Based on an integrative review of the relevant literature in and on person-centred and experiential (PCE) therapy, this study identifies and discusses the findings of 13 articles on the delivery of individual video counselling and psychotherapy. Six overarching themes were identified: the discrepancy of the experiences of clients and practitioners; the possibility of good-quality PCE therapy (psychotherapy and/or counselling); “doing” PCE therapy online; “being” online; the role of technology; and implications for training and practice. It is suggested that all these have implications for ongoing practice and education/training, and need to be considered by practitioners, educators/trainers, and professional bodies. 相似文献
Normative data are presented for 570 children on newly revised versions of the Conners Parent and Teacher Rating Scales. Symptom ratings were factor analyzed and structures compared favorably with those obtained using earlier versions of the questionnaires. Interrater correlations (mother-father, parent-teacher) were also reported. Age and sex effects were found to be significant determinants of children 's scores, while social class effects were nonsignificant.This study was supported by a grant from Abbott Laboratories. 相似文献
It has been found that viewing, for example, a red-and-black vertical grating alternating with a green homogeneous field produces a color aftereffect—a McCollough effect—on a black-and-white vertical grating (i.e., green). Viewing such colored patterns also produces an aftereffect on a noninduced horizontal grating (i.e., pink)—the indirect McCollough effect. Humphrey, Dodwell, and Emerson (1989) argued that the indirect McCollough effect is caused by opponent properties of the visual system that organize the processing of contour and color along contrasting, probably orthogonal, dimensions. Recently, however, their interpretation of the indirect McCollough effect has been challenged by some findings of Eissenberg, Allan, Siegel, and Petrov (1995). These researchers have proposed that the indirect McCollough effect, like the McCollough effect, can be explained by associative principles. The results reported here question crucial aspects of the hypothesis of Eissenberg et al. 相似文献
The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school teachers and their students participated. Teachers’ use of BSP and general praise, as well as, behavior-specific and general reprimands were evaluated. Data were also collected on students’ levels of academically engaged and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of BSP and reduced the use of both general and behavior-specific reprimands. Student levels of academic engagement increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.
We assessed the early encoding of consonant and vowel information in the reading of English, using the fast priming paradigm. With 30-msec prime durations, gaze durations on target words were shorter when preceded by high-frequency consonant-same primes (which shared consonant information with the target word; e.g., lake-like) than when preceded by vowel-same primes (which shared vowel information with the target word; e.g., line-like), but there were no priming effects for low-frequency primes. With 45-msec prime durations, however, there was no effect of prime frequency and gaze durations on target words were shortened equally when they were preceded by consonant-same primes and vowelsame primes, as compared with control primes (e.g., late-like). The results suggest that the processing of consonants is more rapid than that of vowels, providing further evidence for the distinction between consonant and vowel processing in the reading of English. 相似文献
The Conners' Continuous Performance Test (CPT) is a neuropsychological task that has repeatedly been shown to differentiate ADHD from normal groups. Several variables may be derived from the Conners' CPT including errors of omission and commission, mean hit reaction time(RT), mean hit RT standard error, d', and . What each CPT parameter actually assesses has largely been based upon clinical assumptions and the face validity of each measure (e.g., omission errors measure inattention, commission errors measure impulsivity). This study attempts to examine relations between various CPT variables and phenotypic behaviors so as to better understand the various CPT variables. An epidemiological sample of 817 children was administered the Conners' CPT. Diagnostic interviews were conducted with parents to determine ADHD symptom profiles for all children. Children diagnosed with ADHD had more variable RTs, made more errors of commission and omission, and demonstrated poorer perceptual sensitivity than nondiagnosed children. Regarding specific symptoms, generalized estimating equations (GEE) and ANCOVAs were conducted to determine specific relationships between the 18 DSM-IV ADHD symptoms and 6 CPT parameters. CPT performance measures demonstrated significant relationships to ADHD symptoms but did not demonstrate symptom domain specificity according to a priori assumptions. Overall performance on the two signal detection measures, d' and , was highly related to all ADHD symptoms across symptom domains. Further, increased variability in RTs over time was related to most ADHD symptoms. Finally, it appears that at least 1 CPT variable, mean hit RT, is minimally related to ADHD symptoms as a whole, but does demonstrate some specificity in its link with symptoms of hyperactivity. 相似文献
In a recent study, McCauley, Parmelee, Sperber, and Carr (1980) reported results indicating that semantic priming had been produced by visual stimuli that were backward masked at durations too brief for greater than chance report. The conclusions drawn from such an experiment are critically dependent upon whether or not the primes were actually masked below the thresh-old for identification during priming trials. The three experiments reported here provide evidence that this requirement was not met. Rather, McCauley et al.’s (1980) methodology allowed for an uncontrolled increase in light adaptation during the actual testing of prime efficacy in the priming session. This increase in light adaptation reduced the effectiveness of the backward mask and resulted in an increase in prime visibility during priming trials. Thus, semantic priming probably occurred under conditions in which commensurate visual information was actually available. 相似文献