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941.
Rachel A. Haine Lauren Brookman-Frazee Katherine H. Tsai Scott C. Roesch Ann F. Garland 《Journal of child and family studies》2007,16(5):712-728
We investigated the extent to which clinician-assigned diagnoses of emotional and behavioral disorders and clinicians’ perceptions
of client change are consistent with structured measures of youth clinical functioning and parent/family characteristics within
the context of usual care or “real world” psychotherapy. A total of 54 therapists from two publicly-funded youth outpatient
mental health clinics and 128 youths and parents from the therapists’ combined caseloads were included in the study. Clinician-assigned
diagnosis and youth and family demographics were collected at the initial visit, clinician-reported perceived client change
was collected at 6-month follow-up, and structured measures of youth clinical functioning and parent/family characteristics
were collected at both time points. Results indicate some overlap between clinician-assigned diagnosis, clinician-reported
perceived client change, and structured measures of youth clinical functioning and parent/family characteristics after controlling
for demographic factors. Results are discussed in terms of implications for the implementation of evidence-based practices
in real world community settings. 相似文献
942.
We discuss some of the lessons the investigators learned during the development, implementation, and dissemination phases
of the National Arts and Youth Demonstration Project (NAYDP). The lessons learned are relevant to various groups involved
in large-scale, multi-site, community-based intervention studies: parents, youth, researchers, project staff, policy makers,
and funders. Specific lessons learned include: (1) how to engage the community; (2) methodological lessons, including cross-site
training and monitoring adherence to research protocol; (3) recruiting and sustaining involvement of parents and youth; (4)
program development; and (5) dissemination strategies. 相似文献
943.
Teaching and learning in a virtual learning environment (VLE)poses some difficulties, but also challenges and opportunitiesto rethink the whole learning process, particularly in abstractsubjects like logic or high level mathematics. On the otherhand, resources and ways to work, now available in VLEs, mightsoon extend to all kinds of environments. In this paper, wewill present experiences at the Open University of Catalonia(UOC), a particular VLE, concerning the whole process of teachinglogic and mathematics. In addition, we will discuss some challengesand we will present some innovation projects allowed by thepresent and near future technologies. 相似文献
944.
945.
采用实验法以90名3~5岁的儿童为被试,探讨其在个体和群体情境中延迟满足的特点。研究结果表明:3~5岁幼儿的延迟满足能力存在着显著的年龄差异,随着年龄的增长而不断提高;3岁幼儿延迟满足能力较弱,而4、5岁的幼儿在这种能力上有了较明显的发展,但从整体上来看,幼儿阶段的延迟满足能力仍然很低;3~5岁幼儿的延迟满足能力在不同的情境、不同性别中不存在显著的差异。 相似文献
946.
David E. Conroy Miranda P. Kaye Angela M. Fifer 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2007,25(4):237-253
This study investigated links between three forms of perfectionism and beliefs associated with fear of failure (FF). College
students (N = 372) enrolled in physical activity classes completed the Multidimensional Perfectionism Scale and Performance Failure Appraisal
Inventory in a single session. After controlling for other forms of perfectionism, only socially prescribed perfectionism
(SPP) was strongly associated with beliefs that failure led to aversive interpersonal consequences (i.e., important others
losing interest, upsetting important others). Other-oriented perfectionism (OOP) exhibited a weak negative relation with beliefs
that failure would lead to devaluation of one’s self-estimate; individuals who held the highest standards for others’ behavior
had the weakest beliefs that failure would lead to them devaluing their self-estimate. Self-oriented perfectionism (SOP) was
not associated with any beliefs that failure led to aversive consequences; however, when SOP and OOP were simultaneously elevated,
they contributed positively to fears of experiencing shame and embarrassment (above and beyond main effects of SPP). Collectively
these findings indicated that FF was not ubiquitous with all forms of perfectionism because the specific beliefs about the
consequences of failure that underlie different forms of perfectionism varied tremendously.
This research was supported in part by a grant from the College of Health & Human Development, The Pennsylvania State University. 相似文献
947.
中国社会正值心理问题高发期,抑郁症已经成为困扰中国的一大社会问题。社会因素与抑郁症的患病率上升有直接关系。社会因素有:社会大环境与中国的经济转型,东西方民族心理文化的差异以及对健康的不同认知,计划生育政策的消极效应等。社会应根据其影响因素采取相应的干预措施。 相似文献
948.
949.
参考目前应对领域中较成熟的分类方式,对石林、封丹2004年编制的应对风格问卷进行了项目调整,将问题应对和情绪应对项目进一步划分为5个维度。以590名大学生为被试,分别施测修改后的应对风格问卷和幸福感指数、总体幸福感指数量表。结果显示灵活型和控制型风格个体的幸福感较高,反向型个体的幸福感最低。不同风格个体的幸福感差异不仅源于他们对应对方式的选择不同,而且因为他们对应对方式的使用效果不同。灵活型和控制型个体更能从自己的应对方式中受益。 相似文献
950.
以356名北京市两所小学三、四、五年级的小学儿童为被试,采用自编的小学儿童尊重行为问卷、国内修订的学生人格五因素问卷和班级环境问卷,考察小学儿童尊重行为的特点,并探讨人格和班级环境对尊重行为的影响.结果发现:(1)小学儿童的总体尊重行为和其中的理解欣赏具有显著的性别差异和城郊差异;(2)尊重行为与人格各维度具有显著的相关,与班级环境中除了竞争气氛之外的其他四个维度都有显著相关;(3)人格的宜人性、谨慎性、情绪性和开放性以及班级环境中的同学关系能够显著预测尊重行为,人格和班级环境的不同维度对于尊重行为不同维度具有不同的预测力;(4)小学儿童的班级环境可以归为三种类型:积极型、一般型和问题型,不同类型的班级环境在尊重行为上具有显著差异. 相似文献