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991.
Forty-six psychotherapy students in three groups at one training institute for psychoanalytic psychotherapy in Sweden were asked to fill out a questionnaire about important influences on their professional development during their three-year training and afterwards. The questionnaire was distributed on three occasions during the training program and on one later occasion. Twenty-one students responded to the questionnaire on all four occasions. Working with patients in therapy, getting supervision, and participating in personal psychotherapy were viewed as the three most important influences on the students. The importance attributed to specialist literature and technical skills seemed to increase over time during the training, while the influences of experiences in personal life and personal qualities decreased. These changes in reported views were reversed in the initial years after graduation. Concerning assets, the students valued the ability to be containing and emphatic as the most important, but in their first years as licensed psychotherapists assigned more importance to the ability to create contact. The training program led to a change over time in a higher rating for the importance of technical and methodological attributes and less emphasis on personal characteristics and experiences. Most of the changes reported during training tended to be reversed afterwards. 相似文献
992.
《European Journal of Developmental Psychology》2013,10(4):459-465
Using the example of adolescent loneliness, Goossens (this issue) presented an outline of integral research programmes in European developmental psychology. Integral research programmes should combine longitudinal analysis with state-of-the-art methods from the neurosciences and use the gene×environment approach to track differential susceptibility to the environment. In my commentary, I suggest using control variables in gene–environment studies to rule out spurious associations, to make the studies more developmentally sensitive, and to stress the need for replication of gene–environment findings. I offer two hypothetical models for developmentally sensitive gene–environment studies on adolescent loneliness, namely a social cognition model and a social rejection model. 相似文献
993.
《Journal of Global Ethics》2013,9(3):369-386
Sustainable Development Goals (SDGs), which serve as the primary feature of the 2030 Agenda for Sustainable Development, and Nationally Determined Contributions (NDCs), which serve as a vital instrumental of the UNFCCC’s Paris Agreement, have clear synergies. Both are focused, in part, on responding to challenges presented to human well-being. There are good practical reasons to integrate development efforts with a comprehensive response to climate change. However, at least in their current form, these two policy instruments are ill-suited to this task. Where SDGs are focused on supporting considerations of human flourishing to which policy needs to respond, NDCs, in their current form, are dependent on the determinations of the nations that generate them. I conclude that the best means of integrating these two policy initiatives require moving past the subjective foundations of NDCs. 相似文献
994.
The aim of the study was to explore the experiences of self-injury among adolescents and young adults within the South African context. The participants were twelve university students who had self-injured in their adolescence (females = 92%). The data were collected through interviews, personal writings and collages and analysed using phenomenological data analysis. The findings indicate that self-injury is a strategy used to alleviate intense intrapersonal and interpersonal distress. To understand the complexity of self-injury, an integrative theoretical approach, encompassing a developmental and biopsychosocial perspective was used. 相似文献
995.
This study reports on participants' meaning-centred experiences and perspectives after attending a logotherapy-based student development and support programme. Thirteen students who were enrolled in the first year of the academic programme, in health science programme at a South Africa university, were participants. Qualitative inquiry was used for the data collection and analysis. Findings suggest that a meaning-centred approach may prove to be beneficial for first year university students. 相似文献
996.
997.
The study explored the relationship between individuals' personality preferences (as measured by the Myers-Briggs Type Indicator, Form M) and their psychological career resources (as measured by the Psychological Career Resources Inventory) and whether the personality types differed significantly in terms of their psychological career resources. The participants were a non-probability sample (N?=?81; females?=?74%, blacks?=?78%) of managerial-level staff from five fast food franchise restaurants in the Western Cape, South Africa. Quantitative statistical procedures were used to explore the association between the participants' personality preferences and psychological career resources. Findings suggest introverted and extraverted personality type preferences to be significantly associated with the participants' psychological career resources. Major differences were observed for the introverted sensing feeling perceiving (ISFP), extraverted sensing feeling judging (ESFJ), introverted sensing feeling judging (ISFJ), extraverted sensing thinking judging (ESTJ) and introverted sensing thinking judging (ISTJ) personality types in their relationship to the career preference of variety/creativity, need for career growth/development, their self/other skills and social connectivity. 相似文献
998.
S. Kegerreis 《Psychodynamic Practice》2013,19(4):403-418
Abstract In this paper the author argues for the importance of those working as counsellors with children and adolescents to have specialist training. She outlines the need for many more properly trained counsellors to be available to children, and emphasizes the need for them to have detailed knowledge of children's emotional development. The argument is throughout illustrated with clinical examples. She draws attention to the differences between working with children and adolescents as opposed to adults, with an exploration of the special skills that need to be developed if working with younger clients. Reference is made to the differences in the contract and the thinking about the family. She explores the importance of including in a specialist training infant observation and the consideration of group and institutional dynamics. 相似文献
999.
Tamsin Bradley 《文化与宗教》2013,14(3):337-351
This article explores the relationship between the Christian concept of compassion and the work of Non Governmental Organisations (NGOs) in the Developing World. The article focuses on the work of a UK donor, NGO whose members express a Christian faith. The membership of this NGO is highly motivated and they have maintained a long-term commitment to the communities they help in rural Rajasthan. However, the success of this NGO is constrained by their construction of a poor underdeveloped Other who is the focus of their prayers and towards whom all interventions are directed. This image of the suffering Rajasthani villager is fictitious and blocks the emergence of a complex picture of life in this region. This article stresses that whilst faith has much to offer development practice it can also render people blind to the experiences and needs of others. 相似文献
1000.
Holli A. Tonyan 《Infant and child development》2013,22(2):133-150
Growing research suggests that socialization toward independence with a focus on ‘separate individuality’ may be a culture specific rather than universal socialization goal. Among Latino families, children of mothers high in formal schooling have shown more independent and less coordinated patterns of interaction than children of mothers low in formal schooling. This longitudinal research explored the balance between independence and coordination during mother–child interaction around distress by examining age‐related changes and within‐group variation among Latino children. Fifty Latino dyads were videotaped during unstructured interactions in their homes at 14 and 24 months of age. Episodes of distress were identified and then classified according to individual contributions and coordination (e.g. [child] independent, mother‐led, coordinated). Coordinated and independent resolutions were the most frequent type at both ages. To examine the balance between these for each child, a proportion of episodes resolved in each type was calculated. Children in both groups (high maternal schooling, low maternal schooling) increased in coordination, but only children with higher maternal schooling also increased in independent resolutions. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献