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81.
Donald B. Pope‐Davis Daniela P. Ligiero Chris Liang Jamila Codrington 《Journal of multicultural counseling and development》2001,29(4):226-238
The authors present the results of a content analysis of articles that were published in the Journal of Multicultural Counseling and Development (JMCD) during the last 15 years. The analysis identified the leading contributors (i.e., authors, institutions) to JMCD, evaluated the content of the articles, examined the type of articles, and highlighted the particular cultural groups that were studied most frequently. Los autores presentan los resultados de un análisis de el contenido de la Revista de Consejeria y Desarrollo Multicultural (JMCD), durante los ultimos 15 años. El análisis identificó los contribuyentes más destacados (en otras palabras, los autores, las instituciones) a JMCD; examinó el tipo del articulos y subrayó los grupos culturales que se estudiaron más frecuentemente. 相似文献
82.
Donald B. Pope‐Davis William M. Liu Shannon Ledesma‐Jones Jonathan Nevitt 《Journal of multicultural counseling and development》2000,28(2):98-112
This exploratory study examined the relationship between acculturation and racial identity among African Americans. One hundred eighty‐seven African American students completed the Black Racial Identity Attitude Scale (J. F. Helms & T. A. Parham, 1990) and the African American Acculturation Scale (AAAS; H. Landrine & E. Klonoff, 1995). Acculturation was associated with 3 of the 5 AAAS subscales: Dissonance, Immersion, and Emersion; Immersion had the greatest correlation with acculturation. A simultaneous regression analysis showed that the Pre‐Encounter subscale was a significant predictor of acculturation. 相似文献
83.
Scientific research is subject to a number of regulations which impose incidental (time, place), rather than substantive (type
of research), restrictions on scientific research and the knowledge created through such research. In recent years, however,
the premise that scientific research and knowledge should be free from substantive regulation has increasingly been called
into question. Some have suggested that the law should be used as a tool to substantively restrict research which is dual-use
in nature or which raises moral objections. There are, however, some problems with using law to restrict or prohibit certain
types of scientific research, including (i) the inherent imprecision of law for regulating complex and rapidly evolving scientific
research; (ii) the difficulties of enforcing legal restrictions on an activity that is international in scope; (iii) the limited
predictability of the consequences of restricting specific branches of scientific research; (iv) inertia in the legislative
process; and (v) the susceptibility of legislators and regulators to inappropriate factors and influence. Rather than using
law to restrict scientific research, it may be more appropriate and effective to use a combination of non-traditional legal
tools including norms, codes of conduct, restrictions on publication, and scientist-developed voluntary standards to regulate
problematic scientific research. 相似文献
84.
Mark Pope Edward A. Wierzalis Bob Barret Michael Rankins 《Adultspan: Theory Research & Practice》2007,6(2):68-82
The authors focus on the special issues involved in providing counseling to aging gay men regarding sex and intimacy. Although the stresses of aging experienced by gay men are similar to those of heterosexual men, older gay men face issues of a stigmatized sexual orientation, invisibility, negative stereotypes, and discrimination regarding aging. 相似文献
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Laura J. Hall Gretchen Stadnik Grundon Catherine Pope Amanda Balderama Romero 《Behavioral Interventions》2010,25(1):37-51
Although the use of paraprofessionals in the education of young children with autism spectrum disorders (ASD) is a common practice, research on effective training procedures is scarce. The following study used a multiple‐baseline design across settings replicated by five paraprofessionals to evaluate their use of behavioral strategies with young children with, or at risk for, autism spectrum disorder. A training package consisting of a workshop and performance feedback by their supervising special education teacher served as the intervention. Results revealed that even though the paraprofessionals demonstrated skills in the use of behavioral strategies at the workshop, there was either no transfer or generalization to the preschool or home environments where they worked, or their use of skills decreased over time. When performance feedback was provided to all participants, their correct use of strategies increased. The training model evaluated in this study provides an example of one that could be employed in a typical public school classroom or early intervention program. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
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Alan E. Kazdin Adam Glick Jennifer Pope Ted J. Kaptchuk Bernadette Lecza Erin Carrubba Emily McWhinney Natasha Hamilton 《International Journal of Clinical and Health Psychology》2018,18(2):91-101
Background/Objective: The study evaluated two variations of Parent Management Training (PMT) for children referred to treatment for oppositional, aggressive, and antisocial behavior. The goal was to evaluate the impact of multiple enhancements to optimize common and placebo factors to augment therapeutic change. Method: The families of all children (N=138, 39 girls and 99 boys, ages 6-13) received PMT. One half of the families were assigned to receive an enhanced version with multiple additions designed to increase bonding of the parent to the therapist, professionalism of treatment and setting, credibility of the intervention, and expectancies for therapeutic change. Assessment included multiple treatment outcome measures of the child (problem behaviors, psychiatric symptoms, social competence, and adaptive functioning) and parents (depression, stress, and family relations) showed marked improvements over the course of treatment, and several process measures (therapeutic alliance, credibility of the procedures, expectancy for change). Results: The results indicated that children and parents made marked improvement in all the treatment outcome measures. The vast majority of children fell within the normative range at posttreatment on problem and prosocial behaviors. The two treatment conditions were no different in outcomes for children or parents. Conclusion: PMT led to marked changes in treatment outcome. 相似文献