排序方式: 共有49条查询结果,搜索用时 15 毫秒
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Norma L. Day‐Vines Susannah M. Wood Tim Grothaus Laurie Craigen Angela Holman Kylie Dotson‐Blake Marcy J. Douglass 《Journal of counseling and development : JCD》2007,85(4):401-409
The authors define broaching as the counselor's ability to consider how sociopolitical factors such as race influence the client's counseling concerns. The counselor must learn to recognize the cultural meaning clients attach to phenomena and to subsequently translate that cultural knowledge into meaningful practice that facilitates client empowerment, strengthens the therapeutic alliance, and enhances counseling outcomes. A continuum of broaching behavior is described, and parallels are drawn between the progression of broaching behavior and the counselor's level of racial identity functioning. 相似文献
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Critical Race Theory as a Decisional Framework for the Ethical Counseling of African American Clients
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The authors introduce critical race theory as a decisional framework for ethical counseling, with a focus on racial disparities when working particularly with African American clients. The authors provide a fictional case example that explains how this framework can be implemented when conducting cross‐cultural counseling with African American clients. Implications for counselors are provided. 相似文献
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Marcy Burstein Golda S. Ginsburg Jenn-Yun Tein 《Journal of abnormal child psychology》2010,38(7):895-909
The current study examined relations between parent anxiety and child anxiety, depression, and externalizing symptoms. In
addition, the study tested the additive and interactive effects of parent anxiety with parent depression and externalizing
symptoms in relation to child symptoms. Forty-eight parents with anxiety disorders and 49 parents without any psychiatric
disorder participated with one of their children (ages 6 to 14 years; 46.4% male; 75.8% Caucasian). Parent anxiety was related
to both child anxiety and depression, but not child externalizing symptoms. Hierarchical regression analyses showed that only
parent externalizing symptoms had additive effects, beyond parent anxiety symptoms, in relation to child anxiety symptoms.
Further, parent anxiety symptoms moderated the relationship between parent and child externalizing symptoms, such that the
strength of this relationship was reduced in the presence of high levels of parent anxiety symptoms. Results of this study
illuminate the role of parent comorbidity in understanding relations between parent and child symptoms. 相似文献
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Marcy Burstein Golda S. Ginsburg Jenn-Yun Tein 《Journal of abnormal child psychology》2010,38(7):897-909
The current study examined relations between parent anxiety and child anxiety, depression, and externalizing symptoms. In addition, the study tested the additive and interactive effects of parent anxiety with parent depression and externalizing symptoms in relation to child symptoms. Forty-eight parents with anxiety disorders and 49 parents without any psychiatric disorder participated with one of their children (ages 6 to 14 years; 46.4% male; 75.8% Caucasian). Parent anxiety was related to both child anxiety and depression, but not child externalizing symptoms. Hierarchical regression analyses showed that only parent externalizing symptoms had additive effects, beyond parent anxiety symptoms, in relation to child anxiety symptoms. Further, parent anxiety symptoms moderated the relationship between parent and child externalizing symptoms, such that the strength of this relationship was reduced in the presence of high levels of parent anxiety symptoms. Results of this study illuminate the role of parent comorbidity in understanding relations between parent and child symptoms. 相似文献
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Marcy Zipke 《Reading Psychology》2013,34(4):349-371
An experiment examined whether beginning readers can successfully learn to detect and define homonyms, and whether this ability correlates with vocabulary and/or phonological awareness. First graders received ambiguity instruction involving homonyms in isolation, in riddles, and in text. A control group received reading lessons without a metalinguistic component. Results showed that a very brief training program was effective in teaching students to identify multiple meanings of homonyms in isolation. No correlation existed between the ability to learn about homonyms and pretest oral language ability, indicating that this instruction is appropriate for all learners. 相似文献
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