排序方式： 共有170条查询结果，搜索用时 125 毫秒
161.
依照我科室60位初发糖尿病患者的心理特征,制定出合理科学的心理护理方案。应用焦虑（SAS）和抑郁（SDS）自评量表对初发糖尿病患者心理状况进行评价和比较。心理干预组的患者SAS.SDS评分明显低于对照组。对初发糖尿病患者采取有效的心理干预,能够减少和消除初发糖尿病患者的焦虑和抑郁情绪,使其积极配合治疗,提高患者的生活质量。 相似文献
162.
Special Educational Needs (SEN) policy and practice in England and Wales currently relies on an authoritative and accurate diagnosis of need by professionals working in partnership with parents and children. Our analysis suggests there is a ‘continuum of disengagement’ for children and young people with SEN. This will be used as a central theme to illustrate the disjuncture between SEN policy and practice. The continuum becomes apparent under the scrutiny of issues that arise during the diagnostic process. Identification of problems such as attention deficit hyperactivity disorder, dyslexia and dyspraxia lead to methods of intervention that can be identified as either preventative, counteractive or punitive. The ambiguity of the diagnostic process lies in the overlapping characteristics of these conditions. Referring to our research in the field of SEN provision in North Wales, this article explores the link between hidden disabilities, increasing disengagement and youth offending. 相似文献
163.
This study examined social participation and strategic problem solving behavior of boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention. 相似文献
164.
Ansley T. Corson James P. Loveless Kirk D. Mochrie Matthew C. Whited 《Roeper Review》2018,40(1):46-55
Maladaptive perfectionism has the potential to put gifted individuals at an increased risk for cardiac events via the reduced heart rate variability that results from chronic negative affect and physiological stress reactions. As a result, implementing affective interventions into gifted programs may play a critical role in teaching gifted children with maladaptive perfectionism stress-management techniques and coping strategies, which could help keep gifted children with maladaptive perfectionism from growing into adults with similar issues who are then at an increased risk of negative health consequences. Through a review of the theoretical and empirical literature, the current article explores the possible ramifications of maladaptive perfectionism on the health of both gifted children and adults, with a specific focus on the relationship of maladaptive perfectionism to stress and cardiovascular disease. Suggestions for the implementation of preventative measures in the form of targeted affective interventions based on the review of the literature are then provided. 相似文献
165.
基于认知风格的组织学习管理干预 总被引：2，自引：0，他引：2
组织学习是最近20年来西方企业界和学术界最热门的研究领城之一。企业的组织学习受到各种影响因素的影响，个体的认知风格就是其中的一种重要影响因素。认知风格是指个体信息加工的偏好方式。认知风格对组织学习的影响主要表现在其对组织成员个人学习和组织心智模式的影响上。本文主要探讨如何基于认知风格对组织学习进行管理干预。 相似文献
166.
Jack M. Fletcher 《Journal of research on educational effectiveness》2014,7(3):294-299
AbstractThe three target articles provide examples of intervention studies that are excellent models for the field. They rely on rigorous and elegant designs, the interventions are motivated by attention to underlying theoretical mechanisms, and longitudinal designs are used to examine the duration of effects of interventions that occur. When studies are carefully designed, effect sizes tend to be modest. We argue that the meaningfulness of effect sizes should not necessarily be determined with reference to Cohen's rule of thumb, and that modest effect sizes can result in major change in performance if they cumulate. 相似文献
167.
168.
W. Ray Crozier 《Educational Psychology in Practice》2014,30(2):156-166
Shy and withdrawn behaviours are cause for concern and have attracted contrasting perspectives. On the one hand, they are regarded as predictive of social anxiety disorder and may benefit from intervention; on the other hand, there are claims that normal behaviours are being pathologised. Evidence is reviewed which suggests that while they represent a risk factor for social anxiety disorder, these patterns of behaviours are only moderately predictive, the large majority of shy children do not go on to meet diagnostic criteria for social anxiety disorder, nor have adults who meet these criteria necessarily been shy as children. A fruitful approach may be to develop effective social and emotional learning programmes to increase children’s understanding of shyness and to aid identification of children at risk. 相似文献
169.
Catherine Mulryan-Kyne 《Educational studies》2014,40(4):377-395
The school playground experience is an inevitable part of school life for primary school children. For most children, the experience is a positive and enjoyable one that contributes to their physical and social well-being and has been associated with enhanced attention and learning in the classroom. For some children, however, the playground can be a frightening and dangerous place in which aggressive behaviour and bullying can be experienced and/or witnessed. The recognition of this fact has, in some cases, led to the reduction or elimination of playground time. Many intervention programmes aimed at promoting positive in-school behaviour and preventing negative behaviours, including bullying, have been developed and used with positive results in schools. This paper provides a research-based commentary on some of the positive and negative features of playground life for children and some of the successful intervention programmes that have been developed and used. It is argued that facing the issues and problems presented by negative playground behaviour and dealing with them in a positive way, rather than avoiding them with policies that restrict the freedom of children to interact and engage with peers in the playground, is essential for the well-being of children and school staff. The paper calls for further research to inform school policy and action in this area. 相似文献
170.
Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context. 相似文献