全文获取类型
收费全文 | 696篇 |
免费 | 105篇 |
国内免费 | 2篇 |
出版年
2024年 | 1篇 |
2023年 | 5篇 |
2022年 | 2篇 |
2021年 | 19篇 |
2020年 | 65篇 |
2019年 | 44篇 |
2018年 | 27篇 |
2017年 | 42篇 |
2016年 | 29篇 |
2015年 | 34篇 |
2014年 | 33篇 |
2013年 | 105篇 |
2012年 | 25篇 |
2011年 | 30篇 |
2010年 | 13篇 |
2009年 | 62篇 |
2008年 | 60篇 |
2007年 | 62篇 |
2006年 | 41篇 |
2005年 | 10篇 |
2004年 | 10篇 |
2003年 | 7篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 6篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 6篇 |
1995年 | 1篇 |
1994年 | 3篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 5篇 |
1976年 | 2篇 |
1973年 | 3篇 |
排序方式: 共有803条查询结果,搜索用时 15 毫秒
141.
Pauline Jivanjee Jean M. Kruzich Lynwood J. Gordon 《Journal of child and family studies》2009,18(4):435-446
For young people aged 16–24, the transition from adolescence to young adulthood involves predictable and unpredictable changes
and they may encounter challenges in their roles, relationships, and responsibilities. Young people with mental health difficulties
face additional challenges as they and their families navigate this transition. As a result, families commonly experience
anxiety, uncertainty, frustration, and turbulent relationships. After learning to become advocates to secure appropriate services
for their children, in late adolescence and young adulthood, parents are likely to find themselves excluded from their children’s
treatment planning and services. This article reports findings from a recent qualitative study of the experiences and perceptions
of 42 family members supporting their children with mental health difficulties during the transition years. Family members
described their goals for their children, their frustrations trying to access appropriate services for their children, and
their strategies to provide the support their children needed. Recommendations are for service providers to connect transition
age youth with practical assistance and supportive mentoring relationships. Family members requested service providers to
consider them as resources and potential collaborators in supporting young people with mental health difficulties to live
successful lives in the community. 相似文献
142.
We analyzed family dynamics and coping behaviors of parents with a child with an autistic spectrum disorder. Previous research
suggests that moderate levels of cohesion and adaptability are associated with higher levels of positive coping, and that
the more coping strategies a family implements, the greater their satisfaction with family functioning. Using a family systems
approach, the relationships among the familial variables of cohesion, adaptability, and social support were evaluated for
their contributions to coping in the family unit. We also compared the responses of mothers and fathers. Surprisingly, for
these parents of children with autism, those who rated their family as enmeshed implemented more positive coping strategies
than did those from other cohesion styles. This finding suggests that the enmeshed style may be more adaptive for a family
that encounters extreme challenges. Notably, mothers and fathers agreed on all variables except for perception of social support
from family and friends. Mothers perceived more social support from family and friends. The results lead to several interesting
suggestions for future research. 相似文献
143.
Steven K. Reader Lindsay M. Stewart James H. Johnson 《Journal of clinical psychology in medical settings》2009,16(2):148-160
The Disruptive Behavior Stress Inventory (DBSI) was developed to provide information related to the occurrence and severity
of stressors that result from having a child with ADHD. Data provided in the initial 2002 study by Johnson and Reader (Journal
of Clinical Psychology in Medical Settings, 9, 51–62) provided good preliminary support for the reliability of the DBSI, as
well the ability of the scale scores to differentiate primary caregivers of children with and without a history of ADHD. The
present study was an attempt to replicate major findings of the 2002 study using an additional larger sample and extend it
by conducting item-level analyses to determine the degree to which individual DBSI items differentiate primary caregivers
of children with and without a history of ADHD. Results provided additional support for the reliability and validity of the
DBSI by replicating major findings from the 2002 study and further suggesting that a large majority of the 40 items individually
differentiate between primary caregivers of children with and without a history of ADHD. 相似文献
144.
对我国性别刻板印象的分析 总被引:1,自引:0,他引:1
心理学在当代中国迅速发展,其中对性别刻板印象的研究也十分全面。本文探讨了性别刻板印象的表现,分析了影响其产生的因素,并进一步介绍了减弱性别刻板印象的对策。 相似文献
145.
Personality and the coherence of psychotherapy narratives 总被引:2,自引:0,他引:2
Jonathan M. Adler Joshua W. Wagner Dan P. McAdams 《Journal of research in personality》2007,41(6):1179-1198
The stories people construct about themselves and their social worlds are key aspects of their identities [Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press; McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5, 100–122]. Whereas certain expected life experiences (e.g., leaving home, getting a job) may be relatively easy to narrate, more unexpected and difficult events, such as undergoing psychotherapy, may pose a challenge to successful narration. Yet it is especially important to successfully narrate one’s experience in psychotherapy in order to maintain the gains from treatment [Frank, J. D. (1961). Persuasion and healing: A comprehensive study of psychotherapy. Baltimore, MD: Johns Hopkins University Press; Spence, D. P. (1982). Narrative truth and historical truth: Meaning and interpretation in psychoanalysis. New York: W.W. Norton]. The present study collected psychotherapy narratives from 76 adult former clients and coded them for the fundamental story criterion of coherence [Baerger, D. R., & McAdams, D. P. (1999). Life story coherence and its relation to psychological well-being. Narrative Inquiry, 9, 69–96]. Former clients that were high in trait Openness to experience and those at higher stages of ego development told more coherent stories about therapy. The relationship between ego development and narrative coherence remained significant even when controlling for Openness. The findings suggest that high ego development may provide narrators with the kind of sophisticated frameworks for meaning-making that are especially well-suited for the important task of making good sense of psychotherapy. 相似文献
146.
Michael Basseches 《Journal of Adult Development》1997,4(1):17-33
Part I (in this issue)—A Dialectical-Constructivist View of Human Development, Psychotherapy, and the Dynamics of Meaning-Making
Conflict Within Therapeutic Relationships— reviews a dialectical-constructivist model of human development and articulates,
in the language of that model, how psychotherapy, in general, works. It describes and illustrates three generic processes,
which contribute to the frequent successes of an extremely diverse range of psychotherapy theories and practices. This view
of psychotherapy focuses on both the client's meaning-making processes and the therapist's meaning-making processes and how
they contribute together to effective psychotherapy. Part I also offers a way of understanding what is going on when therapeutic
progress is blocked by conflict between the client's and the therapist's meaning-making processes. Part II—Dialectical Thinking
and Psychotherapeutic Expertise: Implications for Training Psychotherapists and Protecting Clients from Theoretical Abuse—explores
those experiences in which the therapist's own exercise of his or her meaning-making structures, and maintenance of the integrity
of his or her theories, has a limiting or destructive impact on the value of therapy to the client. It considers the concept
of “theoretical abuse” by psychotherapists as a way of characterizing the most destructive of these experiences. This serves
as a rhetorical device for introducing comparisons between these phenomena and the phenomena of sexual abuse by psychotherapists,
in terms of dynamics, prevalence, and appropriate strategies for prevention. Part II uses work on the development of dialectical
thinking in adulthood to conceptualize how different understandings of the nature of psychotherapists' expertise increase
or decrease the likelihood and severity of “theoretical abuse”. Finally, it derives implications for training psychologists
and other psychotherapy professionals. 相似文献
147.
Leann Lipps Birch 《Journal of experimental child psychology》1976,22(2):331-345
To investigate developmental differences in time-sharing performance, 60 boys, 20 in each of three age groups (7-, 10-, and 13-year-olds) performed an auditory matching task and a tracking task alone and concurrently, the latter under two sets of instructions. Decrements produced by concurrent performance were compared for the three age groups. When the time-shared tasks were presented as equally important, time-sharing produced significantly greater proportional decrements in the tracking performance of the younger children and for all age groups tracking task decrements were directly related to matching task difficulty. Subsequently, the children were instructed that one or the other of the tasks was more important and that they were to improve their performance on that task. All three age groups showed a significant improvement on the task emphasized by instructions. The relationship of the results to two models of information processing is discussed. 相似文献
148.
The LISREL model of Jöreskog and Sörbom was used to perform a comparative factor analysis on intelligence data from four sex by generation groups. The covariance matrices for 10 psychometric ability measures were used to isolate Spatial and Verbal Intelligence factors. Results from a series of factor analysis models indicated substantial invariance in the factor pattern and factor covariance matrices, although the hypothesis of complete invariance in factor pattern was rejected. The groups did differ in observed and unique variances. The results were basically consistent with the hypothesis that males and females have similar intellectual structure, which would have been obscured had standardized factor analysis been employed. There were also sex and generation differences in the Spatial and Verbal factor means. 相似文献
149.
Frederick J. Morrison 《Journal of experimental child psychology》1982,34(2):187-199
Two experiments explored variation in the alerting process across age and warning interval as well as the effects of alertness on subsequent processing. Experiment 1 obtained alertness functions for a group of 5-year-olds, 8-year-olds, and adults. Results revealed strong age differences in speed of alerting and in maintenance of alertness over a 1-sec interval. Five-year-olds alerted more slowly than older groups and sustained optimal alertness less well. Both groups of children showed more variability in alerting functions compared with adults. Experiment 2 examined the degree to which age differences in processing speed were attributable to differential speed and maintenance of alerting. Masking functions obtained across variations in the alerting interval revealed that when level of alertness was optimal in both 5-year-olds and adults, minimal age differences in processing speed were observed. During short, nonoptimal alerting intervals, speed of processing in adults was faster than in 5-year-old children. The pattern of results across studies suggested that alertness can fluctuate over time in young children, that level of alertness affects subsequent perceptual processing speed, and that developmental variation in speed and maintenance of alertness can partly explain observed age differences in processing speed. The potential role of alertness in more complex cognitive tasks is discussed. 相似文献
150.
Daniel K. Lapsley 《Developmental Review》1985,5(3):227-236
The purpose of this paper is to respond to D. Elkind's (1985, Developmental Review, 5, 218–226) reply to D. Lapsley and M. Murphy's (1985, Developmental Review, 5, 201–217) critique of the adolescent egocentrism theory. After a reprise of the issues in contention, we address the problem of theoretical consistency and self-other differentiation in Dr. Elkind's (1967, Child Development, 38, 1025–1034) theory. The role of formal operations in the Lapsley and Murphy (1985) account of the imaginary audience and personal fable is revised, and the empirical support for Elkind's theory is reviewed. We conclude that there are good conceptual and empirical grounds for doubting the major assumptions of the adolescent egocentrism theory, and that the Lapsley and Murphy (1985) framework has promise in suggesting theoretical integration with other approaches to the self. 相似文献