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741.
In this article an overview is presented of the emergence of medical psychology in the care of somatically ill patients. The
situation in the Netherlands can be considered as prototypical. For 60 years, clinical psychologists have been working in
general, teaching and academic hospitals. Nowadays, they are an integrated non-medical specialism working in the medical setting
of hospitals in the Netherlands, and are a full-member of the medical board. This paper discusses several topics: the position
of the general hospital in the health care system in the Netherlands, the emergence of medical psychology in Dutch hospitals,
the role of the professional association of medical psychologists, and the characteristics of patients seen by clinical psychologists.
Following the discussion about the situation of medical psychology in other countries, recommendations are formulated for
the further development of medical psychology in the Netherlands as well as in other countries. 相似文献
742.
743.
744.
William C. Sanderson William T. Riley Sussie Eshun 《Journal of clinical psychology in medical settings》1997,4(1):5-12
Prepared by the Working Group on Clinical Services from the November 1995 Georgetown conference sponsored by the Association of Medical School Psychologists, this paper focuses upon issues related to the effects of health care reform and changes to the health care system on psychologists practicing within academic health care settings. Discussion of the changes in the health care economic system and the call for cost-effectiveness produced five specific suggestions for psychology to establish accountable, data-based models of behavioral health care. 相似文献
745.
Presented as part of a symposium at the 1996 American Psychological Association Convention in Toronto, Canada, this paper reflects an historical overview of the political issues faced by psychologists in academic medical centers. Ivan Mensh, Ph.D., senior psychologist and founding member of the Association of Medical School Psychologists, suggests that those psychologists involved in medical education should learn who the decision makers are and how decisions are made at academic medical centers in order better to assure the continued viability of psychology in those settings. 相似文献
746.
贵州省高师本科大学生学业自我效能感与心理健康水平的研究 总被引:13,自引:0,他引:13
运用大学生学业自我效能感量表和SCL-90症状自评量表对高师本科大学生进行调查,探讨其学业自我效能感与心理健康水平的关系。结果表明:1、在学习能力自我效能感上,大一至大四学生无年级、性别、专业的显著差异;在学习行为自我效能感上,大三、大四差异显著;2、大四与其他各年级学生在自评症状各因子上存在极显著差异,男女生在自评症状的强迫和偏执两因子上存在显著差异;3、学业自我效能感高的学生与学业自我效能感低的学生在人际关系敏感、抑郁因子上差异显著;4、自我效能感与心理健康水平存在较高相关。 相似文献
747.
Gerald?LeventhalEmail author Richard?J.?Seime Danny?Wedding Ronald?H.?Rozensky 《Journal of clinical psychology in medical settings》2005,12(3):209-220
This paper offers commentaries on Pate and Kohout’s (2005) report of data from the 1997 and 2003 surveys of psychologists in medical school settings. The commentaries reflect upon the significance of the survey findings and implications for psychology’s role in medical school and academic health science settings. Though the response rate to the survey was disappointing, the data indicate that psychologists are moving up in academic rank, and have made substantial gains in salary. The data also indicate that among psychologists who are medical staff members, who constitute half the 2003 sample, an increasing proportion are functioning autonomously as reflected in gains in the percentage having admitting privileges, staff voting privileges, and authority to write orders. Research continues to be a major focus for psychologists in academic medical centers. Overall, the findings indicate that psychologists can have productive, satisfying careers in medical school/academic health center settings—though there is one troubling sign, a sizeable drop in the number of positions being created for younger, more recently trained psychologists. Methodological enhancements are described that could improve the quality, scope, and usefulness of data from future studies, both for understanding long-term trends and for conducting salary negotiations. High quality data provide a solid foundation for advocating for psychologists’ full participation in the life of medical schools and academic health centers. 相似文献
748.
749.
Line Guylaine Tremblay Rashmi Garg Elizabeth Levin 《Social Psychology of Education》2007,10(2):193-212
In September 2003, Ontario universities accepted a double cohort of new students resulting from the Ontario government’s decision
to eliminate Grade 13. The admission to university of two categories of students distinguished by their age and high school
program raised a number of questions, not only in terms of admission infrastructure but mostly in what concerns the sum of
student retention, academic success, and graduation. Factors associated with success and with the maintenance of university
studies are numerous: stress, socioeconomic status, parents’ education, intellectual capacities, motivation, social abilities,
and social support (Olds & Papalia, 2000). Therefore, the objectives of this study were: (1) to test the hypothesis of a double
cohort effect on student academic success during the first year of university, (2) to verify the hypothesis that high school
academic history, socioeconomic variables related to stress and perceived stress predict academic success and retention at
the end of first year university. In September 2003, 300 first year students answered questionnaires inquiring about their
high school program and high school GPA, their socioeconomic characteristics, and their perceived stress. These measures were
then used to predict drop out, final GPA, number of credits attempted, passed and failed in June 2004. Results showed that
school persistence and first year university academic achievement are mostly predicted by gender, high school GPA, type of
financial resources, and number of hours worked at a paid job. Although not significant, we have found a higher proportion
of Grade 12 students who dropped out during first year at university, suggesting a possible long-term effect of high school
program on academic achievement. 相似文献
750.
H. Edmund Pigott John W. Fantuzzo Paul W. Clement 《Journal of applied behavior analysis》1986,19(1):93-98
We evaluated the effects of reciprocal peer tutoring combined with group reinforcement contingencies on the arithmetic performance of 12 underachieving fifth-grade students. Results indicated that the intervention increased the students' arithmetic performance to a level indistinguishable from their classmates during treatment and 12-week follow-up phases. Pre-, post-, and follow-up sociometric data indicated that the students who participated in the treatment groups increased their amount of peer affiliation with other treatment group members. 相似文献