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Teresa A. Peck 《Psychology of women quarterly》1986,10(3):274-284
This article examines criticisms of existing models of adult development from both feminist and developmental psychologists. To answer these criticisms, a model of women's adult self-definition is presented that is based upon current research on women's adult experience. The model combines a dialectical approach, which considers the effects of social/historical factors, with a feminist approach, which emphasizes the importance of caring and relationships, to illustrate the critical factors affecting a woman's self-knowledge during the adult years. 相似文献
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Teresa A. Buczek 《Psychology of women quarterly》1986,10(2):127-140
The purpose of the present study was to determine whether differences in counselors' retention of information about a female and a male client in a previous study would also be obtained with a non-counselor sample. Two hundred eighteen undergraduate students participated in the present study. The findings indicated similarity between the under-graduates and counselors on measures of retention and question generation. In findings similar to those of the previous study, participants in this study retained less information under the female client conditions, p < .01, a result that indicates a possible negative valuation of female client concerns. The implication of the findings for counselor training is discussed; in particular, the findings support the utility of free-response measures for assessing sex role stereotyping. 相似文献
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Percy Aggett Joady Brennan Monica Lynch Dave Tapsell Yoko Totsuka 《Journal of Family Therapy》2007,29(4):316-320
Family therapists in Newham's specialist child and adolescent mental health services describe an interdisciplinary and interagency training day for Newham's children's workforce; the workshop aims to develop co‐learning about communication and collaboration in the context of a rapidly changing service environment, driven by current national and local policy initiatives. The training team attempts to generate a rich learning context using three themes: networking, responsiveness and complexity. The workshop demonstrates that it is perhaps possible to embed complex communication discourses in brief, pragmatic training, enhancing collaboration between professionals in local networks. 相似文献
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