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81.
AMY JANAN JOHNSON MICHEL M. HAIGH ELIZABETH A. CRAIG JENNIFER A. H. BECKER 《Personal Relationships》2009,16(4):631-646
Abstract As interpersonal relationships change with the advent of new technology, researchers need to reexamine their theoretical constructs ( R. G. Adams, 1998 ). This study uses survey methodology to examine college undergraduates from the United States. It explores the concept of relational closeness by comparing how geographically close and long‐distance friends define closeness in their relationships. It assesses prior methods of defining and measuring closeness in interpersonal relationships for the impact of physical distance between the friends. Differences illustrate factors that are important in understanding relational closeness in general and in long‐distance relationships in particular. 相似文献
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WILLIAM A. McDOWELL GEORGE F. BILLS MARC W. EATON 《Journal of counseling and development : JCD》1989,68(2):151-154
In the last decade mind-body strategies have evolved to extend possible counseling approaches to persons with disabilities. Using Beatrice A. Wright's principles of attention to individual needs, respect for situational complexities, and flexibility, the authors reflect on the work of Milton H. Erickson, from which modern mind-body counseling interventions can be traced. Included are strategies to develop rapport, the therapeutic use of imagery, reframing and other paradoxical techniques, and the use of metaphor in counseling with people with disabilities. 相似文献
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W. WESLEY TENNYSON G. DEAN MILLER THOMAS M. SKOVHOLT R. CRAIG WILLIAMS 《Journal of counseling and development : JCD》1989,67(7):399-403
This study investigated how counselors in differently structured secondary schools look at their functions. Differences found were examined in relationship to expectations set forth in professional guidelines. 相似文献
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A school's achievement tests influence how students are evaluated by teachers, parents, counselors, and, eventually, the students themselves. Counselors, as a consequence, need to work with different constituencies in the school system to ensure that achievement tests are providing useful information and are being used constructively. For this function, counselors work as members and, perhaps, as leaders of a team. The following article summarizes the process and findings of a school district's evaluation of an achievement test to illustrate a team evaluation and the kind of evidence a team uses in recommending adoption or rejection of a test. 相似文献