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821.
表演式学习──表演理论对“最近发展区”的发展 总被引:1,自引:0,他引:1
美国当代心理学家、剧作家、表演理论的创始人弗雷德·纽曼(FredNewman)及其同事致力于在实践中发展维果茨基的理论,从表演的维度探讨了zpd的概念,并以此为核心提出了表演式学习的概念,以区别于在当今社会大行其道的工具性学习,即以获取知识和技能为目的的学习。表演理论通过对工具性学习的消极影响的批判及对表演式学习的倡导,在人的教育和发展方面提出了独到见解。 相似文献
822.
Jack A. Meacham 《Journal of Adult Development》1999,6(3):153-161
Five challenges of caring across the life course are described: to be cared for, to care for ourselves, to care for others, to care together with others, and to care for others from whom we differ. Suggestions are provided for how the college and university curriculum and associated experiences can be constructed and presented to best prepare our students to recognize, accept, and meet these five challenges of caring during their own adult development and aging. 相似文献
823.
Richard J. Seime Charles R. Manley 《Journal of clinical psychology in medical settings》1999,6(2):183-201
This paper presents an overview of a productivity/incentive plan for faculty in an academic medicine center's department of behavioral medicine and psychiatry. The model utilizes the Resource-Based Relative Value Scale (RBRVS) for its measurement of clinical productivity. The paper provides an introduction to RBRVS terminology and how the RBRVS system was developed. The productivity/incentive plan developed for the Department of Behavioral Medicine and Psychiatry, West Virginia University School of Medicine, Morgantown, is described. The advantages and limitations of utilizing Relative Value Units (RVUs) in a productivity model are discussed. The paper may provide helpful insights to those charged with developing productivity/incentive plans at other academic health science centers. 相似文献
824.
儿童社会观点采择的发展及其子类型间的差异的研究 总被引:8,自引:4,他引:4
对幼儿园大班至小学阶段的425名儿童施以认知和情感两类观点采择测验,考察儿童社会观点采择发展的一般趋势以及两类观点采择的发展趋势及水平上的差异。结果发现:6岁左右儿童在准确推断他人观点方面还存在较大困难。6—10岁左右是儿童社会观点采择能力快速发展的时期。10岁左右儿童已能根据环境信息较准确推断他人的观点:儿童认知观点采择与情感观点采择能力的发展趋势基本一致,但后者的发展水平极显著地落后于前者。 相似文献
825.
《The Journal of analytical psychology》1998,43(1):195-197
Analytical Psychology
Guggenbühl, Allan., The Incredible Fascination of Violence: Dealing with Aggression and Brutality Among Children.
Bradway, Kay & McCoard, Barbara., Sandplay – Silent Workshop of the Psyche.
Psychoanalysis
Segal, Hanna., Psychoanalysis, Literature and War.
Psychotherapy
White, Andy., Going Mad to Stay Sane – The Psychology of Self-Destructive Behaviour.
Reeve, Gillian & Nesbitt, Jo., The Desperate Woman's Guide to Therapy.
Miscellaneous
Schmidt Neven, Ruth., Emotional Milestones – From Birth to Adulthood: A Psychodynamic Approach. 相似文献
Guggenbühl, Allan., The Incredible Fascination of Violence: Dealing with Aggression and Brutality Among Children.
Bradway, Kay & McCoard, Barbara., Sandplay – Silent Workshop of the Psyche.
Psychoanalysis
Segal, Hanna., Psychoanalysis, Literature and War.
Psychotherapy
White, Andy., Going Mad to Stay Sane – The Psychology of Self-Destructive Behaviour.
Reeve, Gillian & Nesbitt, Jo., The Desperate Woman's Guide to Therapy.
Miscellaneous
Schmidt Neven, Ruth., Emotional Milestones – From Birth to Adulthood: A Psychodynamic Approach. 相似文献
826.
《International Journal of Selection & Assessment》1998,6(3):203-209
John T. Haworth Work, Leisure and Well-being Owen Hargie The Handbook of Communication Skills Richard Lepsinger and Anntoinette D. Lucia The Art and Science of 360° Feedback Kevin Murphy Individual differences and behavior in organizations 相似文献
827.
828.
The Program Environment Scale (PES) was developed for use with clients of community-based programs for the severely mentally ill. It is intended to fill the gap in available tools for assessing clients' perceptions of program functioning as it affects their quality of life in a program. Formal pretests were conducted with 121 clients at 12 randomly selected programs near Washington, DC. The final field test used a revised form (29 domains; 129 items) with 221 clients in 22 programs selected randomly throughout the U.S., including Clubhouse, day treatment, psychosocial rehabilitation, and social club programs. Twenty-three subscales met at least five of eight psychometric criteria for internal consistency and discriminant validity. A 24th subscale was retained because of its substantive importance. Successful subscales cover program atmosphere and interactions (program cares about me, energy level, friendliness, openness, staff-client and client-client respect, reasonable rules, availability of positive physical contact, protection from bad touch, staff investment in their jobs, and confidentiality), client empowerment/staff-client equality (program and treatment empowerment, egalitarian space use), and service components (support for paid work, work importance, emergency access, family activities, housing, public benefits, community activities, medications, substance abuse, and continuity). Subscale validity is indicated by associations of specific service offerings with scores on scales measuring client perceptions of those services, and by an ability to differentiate among program models (i.e., Clubhouses, day treatment programs, and psychosocial rehabilitation programs look different from each other). Subscale scores were not influenced by client characteristics (gender, race, age, diagnosis, number of hospitalizations, length of time in program). The final scale has 97 items and takes about 25 minutes to complete. The PES succeeds in measuring different aspects of programs as clients perceive them. In the programs we visited, directors felt the PES covers the important things they want to know about how clients perceive their program. The PES should become a useful tool both for researchers interested in how client responses to programs may influence their therapeutic outcomes, and for practitioners interested in improving their clients' program experiences and/or increasing convergence of staff and client views of their program. 相似文献
829.
Evidence for the Continuity of Early Problem Behaviors: Application of a Developmental Model 总被引:9,自引:0,他引:9
Kate Keenan Daniel Shaw Eric Delliquadri Joyce Giovannelli Brenda Walsh 《Journal of abnormal child psychology》1998,26(6):441-452
Evidence of the continuity of early problem behaviors in young girls and boys was examined developmentally. Data were gathered on 104 mother-child dyads from low-income families when children were between 1 and 5 years of age. Difficult temperament, aggression, and noncompliance from 12 to 24 months, and externalizing and internalizing problems at 36 and 60 months, were assessed. The results provide evidence for the continuity of early behavioral and emotional problems and support for the early differentiation between internalizing and externalizing problems. Implications of the current findings for prevention efforts are presented. 相似文献
830.
Parents' perceptions of child development are influenced by complex interactions among cultural, social, and economic factors. Insights into how parents from culturally diverse societies perceive the development of their children might explain why different cultural groups foster or value the development of different skills in their children. In this study, we explored the perceptions of child development among low income Mexican American parents. A series of ethnographic interviews were conducted with eight Mexican American families who had preschool children. Qualitative data analyses yielded three main themes that were important to these parents: family attitudes and values, changes, and adaptations. For these parents, the development of social attributes in children, that will enable them to function within their own cultural group, was as important as the development of cognitive or motor skills. Service providers, such as school and mental health personnel, should take into account cultural differences in parents' perceptions of the importance of various developmental milestones for their children when suggesting interventions typically used by parents in the dominant culture. 相似文献