselor training. 相似文献