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621.
622.
《Counseling and values》2017,62(2):159-179
A random sample of 430 independently licensed counselors evaluated 4 ethical information interventions in the context of 16 boundary‐crossing scenarios. Results indicated that counselors have serious reservations about any form of boundary crossing. They reported mostly reviewing various codes of ethics, reviewing state laws and rules, consulting with others, working from gut instincts, and reflecting on personal experience when confronted with boundary‐crossing issues. Participants clearly preferred streamlined ethical information interventions. 相似文献
623.
Emily E. Lasinsky 《Journal of Creativity in Mental Health》2020,15(1):117-127
ABSTRACTSupervisees in the clinical phase of their counselor training may experience anxiety related to evaluation and competence. Recent literature has suggested that the integration of relational-cultural theory (RCT) concepts in supervision can be used to reframe supervisee anxiety and promote professional growth. Creative arts approaches have been employed in group supervision to increase supervisee self-awareness, improve case conceptualization skills, and foster group cohesion. To date, no research exists on the use of mask-making in RCT-based group supervision. In this article, the author proposes integrating RCT concepts with a mask-making intervention in group supervision to address supervisee anxiety. Limitations and implications for counselor educators and supervisors are discussed. 相似文献
624.
《Counseling and values》2017,62(2):180-197
The 2014 ACA Code of Ethics (American Counseling Association, 2014 ) distinguishes between competence‐based and value‐based referrals. This phenomenological research explored student counselors' (N = 10) perceptions of client referrals across a range of cognitive developmental positions. Findings indicated nuanced understandings of competence, values, referral processes, responsibilities of supervisors, and learning environments. Implications for counselor education and supervision are discussed. 相似文献
625.
《Counseling and values》2017,62(1):72-89
Using narrative inquiry, the author explored the multicultural aspects of religious and spiritual experiences, assumptions, and patterns of 9 counselor educators to understand the impact that experiences and beliefs have when supervising and teaching counseling students. A gap exists between counselor standards, ethics, competencies, and practice, because counseling students receive mixed messages about addressing spiritual and religious concerns. Through hermeneutic analysis, 6 themes emerged: (a) religious and spiritual journeys, (b) religious and spiritual practices, (c) relationships, (d) marginalization, (e) modeling, and (f) risk and taboo. Trustworthiness strategies, implications for counselor education, limitations, and directions for future research are described. 相似文献
626.
627.
Hillel Gray 《The Journal of religious ethics》2020,48(2):247-277
This article examines responses to the controversial picketing and media-savvy provocations of the Westboro Baptist Church (WBC). Since WBC’s conduct is widely perceived as cruel, people often respond with anger and animosity, which reinforce WBC’s self-representation as a persecuted church. Conversely, I have engaged Westboro Baptists in interviews that function as “bridging conversations.” This methodology centers on critical-empathic listening, comparative religious ethics, and a disciplined restraint from expressing moral judgment. I argue that this response is supported by the data and understandings obtained, metapragmatic commentary, my rapport with churchgoers, and evidence of their empathy. In conclusion, I gauge the methodology’s risks and consider its expansion, for example, with undergraduates who have joined our conversations. In an era of polarized discourse, nonjudgmental listening is a counter-intuitive response that troubles entrenched binaries, including the public fashioning of WBC as a dehumanized enemy. 相似文献
628.
Jason Thomas Duffy Sarah Springer Megan Delaney Melissa Luke 《Journal of Creativity in Mental Health》2020,15(1):55-68
ABSTRACTThis consensual qualitative research study investigated the experiences of 10 counselors-in-training after exposure to nature-based interventions during a semester-long human development class. Interview data revealed four central domains: interpersonal impact, intrapersonal impact, whole-group impact, and feedback on nature-based activities. These findings highlight the benefits of eco-education for counselor development. 相似文献
629.
Noreen Herzfeld 《Dialog》2015,54(1):34-39
As computers become both more intelligent and ubiquitous we increasingly rely on them for forms of companionship. We are relational beings, instinctively drawn to those who relate back to us, an instinct that is rooted in our creation in the image of a triune, and thus relational, God. Relationships with computers, which necessarily displace relationships with other humans, have so far been shown to be dissatisfying. This dissatisfaction arises because a computer cannot be truly empathetic. It cannot feel emotion due to its lack of a body; it can only simulate emotion. This makes relationship with a computer similar to relationship with a sociopath and can isolate us from both others and our true selves. 相似文献
630.
How do you think she feels? Vulnerability in empathy and the role of attention in school‐aged children born extremely preterm
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Catherine Campbell Chiara Horlin Corinne Reid Judy McMichael Laura Forrest Chris Brydges Noel French Mike Anderson 《The British journal of developmental psychology》2015,33(3):312-323
The aim of this study was to examine empathic competence in children born extremely preterm (EP, <28 weeks) given vulnerabilities in social relationships. Empathy in typically developing children is mediated by executive functions. Executive functioning is also impaired in preterm children. Of particular interest in this study are the attentional components of executive functioning as mediators of empathic development. Thirty‐two 7‐year‐old EP children and 40 age‐matched term children participated in the Project K.I.D.S program and completed the Kids Empathy Development Scale (KEDS), Wechsler Intelligence Scale for Children (WISC‐IV), and Test of Everyday Attention for Children (TEA‐Ch). Children born extremely preterm exhibited poorer performance on all measures. The mediating role of attention in empathy competence was not supported by mediation modelling when FSIQ was controlled. As predicted, the EP group showed weaker empathic development relative to typically developing children. They also showed poorer attentional abilities. However, the effect of preterm birth on empathy was not mediated by executive‐level attention. The cognitive mechanisms underpinning poor empathy competence in EP children remain unclear. Future research needs to examine the role of inhibition, social–emotional recognition, and regulation. 相似文献