全文获取类型
收费全文 | 1751篇 |
免费 | 226篇 |
国内免费 | 69篇 |
专业分类
2046篇 |
出版年
2024年 | 16篇 |
2023年 | 57篇 |
2022年 | 28篇 |
2021年 | 46篇 |
2020年 | 138篇 |
2019年 | 122篇 |
2018年 | 77篇 |
2017年 | 87篇 |
2016年 | 101篇 |
2015年 | 85篇 |
2014年 | 77篇 |
2013年 | 271篇 |
2012年 | 50篇 |
2011年 | 54篇 |
2010年 | 42篇 |
2009年 | 41篇 |
2008年 | 56篇 |
2007年 | 52篇 |
2006年 | 52篇 |
2005年 | 33篇 |
2004年 | 41篇 |
2003年 | 33篇 |
2002年 | 37篇 |
2001年 | 33篇 |
2000年 | 34篇 |
1999年 | 25篇 |
1998年 | 23篇 |
1997年 | 29篇 |
1996年 | 16篇 |
1995年 | 22篇 |
1994年 | 22篇 |
1993年 | 23篇 |
1992年 | 20篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 10篇 |
1986年 | 13篇 |
1985年 | 6篇 |
1984年 | 10篇 |
1983年 | 6篇 |
1982年 | 13篇 |
1981年 | 10篇 |
1980年 | 15篇 |
1979年 | 13篇 |
1978年 | 20篇 |
1977年 | 22篇 |
1976年 | 16篇 |
1975年 | 12篇 |
排序方式: 共有2046条查询结果,搜索用时 15 毫秒
131.
《British Journal of Guidance & Counselling》2012,40(1):43-66
The aim of this research was to investigate the feasibility of achieving Improving Access to Psychological Therapies (IAPT) for people from Black, Asian and Minority Ethnic (BAME) communities living in the UK, with specific reference to Bengali, Urdu, Tamil and Somali speaking communities. Focus groups were carried out with each of the communities to investigate how they conceptualise and experience ‘mental health issues’ and what they do when faced with what they regard as these issues. A thematic analysis of the data suggested that participants did not fully understand common conceptualisations about mental health issues, nor did they know how to seek mental health support. Implications of cultural barriers and recommendations for IAPT outcomes for the four communities are discussed. 相似文献
132.
Petra Sandberg Michael Rönnlund Lars Nyberg Anna Stigsdotter Neely 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2014,21(5):577-605
There is a growing body of research on the modifiability of executive functions in different stages of life. Previous studies demonstrate robust training effects but limited transfer in younger and particularly in older adults. The aim of the present study was to investigate whether a theoretically derived intervention for executive functioning, addressing several basic processes (updating, shifting, and inhibition), can induce transfer effects in early and late adulthood. Fifty-nine healthy adults, 29 young and 30 older adults, were randomly assigned to either training or no-contact control groups. The training groups received 15 sessions of executive process training for about 45 min/session during 5 weeks. A test battery including a criterion task and near, intermediate, and far transfer tasks was administered before and after training. Results showed pronounced age-equivalent gains on the criterion task. Near transfer was seen to non-trained updating and inhibition tasks for the young and older trained participants. However, only the young adults showed intermediate transfer to two complex working memory tasks. No far transfer effects were seen for either age group. These findings provide additional evidence for age-related constraints in the ability to generalize acquired executive skills, and specifically show that training of multiple executive processes is not sufficient to foster transfer beyond the very near in older adults. 相似文献
133.
Dimitrios Moschonas Athanassia Kakouri Νatassa Karapostoli Thalis N. Papadakis Eleni Morarou Ioannis K. Tsegos 《欧洲心理治疗、咨询与健康杂志》2014,16(1):36-52
This paper describes the structure, function and effectiveness of a multifactorial communal approach which is applied in the therapy department and the four training institutes of the Open Psychotherapy Centre in Athens. The therapeutic philosophy of this approach is based on the principles of group analysis, therapeutic community and emprosopon psychotherapy which are applied in combination with each other. 相似文献
134.
135.
136.
137.
138.
Nicola Gazzola Jack De Stefano Anne Thériault Cristelle Audet 《British Journal of Guidance & Counselling》2014,42(1):26-42
Experiential learning opportunities are powerful in shaping positive supervisor behaviours. We were interested in examining the positive experiences of supervisors-in-training during their first practice experience as supervisors. Our study was guided by two research questions: (a) what are the experiences that supervisors-in-training viewed as positive during the course of providing clinical supervision to master's-level counselling trainees? and (b) how did these positive experiences contribute to their professional development? We employed a variation of the consensual qualitative research method developed by Hill, Thompson, and Nutt-Williams (1997) and interviewed 10 supervisors-in-training regarding their positive experiences in supervising master's-level counselling trainees. The results included five major categories of positive experiences: (a) the positive value of feedback; (b) enhanced confidence in using a wider variety of supervision tasks and procedures; (c) the impact of the experience on other aspects of professional practice; (d) increased familiarity with the multiple roles of the supervisor; and (e) for some, increased comfort navigating co-supervision dynamics. Each of these categories included subcategories. We discuss our findings within the context of supervision training in graduate education. 相似文献
139.
Steven J. Sandage Sarah Crabtree Maria Schweer 《Journal of counseling and development : JCD》2014,92(1):67-74
This study tested a theoretical model of hope mediating the relationship between differentiation of self and social justice commitment among graduate students (N = 202) in the helping professions. The theory was based primarily on the social justice philosophies of Martin Luther King Jr., Cornel West, and Paulo Freire using a cultural psychology approach. Results generally supported the theoretical model. Implications are considered for both training and future research on social justice. 相似文献
140.
Kendra E. Guinness Diana Parry-Cruwys Ryan S. Atkinson Jacquelyn M. MacDonald 《Behavioral Interventions》2024,39(2):e1988
When teaching complex skills in higher education settings, different individuals may require different levels of instruction to achieve mastery. The current study replicated and extended Parry-Cruwys et al. (2022) by evaluating the effects of an online sequential training package on accuracy of APA citations with graduate students in behavior analysis. The intervention consisted of (a) a checklist of APA citation criteria, (b) online modules based on principles of behavioral instruction, and (c) email feedback. All components were delivered remotely through course management software and introduced sequentially such that participants experienced only the intervention necessary to meet the mastery criterion. Of 13 participants, seven required the checklist only, two required the checklist and online modules, and four required the checklist, modules, and feedback. An across participant acquisition analysis revealed additional response patterns that could inform the refinement of future training materials. This evaluation demonstrates an efficient mechanism for assessing skill acquisition at the level of the individual learner in the context of higher education. 相似文献