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131.
This study examined the effects of an experimentally derived, peer-delivered reading intervention on the oral reading fluency of a first-grade student who had been referred for poor reading fluency. Same-grade peers were trained to lead the target student through a structured intervention protocol based on the results of a brief experimental analysis. Results indicated that reading improvements were obtained and are discussed in terms of selecting efficient interventions for use by peers. 相似文献
132.
Openness to diversity is a crucial component of cultural competence needed in the increasingly diversified modern society and a necessary condition for benefitting from diversity contacts and interventions (e.g., diversity training, cultural courses). Responding to the recent call for more research on personality and its relation to diversity outcomes, we examined the associations between Big Five personality (i.e., Openness to Experience, Agreeableness, Extraversion, Neuroticism, and Conscientiousness) higher order factors and lower order facets and universal-diverse orientation (i.e., open attitude of appreciating human universality and diversity; Miville et al., 1999). In the Study 1 (N = 338) web survey on Big Five factors, Openness to Experience and Agreeableness were associated with universal-diverse orientation significantly. In the Study 2 (N = 176) paper survey on both Big Five factors and facets, Openness to Experience, low Neuroticism, and Conscientiousness, and various lower-order facets of all the Big Five personality were associated with universal-diverse orientation significantly. Practical implications were suggested on how personality facets could be incorporated into current diversity interventions to enhance their effectiveness of promoting openness to diversity. 相似文献
133.
Transforming Social Regularities in a Multicomponent Community‐Based Intervention: A Case Study of Professionals’ Adaptability to Better Support Parents to Meet Their Children's Needs
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Rodrigo Quiroz Saavedra Liesette Brunson Nathalie Bigras 《American journal of community psychology》2017,59(3-4):316-332
This paper presents an in‐depth case study of the dynamic processes of mutual adjustment that occurred between two professional teams participating in a multicomponent community‐based intervention (CBI). Drawing on the concept of social regularities, we focus on patterns of social interaction within and across the two microsystems involved in delivering the intervention. Two research strategies, narrative analysis and structural network analysis, were used to reveal the social regularities linking the two microsystems. Results document strategies and actions undertaken by the professionals responsible for the intervention to modify intersetting social regularities to deal with a problem situation that arose during the course of one intervention cycle. The results illustrate how key social regularities were modified in order to resolve the problem situation and allow the intervention to continue to function smoothly. We propose that these changes represent a transition to a new state of the ecological intervention system. This transformation appeared to be the result of certain key intervening mechanisms: changing key role relationships, boundary spanning, and synergy. The transformation also appeared to be linked to positive setting‐level and individual‐level outcomes: confidence of key team members, joint planning, decision‐making and intervention activities, and the achievement of desired intervention objectives. 相似文献
134.
Increasing research is available on the preconditions for child mental health and optimal development in traumatic conditions, whereas less is known how to translate the findings into effective interventions to help traumatized children. This literature review analyses the effectiveness of psychosocial preventive interventions and treatments and their theoretical bases among children traumatized in the context of armed conflicts (war, military violence, terrorism and refugee). The first aim is to evaluate the effectiveness of preventive interventions in preventing emotional distress and impairment and promoting optimal emotional‐cognitive and social development. The second task is to analyze the nature of the underlying mechanisms for the success of preventive interventions, and the theoretical premises of the choice of intervention techniques, procedures and tools. We found 16 relevant published studies, but an examination of them revealed that only four of them had experimental designs strong enough that they could be included in the meta‐analysis. While the subjective reports of the researchers suggested that systematic preventive interventions were effective in decreasing PTSD and depressive symptoms among children traumatized due to armed conflict, the more objective results of the meta‐analysis and the weaknesses in designs uncovered during the meta‐analysis undermine such a conclusion. Additionally, a majority of the reported preventive interventions focused only on children's biased cognitive processes and negative emotions, while only a few aimed at influencing multiple domains of child development and improving developmental functioning on emotional, social and psychophysiological levels. It is concluded that substantial additional work needs to be done in developing effective preventive interventions and treatments for children traumatized by exposure to war and violence. Aggr. Behav. 36:95–116, 2010. © 2009 Wiley‐Liss, Inc. 相似文献
135.
Oliver Feeney 《Res Publica》2006,12(4):357-383
Rawls’ principle of fair equality of opportunity has been regularly discussed and criticized for being inadequate regarding
natural inequalities. In so far as this egalitarian goal is sound, the purpose of the paper is to see how the prospect of
radical genetic intervention might affect this particular inadequacy. I propose that, in a post-genetic setting, an appropriate
response would be to extend the same rules regulating societal inequalities to a regulation of comparable genetic inequalities.
I defend this stance against recent arguments from the authors of From Chance to Choice and from Colin Farrelly’s alternative of the genetic difference principle.
Thanks and appreciation to Dr. Pete Morris, Noreen McGuire and Ann Feeney for their support and encouragement. My thanks also
to the participants of the Ninth Manchester Graduate (Brave New World 2005) Conference in Political Theory, where a shorter
version of this paper was read. 相似文献
136.
Brian A. Feinstein Christina Dyar John E. Pachankis 《Cognitive and behavioral practice》2019,26(2):243-253
Despite bisexual individuals being at increased risk for mental health and substance use problems, clinicians’ ability to provide affirmative and competent care to bisexual clients is limited by their lack of bisexual-specific training. To address this common gap in training, this article provides a brief review of bisexual health disparities and the factors that influence them. Then, we describe a multi-level approach for improving the health and well-being of bisexual individuals. This approach addresses factors that influence health at the micro-level (e.g., strategies that clinicians can use to help bisexual clients cope with stigma-related stressors), mezzo-level (e.g., adaptations to clinical environments and training programs that promote bisexual-affirmative care), and macro-level (e.g., advocating for political change and implementing strategies to reduce prejudice against bisexual individuals at the population-level). Specifically, we describe how clinicians can adapt evidence-based interventions to tailor them to the needs of their bisexual clients. Additionally, we discuss the need for bisexual-affirmative clinical training and provide recommendations for how clinical training can be adapted to prepare clinicians to work effectively with bisexual clients. Finally, we describe how population-level interventions can be used to reduce prejudice against bisexual individuals in order to reduce bisexual health disparities. Given the striking health disparities affecting bisexual individuals, there is a critical need to develop, test, and disseminate interventions to improve the health of this population and to prepare clinicians to provide bisexual-affirmative care. 相似文献
137.
Michael E Levin Cynthia Navarro Rick A Cruz Jack Haeger 《Cognitive behaviour therapy》2019,48(3):200-216
Mobile apps are promising for teaching how to practice psychological skills in high-risk and in vivo momentary situations, but there has been minimal research on the immediate effects of app-based skill coaching on mental health in-the-moment. This study analyzed the mobile app data in a non-clinical sample of 39 adults participating in a larger randomized controlled trial, with participants randomized to an acceptance and commitment therapy (ACT) mobile app that tailors skill coaching based on in-the-moment variables (n = 17) or an app that provides randomly selected skill coaching (n = 22). Data were collected before and after each ACT skill coaching session on proximal outcome (depression, anxiety, and engagement in meaningful activity) and ACT process variables. Multilevel models indicated significant immediate improvements on average following ACT skill coaching sessions on all proximal outcome and ACT process variables, although with relatively small effects ranging between 0.17 and 0.27 SD units change. Larger immediate pre-to-post effects from ACT coaching sessions were found for anxiety, experiential avoidance, and cognitive fusion in the tailored app versus random app condition. Overall, results suggest that an ACT app can have immediate, in-the-moment effects on psychological functioning, which may be enhanced by tailoring skills to current context. 相似文献
138.
Overcoming sociopsychological barriers within intergroup communications may bring forth new, practical methods for conflict resolution, particularly crucial for groups engulfed by intractable conflict. This article examines the use of humor—an extremely effective technique of persuasive communication—as one potential route whose potency in resolving intractable conflicts has thus far been neglected. In Study 1, Palestinians who read a message from an “Israeli representative” (conveying the Israeli narrative of the conflict) agreed more with the Israeli perspective once three short humorous asides were added to the original statement. When these humorous asides targeted Jewish‐Israelis, Palestinian‐Israeli participants were more willing to compromise on various aspects of the conflict. In Study 2, Jewish‐Israelis who read a message from a “Palestinian representative” were more agreeable to the Palestinian message (portraying the Palestinian narrative) once three short humorous asides were added to the original statement. When these humorous asides were general in nature (but not when they targeted Palestinian‐Israelis), Jewish‐Israeli participants were more willing to compromise on various aspects of this intractable conflict. These findings further demonstrate the power of psychological barriers in intractable conflicts and the potential of humor to overcome them. Implications and limitations of the current research are discussed. 相似文献
139.
Supporting Out‐of‐School Time Staff in Low Resource Communities: A Professional Development Approach
Anne F. Farrell Melissa A. Collier‐Meek Melanie J. Furman 《American journal of community psychology》2019,63(3-4):378-390
Federally funded out‐of‐school time (OST) programs provide academic support, enrichment, and safety for students and families in low‐resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out‐of‐School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Findings across three programs indicate that varied levels of TA (i.e., business as usual, performance feedback, coaching) are associated with different levels of staff‐ and program‐level implementation. Taken together with previous research, these findings suggest that targeted investment in developing the skills of OST staff and improving program‐wide outcomes is critical for supporting youth in low‐resource communities. 相似文献
140.
Accurate knowledge monitoring is critical to the learning process, as it allows one to regulate studying and test preparation. Thus, a number of investigations have attempted to improve metacognition in the classroom, with the ultimate goal of improving student exam performance. However, such interventions have had inconsistent success using varying paradigms. We compared the effectiveness of five interventions aimed at improving prediction accuracy in a laboratory environment: review, salient feedback, motivation warning lecture, incentives, and reflection. Only the salient feedback and the motivation warning lecture interventions significantly improved participants' prediction accuracy from test 1 to test 2. Review, incentives, and reflection did not improve predictive or postdictive calibration. Well‐timed salient feedback and a lecture warning students not to be biased by desired grades were effective methods of improving calibration accuracy. Results offer effective interventions to improve metacognition that could be used in a classroom setting. 相似文献