全文获取类型
收费全文 | 642篇 |
免费 | 31篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 9篇 |
2018年 | 15篇 |
2017年 | 19篇 |
2016年 | 27篇 |
2015年 | 24篇 |
2014年 | 19篇 |
2013年 | 56篇 |
2012年 | 33篇 |
2011年 | 35篇 |
2010年 | 21篇 |
2009年 | 25篇 |
2008年 | 29篇 |
2007年 | 33篇 |
2006年 | 33篇 |
2005年 | 26篇 |
2004年 | 18篇 |
2003年 | 21篇 |
2002年 | 31篇 |
2001年 | 12篇 |
2000年 | 10篇 |
1999年 | 11篇 |
1998年 | 14篇 |
1997年 | 5篇 |
1996年 | 8篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 4篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1968年 | 2篇 |
排序方式: 共有673条查询结果,搜索用时 250 毫秒
191.
Sabra Ledare Finley Pat McCarthy Veach Ian M. MacFarlane Bonnie S. LeRoy Nancy Callanan 《Journal of genetic counseling》2016,25(2):344-358
Supervision is a primary instructional vehicle for genetic counseling student clinical training. Approximately two-thirds of genetic counselors report teaching and education roles, which include supervisory roles. Recently, Eubanks Higgins and colleagues published the first comprehensive list of empirically-derived genetic counseling supervisor competencies. Studies have yet to evaluate whether supervisors possess these competencies and whether their competencies differ as a function of experience. This study investigated three research questions: (1) What are genetic counselor supervisors’ perceptions of their capabilities (self-efficacy) for a select group of supervisor competencies?, (2) Are there differences in self-efficacy as a function of their supervision experience or their genetic counseling experience, and 3) What training methods do they use and prefer to develop supervision skills? One-hundred thirty-one genetic counselor supervisors completed an anonymous online survey assessing demographics, self-efficacy (self-perceived capability) for 12 goal setting and 16 feedback competencies (Scale: 0–100), competencies that are personally challenging, and supervision training experiences and preferences (open-ended). A MANOVA revealed significant positive effects of supervision experience but not genetic counseling experience on participants’ self-efficacy. Although mean self-efficacy ratings were high (>83.7), participant comments revealed several challenging competencies (e.g., incorporating student’s report of feedback from previous supervisors into goal setting, and providing feedback about student behavior rather than personal traits). Commonly preferred supervision training methods included consultation with colleagues, peer discussion, and workshops/seminars. 相似文献
192.
Bonnie J. Baty Angela Trepanier Robin L. Bennett Claire Davis Lori Erby Catriona Hippman Barbara Lerner Anne Matthews Melanie F. Myers Carol B. Robbins Claire N. Singletary 《Journal of genetic counseling》2016,25(4):625-634
There are currently multiple paths through which genetic counselors can acquire advanced knowledge and skills. However, outside of continuing education opportunities, there are few formal training programs designed specifically for the advanced training of genetic counselors. In the genetic counseling profession, there is currently considerable debate about the paths that should be available to attain advanced skills, as well as the skills that might be needed for practice in the future. The Association of Genetic Counseling Program Directors (AGCPD) convened a national committee, the Committee on Advanced Training for Certified Genetic Counselors (CATCGC), to investigate varied paths to post-master’s training and career development. The committee began its work by developing three related grids that view career advancement from the viewpoints of the skills needed to advance (skills), ways to obtain these skills (paths), and existing genetic counselor positions that offer career change or advancement (positions). Here we describe previous work related to genetic counselor career advancement, the charge of the CATCGC, our preliminary work in developing a model through which to view genetic counselor advanced training and career advancement opportunities, and our next steps in further developing and disseminating the model. 相似文献
193.
Counselors who work with older adults with bipolar disorder are in a unique position to help them navigate their challenges. Older adults with bipolar disorder have lived decades with mental illness and also face the regular aging process. Narrative therapy provides counselors with a framework to deal with these issues. 相似文献
194.
195.
Snyder Rebecca J. Barrett Lisa P. Emory Rachel A. Perdue Bonnie M. 《Animal cognition》2021,24(5):1121-1131
Animal Cognition - Using an object-choice task, we measured the relative quantity discrimination ability of Asian elephants. Two zoo-housed elephants were given auditory cues of food being dropped... 相似文献
196.
Journal of Child and Family Studies - The present study examined the association between fathers’ and mothers’ additive risk during early childhood and children’s social-emotional... 相似文献
197.
Natasha J. Cabrera Mindy Scott Jay Fagan Nicole Steward‐Streng Nicole Chien 《Family process》2012,51(3):307-324
We examined the long‐term direct and indirect links between coparenting (conflict, communication, and shared decision‐making) and preschoolers' school readiness (math, literacy, and social skills). The study sample consisted of 5,650 children and their biological mothers and fathers who participated in the Early Childhood Longitudinal Study‐Birth Cohort. Using structural equation modeling and controlling for background characteristics, we found that our conceptual model of the pathways from coparenting to child outcomes is structurally the same for cohabiting and married families. Controlling for a host of background characteristics, we found that coparenting conflict and shared decision‐making were negatively and positively, respectively, linked to children's academic and social skills and co‐parental communication was indirectly linked to academic and social skills through maternal supportiveness. Coparenting conflict was also indirectly linked to children's social skills through maternal depressive symptoms. The overall findings suggest that for both cohabiting and married families, the context of conflicted coparenting may interfere with the development of children's social competencies and academic skills, whereas collaborative coparenting promotes children's school readiness because mothers are more responsive to their children's needs. These findings have implications for programs aimed at promoting positive family processes in cohabiting and married families. 相似文献
198.
Richter SJ McCann MH 《The British journal of mathematical and statistical psychology》2012,65(3):499-510
Using Tukey-Kramer versus the ANOVA F-test as the omnibus test of the Hayter-Fisher procedure for comparing all pairs of normally distributed means, when sample sizes are unequal, is investigated. Simulation results suggest that using Tukey-Kramer leads to as much or more any-pairs power compared to using the F-test for certain patterns of mean differences, and equivalent per-pair and all-pairs power for all cases. Furthermore, using Tukey-Kramer results in a consonant test procedure, where there cannot be disagreement between the results of the omnibus test and the subsequent pairwise tests. The results suggest that when sample sizes are unequal, Tukey-Kramer may be preferred over the F-test as the omnibus test for the Hayter-Fisher procedure. 相似文献
199.
200.
The Council for Accreditation of Counseling and Related Educational Programs requires counselor training programs to undergo systematic evaluation of trainees. This evaluation can be challenging at times. The authors posit the use of dispositions as a tool for ongoing assessment of student development by detailing the process used to establish dispositions in a counselor training program. Using an N= 1 intensive case study approach, they provide information about the relevance of dispositions in counselor training, the origin of dispositions for the program, and ongoing efforts to evaluate the dispositions in terms of their relevance to student growth. Implications for counselor training and curriculum development are discussed. 相似文献