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151.
《Journal of aggression, maltreatment & trauma》2013,22(1):37-57
Summary In this article, we consider interventions for children exposed to family violence in light of the research on children's problems associated with witnessing family violence. Next, we review risk and protective factors related to these children's adjustment with the view that all children are not similarly affected by exposure to family violence. Against this background, we then move to consider directions for interventions from a systemic perspective. We take into account not only the exposure to interactions between their mother and father, but also children's relationships with their mother, father, and siblings, as well as within broader systems such as the peer group, the school, and the community. We consider the critical challenges within each of these important systems for children exposed to family violence, and we propose some potential interventions to address the problems. Finally, we summarize an evaluation of an intervention that incorporates some of the elements identified by a systemic perspective. The evaluation revealed a significant improvement in children's self-reports of depression and anxiety over the course of the program. Mothers rated their children as significantly improved in emotional and hyperactive behaviour problems. There was no relation between mothers' involvement in counselling and children's improvement. Overall, the results suggest that the Peer Group Counselling Program effectively provided support to children exposed to family violence. Finally, we discuss the steps necessary to support children and families in moving toward violence-free lives. 相似文献
152.
Jane Edwards 《欧洲心理治疗、咨询与健康杂志》2013,15(3):214-232
Many healthcare trainings with a psychodynamic orientation encourage or require students to commit to a process of personal development, such as provided through attending individual psychotherapy and/or an experiential ‘as if therapy’ group. This paper reviews recent literature about training in psychodynamically oriented practices within counselling psychotherapy, psychiatry, the creative arts therapies and clinical psychology. The results indicate that the mandatory personal development dimension of therapy training needs urgent reassessment. Results of studies consistently call for further research about the direct benefits of personal development on students’ development of skills for therapy practice. There is minimal evidence to indicate what self-development through individual psychotherapy can specifically deliver in terms of eventual professional competence. To address some aspects of the current lacuna, this paper summarises the recommendations for training programmes available from the current research, and makes a modest proposal for the use of learning agreements, rather than only mandated hurdle requirements, to ensure that the incremental steps by which the student attains expected requirements is negotiated and agreed within regularised, and widely accepted university course procedures. 相似文献
153.
This study investigates the use of home brewed alcoholic beverages among adolescents in high schools in a rural community in South Africa. There is much concern about alcohol misuse among young people and very little information exists on alcohol produced by the informal liquor industry in South Africa. A total of 1600 high school students participated in the study. The prevalence rates for past year use of home brewed alcohol was 22.2%. There was association between home brewed alcohol use and correlates such as “lived in city”; “raised by both parents”; “repeating school year”; “poor scholastic progress”; “absenteeism” “getting into trouble”, “arguing with parents/friends”; “neglecting homework”; and “recreation/leisure”. The prevalence rates for home brewed alcoholic beverages use in this rural schools calls for more research that focuses on home brews which could lead to the development of appropriate health promotion intervention in schools. 相似文献
154.
Liesel Ebersöhn 《Journal of Psychology in Africa》2013,23(1):11-17
In this article I argue that employing positive psychology conceptions in research allows for a continuum of findings for educational psychology. I illustrate my contention by means of a participatory action research (PAR) survey-based case study in which methodological decisions were informed by an asset-focused resilience conceptual framework. First I provide a rationale, as well as contextual information for the article. Then I explicate asset-focused resilience as a conceptual framework. Subsequently, I present the methodological background of the PAR survey-based case study, after which I align the scope of the findings to the contention of my article. I conclude that the choice of a positive psychology theoretical stance enriched the scope of the findings. 相似文献
155.
This study explored factors related to risk, resilience and health amongst South African teenagers. Grade nine students (N = 472; males = 210, females = 262, age range = 12 to 18 years) at seven schools in the Western Cape participated in the study. The California Healthy Kids Survey, which includes risk and resilience modules, was utilized. Focus group interviews were also conducted with the students to determine their needs and support at school. Questionnaires relating to the health promoting schools framework were administered to teachers. Quantitative and qualitative research methodologies were employed. The results indicated that the students were engaged in a variety of risk behaviors that threatened their well-being and that their external and internal assets were limited. A multi-faceted approach to reducing risk and enhancing resilience, involving family, peer, school and community support within a health promoting schools framework, is advocated. 相似文献
156.
Quintin Ludick 《Journal of Psychology in Africa》2013,23(1-2):29-38
This article explores adolescents' experiences of aggression in a secondary, multi-cultural school context in South Africa. The study group comprised of boys (n=24) and girls (n=17), attending grades 8–12. An inductive qualitative research approach was chosen where participants wrote about their experiences and participated in focused semi-structured interviews. Central themes were derived by means of a thematic content analysis. The results revealed that adolescents experienced negative feelings about aggression at school and that aggression was related to individual characteristics, the adolescent developmental stage, socialization, status, competition, home environment, prior experiences, learnt behaviour and the effect of the media and music. Exposure to aggression had emotional consequences such as feelings of anger, fear, depression, being controlled and a loss of self-content. Behavioural responses included retaliation, pacifism, vandalism and suicide. The findings suggest that learner involvement, conflict resolution skills and school guidance are necessary to manage aggression in the secondary school context. 相似文献
157.
This study piloted the efficacy of a short-term intervention program for socio-emotional development in pre-schoolers.in a South African setting. Participants were 48 learners, aged between 5 and 6 years (22 boys, 26 girls). A proportion of the participants (n=26) took the socio-emotional competence development intervention. Programme effects were measured using the Social Competence and Behavioural Evaluation, Preschool Edition (SCBE) and the Griffiths Developmental Scales—Extended Revised (GMDS-ER). Between group comparisons showed significant gains in internalization and social competence skills in favour of the intervention group as compared to the control group. 相似文献
158.
Ansie Elizabeth Kitching Vera Roos Ronel Ferreira 《Journal of Psychology in Africa》2013,23(2):187-199
This study aimed to understand the nature of nurturing and restraining relationships in a school communiy. The inquiry entailed a single instrumental case study of a selected school community in a semi-urban context in South Africa. Participants were learners (n=720), teachers (n=33) and administrative and terrain staff members (N=8) as well as two parents. Data on participants' perceptions of relationships in the school community were collected using work sessions/nominal group techniques, visual representations, and focus group interviews. Thematic analysis of the data revealed connectedness, respect, care and transparent communication as aspects that nurture relationships. Limited connectedness between people, the abuse of power, shifting of responsibility and disrespect for one another were revealed as aspects that restrain relationships. 相似文献
159.
本文采用调查法与社会网络分析法对聋校三年级聋生在班级群体中的友伴网络进行2年的追踪研究,以探索友伴网络的建构及其动态发展特征。结果表明:①三年级初期,聋生在友伴网络的个体中心度与个体的外貌、成绩与年龄等个人特征有显著相关;但随年级升高,这种相关性逐渐消失。②聋生友伴网络中存在一个十分稳定的中心小团体,其团体成员在整个网络中处于中心地位。③聋生在班级群体中的互选朋友关系呈现出中等程度的稳定性。 相似文献
160.
This study examined the perceptions of self and the attachment relationship to parents in aggressive and nonaggressive rejected children, as compared to children with an average or popular sociometric status. Participants were 216 children from grades 3 and 4. They completed peer nomination measures, the Self-Perception Profile for Children (SPPC), and the Security Scale (mother and father form). Results generally confirmed the assumption that only the nonaggressive rejected children perceive themselves as less competent and worthy as a person than the more popular children. Aggressive rejected children did not report lower feelings of global self-worth or competence, although they did report lower levels of social acceptance. Furthermore, rejected-nonaggressive children perceived the relationship with their father (but not with their mother) as less secure than did the more popular children. Logistic regression analyses suggested that the linkage between felt security with father and rejected-nonaggressive status was mediated by children's self-worth. Implications for attachment theory and for the hypothesized heterogeneity among rejected children are discussed. 相似文献