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61.
Theodore P. Remley Jr. Barbara Herlihy Scott B. Herlihy 《Journal of counseling and development : JCD》1997,75(3):213-218
In 1996, the U.S. Supreme Court held that communications between licensed psychotherapists and their patients are privileged under the Federal Rules of Evidence. The nature of privileged communication, the history of this Supreme Court decision, and implications of the decision for counselors are discussed. 相似文献
62.
63.
Manuel Barrera Jr. Susan A. Li Laurie Chassin 《American journal of community psychology》1995,23(4):479-507
Investigated ethnicity and parental alcoholism as factors that might influence the stress vulnerability of adolescents. It
extended an initial cross-sectional study of this same sample by adding two annual assessments which allowed for additional
cross-sectional analyses and longitudinal tests. Hispanic and Caucasian adolescents (N=306 at Time 1) completed measures of their own life stress, family conflict, and alcohol use. Their parents reported on adolescents'
internalizing and externalizing symptoms. Cross-sectional analyses at Time 2, and prospective analyses involving Time 1 and
Time 2 measures were, for the most part, consistent with the original study's results. Caucasian adolescents and children
of alcoholic parents appeared to be more vulnerable to stress than Hispanic adolescents and children of nonalcoholic parents.
Family conflict was a partial explanation for this increased vulnerability.
This research was supported by National Institute on Drug Abuse Grant DA05227 to Laurie Chassin (pricipal investigator) and
Manuel Barrera, Jr. (coprincipal investigator). Susan Li was supported by an American Psychological Association Minority Fellowship
Award. Portions of this research were presented at the conference, “Resiliency in Families: Racial and Ethnic Minority Families
in America” that was held at the University of Wisconsin, May 31–June 2, 1994. 相似文献
64.
Tom Sharpe Ed.D. Andrew H. Hawkins Ph.D. Roger D. Ray Ph.D. 《Journal of Behavioral Education》1995,5(3):259-279
Behavior analytic evaluation instruments should benefit teacher education programs in assessing: (a) teacher and student interactions in practice teaching settings, and (b) the immediate and long range effects of the teacher training received. Though empirical substantiation remains scarce, such instruments may be designed to foster teacher trainee sensitivity to, and better control of, complex stimulus and response mechanisms which either impede or facilitate learning. This study analyzed one technologically driven Behavior Analysis Strategy and Taxonomy (BEST) and related Temporal Analysis System (TAS) (Hawkins, Sharpe, & Ray, 1994) currently used within one preservice teacher education program. A multiple probe design with experimental and control groups demonstrated the instruments' effects when used as an instructional feedback tool with teachers in training. Findings supported the instruments' use in terms of teacher and student behavior changes demonstrated for the experimental group as compared to a control group not exposed to the instrument. Implications of this technology when applied to teacher education are last described. 相似文献
65.
Using a projective technique among child and adolescent psychiatric inpatients, we tested several hypotheses derived from Coyne's (1976b) interpersonal theory of depression. First, we predicted that depression would be associated with rejection, even controlling for the effects of aggression. Depression and rejection were associated only when aggression effects were covaried. Second, we hypothesized that the depression-rejection relation would display symptom specificity. Consistent with this hypothesis, we found that depression, but not anxiety, was related to rejection. Third, we assessed whether an index of interpersonal style—reliance on others—moderated the depression-rejection relation. Results suggested that depression and overreliance were both associated with high rejection scores, whereas the combination of low depression and low reliance on others was associated with low rejection scores. We found that results held across age groups. The implications of our findings for the interpersonal theory of depression in youngsters are discussed. 相似文献
66.
Anthony G. Rud Jr. 《Studies in Philosophy and Education》1994,13(1):65-75
Socratic method and intuition are two ways of knowing commonly thought as opposed. The author shows how both ways of knowing can be linked in an education that has philosophy as its armature. 相似文献
67.
The adolescent substance abuser, like adult addicts, is most commonly considered from the perspective of the disease model. The usefulness of the disease model in conceptualizing adolescent substance abuse is questioned, and an alternative view of the topic is set forth. Substance abuse, is regarded as an adaptive aspect of the ongoing interactive processes within the family. The developmental process of the adolescent substance abuser is seen as a functional dynamic in the family's preservation. Three characteristic elements of parental interaction common to the development of adolescent substance abuse are highlighted.An earlier version of this paper was presented at the Texas Association for Marriage and Family Therapy annual conference on January 28, 1993 in Houston Texas.a research associate and director of the Don D. Jackson Archive at the Mental Research Institute, Palo Alto, CA. Authors are listed alphabetically. 相似文献
68.
The Stability of Personality: Observations and Evaluations 总被引:3,自引:0,他引:3
69.
70.
Latent Structure of the Sources of Mathematics Self-Efficacy 总被引:2,自引:0,他引:2
Robert W. Lent Frederick G. Lopez Steven D. Brown Paul A. Gore Jr. 《Journal of Vocational Behavior》1996,49(3):292-308
General social cognitive theory and its career-specific elaborations posit four primary sources through which self-efficacy beliefs are acquired and modified: personal performance accomplishments, vicarious learning, social persuasion, and physiological states and reactions. We present two studies exploring the dimensionality of these sources within the context of career-relevant mathematics activities. In Study 1, 295 college students completed measures of the source variables. Testing two- through five-factor models, we found strongest support for a four-factor latent structure of the efficacy sources. In Study 2, involving 481 high school students, a five-factor model fit the data well. We also found evidence of a higher order factor structure in both samples. Several directions for further research on the sources of efficacy information are considered, along with implications for career and academic interventions. 相似文献