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81.
SHERRY B. BORGERS ARTHUR H. THOMAS KEITH C. VANLOON 《Journal of counseling and development : JCD》1980,59(2):92-95
This research was designed to investigate whether 42 counseling students would respond differently to identical client statements in which the degree of affect was varied. Students viewed four people, each presenting four one-minute videotaped stimulus vignettes. There were four female high-affect statements, four female neutral-affect statements, four male high-affect statements, and four male neutral-affect statements. A 2 × 2 × 2 × 4 analysis of variance with repeated measures on the last measure was used to analyze the data, and Newman-Keuls post hoc comparisons were done. The analysis indicated that the affect level had a significant effect on the degree to which the counselor judged that the client needed help. There was also a difference in the ratings of female and male counselors and a difference in counselor response to female and male clients. 相似文献
82.
THOMAS J. SWEENEY ALAN D. STURDEVANT 《Journal of counseling and development : JCD》1974,52(9):575-581
The licensing of psychologists is not generally a concern of counselors, counselor educators, or supervisors. However, with the enactment of new licensing laws such as the one described here, an issue is emerging that members of the counseling professions should not leave unattended. Through ignorance or complacency, we may contribute to the demise of the counseling professions as self-regulating groups. The authors examine this matter here and offer some recommendations for action. 相似文献
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LEROY C. OLSEN 《Journal of counseling and development : JCD》1971,50(4):288-288
A group leader is one who assumes the responsibility for a group dealing with interpersonal relationships. The leader is committed to a belief in the dignity and personal worth of each member of a group with whom he works. While demanding the freedom to function as a professional, he also accepts the responsibilities this freedom implies and defends the rights and freedom of his group members. He maintains integrity in his relationships with other professionals and the public. He does not use his specialized knowledge to take personal advantage of group members, nor does he permit himself to be used by others for purposes inconsistent with his own ethical standards. The group leader is expected to abide by and practice the ethical standards of the American Psychological Association and the American Personnel and Guidance Association. He is also expected to practice the following ethical standards that were developed for, and are more directly applicable to, working with groups. 相似文献
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THOMAS WOLFF 《Journal of counseling and development : JCD》1969,48(4):294-304
This study evaluated, first, the effectiveness of group experiences in improving the interpersonal functioning of college freshmen and, second, the difference in effectiveness of group discussions led by undergraduate dormitory advisers (with consultation) and by psychology graduate students. A variety of measures of interpersonal behavior was used. Results show that freshmen in group discussions improved in their interpersonal relationships, especially as measured by a sociometric form. Members of groups led by graduate students showed slightly more improvement than those in groups led by dormitory advisers. Differences in group process were also found. Results suggest that indigenous subprofessionals can promote growth on the campus. 相似文献
87.
Concern about attrition of college students has often led to recommendations that more counseling be supplied to entering freshmen. In the present study, student response to pre-enrollment counseling programs suggests that freshmen are able to consider only informational aspects of their entering status. The number of students requesting pre-enrollment counseling varied inversely with the amount of such information available outside of counseling conferences. As long as universities make it incumbent upon the student to adjust to the institution, the student who is not emotionally “bound” to attending a particular college will be seen as needing counseling although the opportunity for such counseling will be illusory. Institutional changes, as well as student changes, must be encouraged if the opportunity for counseling is to become a reality. 相似文献
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