作者：
JESSEE, ELABATE, L*Ed Jessee is a PhD candidate
Family Studies Program Psychology Department Georgia State University. **Luciano L'Abate
PhD is Professor of Psychology and Director Family Studies Program Psychology Department Georgia State University Atlanta Georgia 30303.
Focuses on the training of family therapists, and the benefits provided by an alternative model based on enrichment role-playing. Benefits discussed include: an optimal environment for teaching basic relationship skil...
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Focuses on the training of family therapists, and the benefits provided by an alternative model based on enrichment role-playing. Benefits discussed include: an optimal environment for teaching basic relationship skills; security for the student and clarity of perceptions for the supervisor; and an opportunity to learn family diagnostics. (Author)
Focuses on graduate training in school psychology in the United States. Interdepartmental affiliations existing within many training programs; Exposure of faculty responsible for training school psychologists in varie...
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Focuses on graduate training in school psychology in the United States. Interdepartmental affiliations existing within many training programs; Exposure of faculty responsible for training school psychologists in varied areas within psychology and education; Accrediting organizations; Training standards; Different models of training for school psychologists.
Expounds on how the role of school psychologists is being influenced by litigation and legislation. Assessment of professional standards for school psychologists; Information and training and experience of persons fun...
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Expounds on how the role of school psychologists is being influenced by litigation and legislation. Assessment of professional standards for school psychologists; Information and training and experience of persons functioning as school psychologists; Impact of laws on special education on the profession; Procedures for placing children in special education; Professional code of ethics.
Distressed couples were assigned to Behavioral Marital Therapy, Communication Therapy, or a Wait‐List. Treated couples demonstrated more change than controls in marital problems and general communication patterns, bu...
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Distressed couples were assigned to Behavioral Marital Therapy, Communication Therapy, or a Wait‐List. Treated couples demonstrated more change than controls in marital problems and general communication patterns, but not in feelings toward spouse or communication during conflict resolution discussions. Wives in treatment reported more positive change in personal, nonmarital problems than control wives. There were no overall differences between treatment groups; treated couples reported increases in marital satisfaction and communication from pretreatment to the 4‐month follow‐up. There was an interaction between age and response to treatment: young couples changed more in Behavioral Marital Therapy, while older couples responded better to Communication Therapy. Results are discussed in terms of the need for developing client‐tailored treatment p
Briefly reviewed is the historical perspective of school psychology, demographic information on the numbers of school psychologists, and services to special education, including underused roles in inservice education ...
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Briefly reviewed is the historical perspective of school psychology, demographic information on the numbers of school psychologists, and services to special education, including underused roles in inservice education and research and evaluation. (DB)
Highlights school psychological services offered to learning disabled students. Response to heightened professional awareness of learning disorders and increased legislation supporting youngsters with learning disabil...
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Highlights school psychological services offered to learning disabled students. Response to heightened professional awareness of learning disorders and increased legislation supporting youngsters with learning disabilities; Conducting standardized testing and assessment; Consultative function in child study groups, teaching training, individual teacher consultation, affective education.
作者：
Kreger, Sally M.Whealon, Rosemary C.Sally M. Kreger
RN MA is a clinical nurse specialist in rehabilitation for nursing service at the Veterans Administration Medical Center in San Diego CA. Ms. Kreger a recipient of a master's degree in rehabilitation for counselors and advisors from New York University is a PhD candidate in the counseling psychology program at the Professional School For Humanistic Studies in San Diego and is author of a research report entitled “Sexuality Disability.” Her career and interests encompass education and training of primary nurses involved in rehabilitation care of the chronically ill and disabled. Rosemary C. Whealon
RN is currently the head nurse on a 60-bed acute inpatient psychiatric unit at the San Diego Veterans Administration Medical Center San Diego CA. She was formerly a head nurse at Massachusetts General Hospital Boston MA where she was actively involved in the implementation of the primary nurse role in a surgical setting. She is a graduate of Creighton Memorial St. Joseph Hospital School of Nursing Omaha NE. Her primary interest is staff development with emphasis on creative and innovative nursing leadership.
The California Psychological Inventory (CPI) was administered to 36 women who were accepted into two different urban, northeast, nurse-midwifery education programs. Two years later, it was determined whether or not th...
作者：
FISHER, DFDennis F. Fisher
is a research psychologist at the Behavioral Research Directorate U.S. Army Human Engineering Laboratory. His research interests are in the areas of pictorial representation reading and reading disabilities and eye movements. He has developed the Compensatory Reading Program and is a director of a nursery school for high-risk children. He received his PhD from the Department of Psychology at the University of Rochester. Requests for reprints should be sent to him at the Behavioral Research Directorate Human Engineering Laboratory Aberdeen Proving Ground Md. 21005.
The paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. Disruption in the processing sequence is identified, and a compensat...
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The paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. Disruption in the processing sequence is identified, and a compensatory training technique for the reading disabled is described. (Author)
Investigates the relationship between specific tests of auditory and visual skills and phonic decoding, sight-word reading and comprehension in a sample of poor readers from a racially and ethnically heterogeneous ele...
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Investigates the relationship between specific tests of auditory and visual skills and phonic decoding, sight-word reading and comprehension in a sample of poor readers from a racially and ethnically heterogeneous elementary school population in New York City. Relation of auditory closure and sound blending with reading measures independent of intelligence quotient; Instruments selected for the study.
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