全文获取类型
收费全文 | 498篇 |
免费 | 89篇 |
国内免费 | 33篇 |
专业分类
620篇 |
出版年
2024年 | 3篇 |
2023年 | 12篇 |
2022年 | 14篇 |
2021年 | 25篇 |
2020年 | 45篇 |
2019年 | 45篇 |
2018年 | 47篇 |
2017年 | 27篇 |
2016年 | 25篇 |
2015年 | 26篇 |
2014年 | 25篇 |
2013年 | 72篇 |
2012年 | 19篇 |
2011年 | 25篇 |
2010年 | 8篇 |
2009年 | 13篇 |
2008年 | 18篇 |
2007年 | 28篇 |
2006年 | 24篇 |
2005年 | 19篇 |
2004年 | 13篇 |
2003年 | 12篇 |
2002年 | 14篇 |
2001年 | 9篇 |
2000年 | 4篇 |
1999年 | 7篇 |
1998年 | 7篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1990年 | 4篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 6篇 |
1982年 | 1篇 |
1981年 | 1篇 |
排序方式: 共有620条查询结果,搜索用时 0 毫秒
581.
Erin F. Ward‐Ciesielski Anne R. Limowski Samuel N. Kreper Michael J. McDermott 《Journal of counseling and development : JCD》2019,97(3):250-259
The authors examined whether emotional competence (i.e., awareness, coping strategies) predicted help‐seeking intentions above and beyond previously identified factors (i.e., attitudes and perceived stigma toward professional help, psychological symptom severity) in an undergraduate sample (N = 531). Emotional awareness predicted help‐seeking intentions for personal/emotional problems and suicidal thoughts. Emotional coping strategies predicted help‐seeking intentions for suicidal thoughts and moderated the relationship between symptom severity and help‐seeking intentions for suicidal thoughts. Efforts to increase help‐seeking should address students' emotional competence. 相似文献
582.
Katherine A. Feather Ryan G. Carlson 《Journal of multicultural counseling and development》2019,47(1):19-36
Given the prevalence of children and families who experience disabilities, this study examined how 141 instructors from programs accredited by the Council for Accreditation of Counseling and Related Educational Programs cover disability‐related content in their curriculum. The study also examined the influence self‐perceived disability‐related competencies have on whether and how instructors infuse disability‐related content into counselor pedagogy. Limitations and implications for counselor educators are presented. Dada la prevalencia de niños y familias que experimentan discapacidades, este estudio examinó cómo 141 docentes de programas acreditados por el Consejo de Acreditación en Consejería y Programas Educativos Relacionados (CACREP, por sus siglas en inglés) presentan los contenidos relacionados con la discapacidad en sus currículums. El estudio también examinó la influencia que tienen las competencias autopercibidas relacionadas con la discapacidad sobre si los docentes incluyen contenidos relacionados con la discapacidad en la pedagogía de consejeros y de qué forma lo hacen. Se presentan las limitaciones e implicaciones para educadores de consejeros. 相似文献
583.
Giovanna Esposito Livia Savarese Barbara Squitieri 《Counselling psychology quarterly》2019,32(2):186-204
Referential process (RP) has been investigated in the psychotherapy domain to understand the mechanisms underlying clients’ problems and identify the process of change. RP shares some theoretical assumptions with another relevant construct in the psychotherapy domain, i.e. the reflexive process. However, the relation between RP and reflexive process has never been explored through an operational approach. This study aims at analyzing the relation between referential activity (RA), conceived as the linguistic index of RP, and two reflexive processes of different complexity, reflection and reflexivity, in a group counseling program. Audio recordings from seven group counseling sessions were analyzed through two procedures: (1) the latest Italian version of the computerized text analysis software developed for analyzing RA, and (2) the analysis of the narrative functions of reflection and reflexivity. Accordingly, reflection processes were mainly identified in the narrative excerpts by adopting the conventional procedure for RA software-based analysis and combining it with the analysis of the narrative functions. More complex processes of reflexivity were detected when the analysis of the narrative functions was combined with an innovative procedure for RA software-based analysis. Overall, these data indicated that a high level of RA is essential for activating reflexive processes of higher complexity. 相似文献
584.
Candice Presseau Linh P. Luu Arpana G. Inman Cirleen DeBlaere 《Counselling psychology quarterly》2019,32(2):260-274
Theoretical research asserts that social justice advocacy (SJA) represents an extension of multicultural competence (MC). However, limited empirical literature examines if and how SJA manifests and is developed as an aspect of trainee MC. The current study used path modeling to examine direct and indirect links between aspects of training environment and trainee MC and SJA for a sample of 197 trainees embedded in counseling-oriented training programs. MC demonstrated the strongest positive association with SJA. In addition, multicultural training environment, but not social justice training environment, influenced SJA indirectly through MC. Results are encouraging of a differentiation between multicultural and social justice training emphases, with practical implications for training programs seeking to enhance and foster both MC and SJA among their trainees. 相似文献
585.
Shane T. Harvey Andreas Marwick Don M. Baken David Bimler Jan Dickson 《Counselling psychology quarterly》2019,32(1):39-63
Emotions are central to the therapy process and skilful use by therapists of client emotion is an essential catalyst to client change. However, the contribution of emotion to the therapy process and how therapists’ social emotional skills are incorporated into psychological practice is still unclear. Using a statistical method for mapping psychological constructs, therapists’ social emotional skills were transformed into a “map” with three spatial dimensions, which was supported by comparative reliability checks. The nature of social emotional skills was further investigated by administering a Q-Sort of emotional practice items to 47 therapists. Ten highly applicable clusters of social emotional skills across seven style patterns with therapists were identified. Tentative links were drawn between demographic data and both clusters and therapist styles. These findings suggest therapists’ social emotional skills can be organised into meaningful clusters and that therapists can be styled according to their responses across these clusters. Furthermore, gaps identified in the model suggest possible “blind spots” in the literature. The implications of these findings are significant for training and practice. 相似文献
586.
587.
The study's working model postulated static and temporal relationships among goal-setting variables, self-competence, and job performance. Two studies testing the working model are described. Study 1 involved administration of an employee survey to 225 employees of a military installation on two separate occasions. Self-report measures of ability, personal goals, and self- competence were used to predict self- and supervisory-performance ratings. Study 2 involved collection of comparable measures over three occasions from 191 employees of a U.S. Federal mint. Results of both studies indicated that a longitudinal path model fit the data better than a cross-sectional model. 相似文献
588.
Jillian C. Shipherd Danielle Berke Nicholas A. Livingston 《Cognitive and behavioral practice》2019,26(4):629-646
Transgender and gender diverse (TGD) populations, including those that do not identify with gender binary constructs (man or woman) are increasingly presenting for treatment of posttrauma sequelae. Providers who offer services for trauma survivors including posttraumatic stress disorder (PTSD) treatment should be knowledgeable about evidence-based care and have some cultural familiarity with TGD experiences. Indeed, the Minority Stress Model suggests that the combination of distal and proximal minority stressors can combine to produce increased mental health symptoms as compared with cisgender peers, though this model has yet to be fully tested. Clients often present with a complicated picture of experiences, which include a variety of minority stressors, microaggressions, discrimination, and traumatic events that can all be related to their identity. However, conceptualizations of trauma treatment in the context of extensive minority stress are lacking. This paper summarizes the existing literature and offers guidance to mental health providers who are well positioned to address stigma, discrimination, violence, and related symptoms that arise from micro-, mezzo- and macro-level spheres of TGD individuals’ experience. 相似文献
589.
590.
Joanna Papieska Jantine L. Spilt Debora L. Roorda Ferre Laevers 《European Journal of Developmental Psychology》2019,16(1):97-112
The aim of the study was to determine the effectiveness of a brief, teacher-led intervention (EMOscope) developed to promote children’s socioemotional competence. Our sample consisted of 339 Polish pupils and their 16 teachers from 16 third grade classrooms. Teachers in the experimental condition (8 teachers) were trained to deliver the EMOscope intervention. Data were collected at pre-test and post-test. Performance tests were administered to measure children’s social understanding and emotional awareness. Furthermore, peer ratings were used to measure children’s cooperative behaviour and teachers’ reported on children’s prosocial behaviour, hyperactivity, emotional problems, conduct problems, and peer problems. Multilevel regression analysis revealed that children in the experimental condition improved significantly on emotional self- and other-awareness and on social understanding. Moreover, they decreased in teacher-rated hyperactivity, conduct problems, and total difficulties. No effects were found, however, on teacher-rated prosocial behaviour, emotional problems, peer problems, and peer-rated cooperative behaviour. 相似文献