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Relevant bibliographies by topics / Behavioral psychology|Educational psychology|Counseling Psychology / Journal articles

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Journal articles on the topic 'Behavioral psychology|Educational psychology|Counseling Psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Boland, Daubney H., Cindy L. Juntunen, Helen Y. Kim, Eve M. Adams, and Rachel L. Navarro. "Integrated Behavioral Health Curriculum in Counseling Psychology Training Programs." Counseling Psychologist 47, no. 7 (2019): 1012–36. http://dx.doi.org/10.1177/0011000019895293.

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Effective training in integrated behavioral health requires systematic, interprofessional education that is anchored in competencies. We describe core learning objectives, competencies, and strategies for assessing counseling psychology trainees in integrated health care settings. Two programs that have transformed their training to emphasize interprofessional and primary care competencies of psychological practice are presented, along with their training goals and didactic and experiential curricular activities. We describe the assessment of student learning, accompanied by program adjustment

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2

Gebremeskel, Gebeyehu Belay, Ayenew Arega Kebede, and Yi Chai. "The Paradigm Role of ICT for Behavioral and Educational Psychology: The Case of Developing Countries." International Journal of Information and Education Technology 6, no. 4 (2016): 301–7. http://dx.doi.org/10.7763/ijiet.2016.v6.704.

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3

Iwamasa, Gayle Y., and Sonya K. Smith. "Ethnic Diversity in Behavioral Psychology." Behavior Modification 20, no. 1 (1996): 45–59. http://dx.doi.org/10.1177/01454455960201002.

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Tucker, Carolyn M., Julia Roncoroni, and Lydia P. Buki. "Counseling Psychologists and Behavioral Health: Promoting Mental and Physical Health Outcomes." Counseling Psychologist 47, no. 7 (2019): 970–98. http://dx.doi.org/10.1177/0011000019896784.

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On the occasion of the 50th Anniversary of The Counseling Psychologist, we reflect on the many contributions that counseling psychologists have made and are poised to make in the areas of behavioral health and behavioral health care. We note that psychologists’ engagement in health promotion and prevention of behavioral, mental, and emotional disorders is consistent with counseling psychology values. We provide a concise review of theories that are widely applied in behavioral health contexts and discuss ways in which counseling psychologists may apply these theories to help ameliorate health

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Bernard, Carole B. "Counseling Psychologists in General Hospital Settings." Counseling Psychologist 20, no. 1 (1992): 74–81. http://dx.doi.org/10.1177/0011000092201011.

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Veterans Administration (VA) hospitals can provide rich and varied work experiences for psychologists. Long an employer and standard bearer for counseling psychologists, VA settings have markedly eased our way into the behavioral medicine, neuropsychology, and health psychology arenas. Additionally, they have maintained our traditional role of vocational assessment, with added specialization for different populations. Affiliation with medical settings can offer opportunities for academic and research involvement. However, VA psychology positions are generally geared heavily toward providing cl

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Hughes, Jan N., Robert J. Hall, and Ruth L. Gottesman. "Cognitive-Behavioral Psychology in the Schools." Journal of Developmental & Behavioral Pediatrics 11, no. 3 (1990): 155???158. http://dx.doi.org/10.1097/00004703-199006000-00011.

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7

Crawford, Susan Lee. "Job Stress and Occupational Health Nursing." AAOHN Journal 41, no. 11 (1993): 522–28. http://dx.doi.org/10.1177/216507999304101102.

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Job stress is a condition or event in the workplace that induces strain (a physical, psychological, or behavioral response to a stressor). The outcome of unrelieved job stress can be burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Identification and treatment of job stress falls into four conceptual models: medical, clinical/ counseling psychology, engineering psychology, and organizational psychology. Occupational health nurses can experience job stress in the areas of intrinsic job factors, organizational structures, reward systems, hum

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8

Eyberg, Sheila M. "Behavioral Assessment: Advancing Methodology in Pediatric Psychology." Journal of Pediatric Psychology 10, no. 2 (1985): 123–39. http://dx.doi.org/10.1093/jpepsy/10.2.123.

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Cox, Jared, Eve Adams, and Mary Loughran. "Behavioral Health Training Is Good Medicine for Counseling Trainees: Two Curricular Experiences in Interprofessional Collaboration." Journal of Mental Health Counseling 36, no. 2 (2014): 115–29. http://dx.doi.org/10.17744/mehc.36.2.c426q74431666762.

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Based on training efforts at two universities, this article explores considerations when mental health professionals (MHPs) are trained to work effectively in primary care settings. It first outlines the curriculum of an advanced doctoral level course in health psychology practice. To better refine the experiences of trainees, it then describes a qualitative pilot study of counseling psychology practicum students (N = 4) in a primary care setting. Six themes from the interviews and focus groups are identified: mental health culture, primary care context, challenging entry, adapting to the prim

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Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is un

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Koseki, Shunsuke. "Empowerment with health psychology in educational fields: Perspective of cognitive behavioral therapy." Journal of Health Psychology Research 29, Special_issue (2017): 89–94. http://dx.doi.org/10.11560/jhpr.160712042.

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Maag, John W., and Antonis Katsiyannis. "Counseling as a Related Service for Students with Emotional or Behavioral Disorders: Issues and Recommendations." Behavioral Disorders 21, no. 4 (1996): 293–305. http://dx.doi.org/10.1177/019874299602100404.

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The related services component of the Individuals with Disabilities Act (IDEA) has been one of the most difficult requirements in providing a free appropriate public education (FAPE) for students with disabilities, and it continues to be a persistent challenge with considerable legal precedent. A related service that is receiving increasing attention for students with emotional or behavioral disorders (EBD) is counseling. Counseling services are defined as services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel. The purposes of this artic

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Farrugia, David, and Holly Fetter. "Chronic Pain: Biological Understanding and Treatment Suggestions for Mental Health Counselors." Journal of Mental Health Counseling 31, no. 3 (2009): 189–200. http://dx.doi.org/10.17744/mehc.31.3.f2l6hk4834p82483.

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Biopsychosocial factors related to chronic pain are discussed as a necessary foundation for understanding and helping clients who are in pain. Familiar evidence-based counseling approaches that have proven useful for working with clients who are in pain are reviewed to identify how practitioners can use their counseling skills to help these clients. Approaches reviewed are assessment considerations, use of psychotropic medications, cognitive-behavioral strategies, hypnosis and imagery techniques, family considerations, and positive psychology.

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Travis, Cheryl Brown, Diane L. Gressley, and Cheryl A. Crumpler. "Feminist Contributions to Health Psychology." Psychology of Women Quarterly 15, no. 4 (1991): 557–66. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00430.x.

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A brief review of health psychology shows that the early leadership began what has come to be a major alternative to traditional medical models of diagnosis and treatment. Numerous women were involved with these implementations and changes in the field. Many of the key developments within health psychology—for example, behavioral prevention, compliance, coping, health promotion, locus of control, and social support–reflect essentially feminist principles that emphasize the legitimate authority and significance of the individual. Feminist principles of equity and inclusiveness are also represen

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Cornelius-White, Jeffrey. "Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis." Review of Educational Research 77, no. 1 (2007): 113–43. http://dx.doi.org/10.3102/003465430298563.

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Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model. The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primar

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Мазилов, Владимир Александрович. "«ВСЕ В МОЕЙ ЖИЗНИ ТАК СКЛАДЫВАЛОСЬ, ЧТОБЫ Я ОБЯЗАТЕЛЬНО СТАЛ ПСИХОЛОГОМ»: НЕСКОЛЬКО ШТРИХОВ К ПОРТРЕТУ Г. В. ЗАЛЕВСКОГО, "Методология и история психологии"". Методология и история психологии, № 1 (2018): 207–17. http://dx.doi.org/10.7868/s1819265318010120.

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The article is devoted to the 80th anniversary of Genrikh Vladislavovich Zalevsky, the famous Russian psychologist. The main milestones of the scientist's biography, the time of his formation as a psychologist, the influence of his teacher M. S. Rogovin are traced. The most important researches of the scientist are: "Fixed Forms of Behavior" (1976), "Theoretical Foundations of Psychological and Psychopathological Research" (co-authored with M. S. Rogovin) (1988), "Mental Rigidity in Norm and Pathology" (1993), "Foundations of Contemporary Behavioral-Cognitive Psychotherapy and Counseling" (200

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Hurless, Nicole, and Na Young Kong. "Trauma-Informed Strategies for Culturally Diverse Students Diagnosed With Emotional and Behavioral Disorders." Intervention in School and Clinic 57, no. 1 (2021): 56–61. http://dx.doi.org/10.1177/1053451221994814.

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The American School Counselor Association (ASCA) requires that school counselors engage with and advocate for students with emotional and behavioral disorders (EBD), in addition to requiring competency in counseling culturally and linguistically diverse (CLD) students. However, few publications have called for increased attention to the intersectional needs of this population. This column provides a brief rationale for focusing on students with EBD who are also CLD and recommends a trauma-informed approach to supporting them through fostering a safe school-wide environment, building faculty an

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Hinde, Robert A. "Developmental psychology in the context of other behavioral sciences." Developmental Psychology 28, no. 6 (1992): 1018–29. http://dx.doi.org/10.1037/0012-1649.28.6.1018.

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Gilbert, Lucia Albino, Kay M. Long, and Richard Holt. "Responses to Instruction on Counseling Women: Does Gender Play a Part?" Teaching of Psychology 15, no. 2 (1988): 83–89. http://dx.doi.org/10.1207/s15328023top1502_4.

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We investigated how instructors' gender affects students' perceptions. Three components of person perception were assessed: cognitive, affective, and behavioral. The cognitive domain included evaluations of the instructor and the subject matter presented; the affective domain included emotional responses to the instructor and the subject matter; and the behavioral domain included actions in response to the instructor, operationalized as the number of questions asked by students. Ninety-eight undergraduate students enrolled in psychology classes viewed one of four videotapes. Two tapes portraye

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Merrell, Kenneth W. "Validity Issues in Direct Behavioral Observation: Applications for Behavioral Assessment in the Classroom." Canadian Journal of School Psychology 5, no. 1 (1989): 57–62. http://dx.doi.org/10.1177/082957358900500106.

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Although behavioral assessment has become a widely employed and accepted technology in the field of school psychology, relatively little attention has been given to the issue of validity. This article examines validity issues and concerns as they relate to a specific aspect of behavioral assessment, direct behavioral observation. Specific emphasis is placed on the valid use of this technology in classroom situations with children.

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Mayer, Matthew, John Lochman, and Richard Van Acker. "Introduction to the Special Issue: Cognitive-Behavioral Interventions with Students with EBD." Behavioral Disorders 30, no. 3 (2005): 197–212. http://dx.doi.org/10.1177/019874290503000306.

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Significant progress has been made in developing models of social information processing, and cognitive-behavioral processes and related interventions. While there has been limited attention to cognitive-behavioral modification (CBM) in the special education literature, the majority of the contributions have come from the fields of school, clinical, and cognitive psychology. Despite well-documented needs of students with emotional/behavioral disorders (EBD) in areas of anger/aggression, anxiety, depression, and research demonstrating the efficacy of CBM interventions in these areas, these disc

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MELKHIR, Nait Belaid, and Bentounes TAHAR. "THE EFFECTIVENESS OF COUNSELING TREATMENT PROGRAMS IN REDUCING AGGRESSIVE BEHAVIOR-SURVEY STUDY-." RIMAK International Journal of Humanities and Social Sciences 03, no. 06 (2021): 433–44. http://dx.doi.org/10.47832/2717-8293.6-3.39.

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The trends and techniques of treatment and care of psychological and behavioral problems have varied according to the multiple causes leading to them on the one hand and different approaches adopted by specialists, especially in the fields of psychology, education and counseling in various disciplines (school, family....) On the other. From this point of view, we will try to conduct a survey of the studies that have adopted the counseling programs to deal with or reduce the severity of unwanted behaviors (such as violence, aggression, exam anxiety, poor academic achievement)... Highlight their

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Ronen, Tammie, and Dorit Kerret. "Promoting Sustainable Wellbeing: Integrating Positive Psychology and Environmental Sustainability in Education." International Journal of Environmental Research and Public Health 17, no. 19 (2020): 6968. http://dx.doi.org/10.3390/ijerph17196968.

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This article proposes an integrative policy approach to defining and promoting wellbeing through the joint lenses of positive psychology and environmental sustainability. The study suggests that while both positive education and environmental education address various aspects of wellbeing, a common definition is still absent. The study proposes a framework for advancing a mutual concept of wellbeing: “sustainable wellbeing”, integrating aspects of individual wellbeing and the wellbeing of the environment. Sustainable wellbeing is achieved when improving individual wellbeing is correlated with

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Ann-Yi, Sujin, Eduardo Bruera, Monica T. Agosta, et al. "Characteristics and outcomes of psychology referrals in palliative care." Journal of Clinical Oncology 34, no. 26_suppl (2016): 230. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.230.

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230 Background: Despite high distress, a small percentage of cancer patients are referred for psychological care. MD Anderson’s interdisciplinary Palliative Care team recruited 2 clinical psychologists in 9/2013. The demand for services exceeded capacity; thus a 3rd psychologist and 3 counselors were added in 6/2015. Methods: Retrospective review of 2827 unique patients (6451 total contacts) from 9/1/2013 to 2/29/2016, including billable (psychologists) and non-billable (counselors) services. Results: Psychologists saw 1958 unique patients (4987 contacts): 1662 (85%) inpatients and 296 (15%) o

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Witt, Joseph C., Frank M. Gresham, and George H. Noell. "What's Behavioral About Behavioral Consultation." Journal of Educational and Psychological Consultation 7, no. 4 (1996): 327–44. http://dx.doi.org/10.1207/s1532768xjepc0704_4.

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Turkewitz, Gerald. "Psychobiology and developmental psychology: The influence of T. C. Schneirla on human developmental psychology." Developmental Psychobiology 20, no. 4 (1987): 369–75. http://dx.doi.org/10.1002/dev.420200402.

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Dieser, Rodney B., and Jacob Christenson. "Integrating Positive Psychology, Behavioral Activation, and the Serious Leisure Perspective in Mental Health Counseling: a Case Report." International Journal of Applied Positive Psychology 1, no. 1-3 (2016): 57–68. http://dx.doi.org/10.1007/s41042-017-0006-y.

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Kyoung-Suk, Moon. "Finding forgotten pieces:The role of the research of emotional and behavioral development in educational psychology." Korean Journal of Educational Psychology 28, no. 4 (2014): 647–63. http://dx.doi.org/10.17286/kjep.2014.28.4.05.

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Beebe, Dean W., Carolyn E. Ievers-Landis, and Lisa J. Meltzer. "Call for Submissions Journal of Pediatric Psychology, Journal of Developmental and Behavioral Pediatrics, and Clinical Practice in Pediatric Psychology." Journal of Developmental & Behavioral Pediatrics 36, no. 1 (2015): 56. http://dx.doi.org/10.1097/01.dbp.0000460029.46826.86.

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Beebe, Dean W., Carolyn E. Ievers-Landis, and Lisa J. Meltzer. "Call for Submissions Journal of Pediatric Psychology, Journal of Developmental and Behavioral Pediatrics, and Clinical Practice in Pediatric Psychology." Journal of Developmental & Behavioral Pediatrics 36, no. 2 (2015): 132. http://dx.doi.org/10.1097/01.dbp.0000461290.22998.96.

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Martens, Brian K., and Joseph C. Witt. "Competence, persistence, and success: The positive psychology of behavioral skill instruction." Psychology in the Schools 41, no. 1 (2003): 19–30. http://dx.doi.org/10.1002/pits.10135.

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Enrique, Zepeta García, Luna Domínguez Teresa de Jesús Pomposa, and Escudero Campos Dinorah Arely. "Master of Research in Psychology Applied to Education: Research Projects. Generation 2017-2019." South Florida Journal of Health 2, no. 2 (2021): 284–90. http://dx.doi.org/10.46981/sfjhv2n2-013.

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The objective of this study was to analyze the research projects presented by MIPAE students of the 2017-2019 generation. A non-probabilistic sample of 18 students who presented research summaries for the XV Research Colloquium of the Multiregional Network of Quality Master's Programs in Psychology was studied. Procedure. Ex post facto study of a single group to determine the characteristics of the summary presented as an academic element during the training process to carry out research activities. It was found that most of the abstracts correspond to 67% the behavioral approach. The projects

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Rogers-Sirin, Lauren. "Psychotherapy from the Margins: How the Pressure to Adopt Evidence-Based-Treatments Conflicts with Social Justice-Oriented Practice." Journal for Social Action in Counseling & Psychology 9, no. 1 (2017): 55–78. http://dx.doi.org/10.33043/jsacp.9.1.55-78.

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This article posits that the current interest in Empirically-Validated-Treatment (EVT) leads to a culture within psychology and counseling that presents cognitive-behavioral orientation (CBT) as the only legitimate approach to psychotherapy. This can be problematic not only because it narrows the scope of what is considered legitimate evidence of effectiveness, but also because CBT, like most Western approaches to psychotherapy, locates the origin of, and solution to, mental illness within the individual. On the other hand, social justice-oriented practice addresses how inequality, discriminat

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Florova, N. B. "Review of dissertation «School-Wide Positive Behavior Support for Individuals with Severe and Profound Disabilities» by Brittany A. Judge." Современная зарубежная психология 4, no. 3 (2015): 57–66. http://dx.doi.org/10.17759/jmfp.2015040307.

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The review presents a study provided to t the Faculty of psychology and Department of Graduate College of the University of Nebraska (United States) by the Supervisory Commission draft Ed. S. Field Project. The Commission examined this study to assess the conformity of the rules of procedures for the award of a master's degree in the field of school psychology. Publication may be of interest to readers because of the unrelenting relevance of psycho-pedagogical problems of safety and effectiveness of educational environment for students with developmental and behavioral limitations, as well as

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Anshel, Mark H. "Perceptions of Black Intercollegiate Football Players: Implications for the Sport Psychology Consultant." Sport Psychologist 4, no. 3 (1990): 235–48. http://dx.doi.org/10.1123/tsp.4.3.235.

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The purpose of this exploratory study was to ascertain the feelings of black male intercollegiate (Division I) football athletes about racial issues of personal concern as a sport participant. Twenty-six black football players volunteered to participate in the study. Through a structured interview technique, areas that were investigated included the players’ interaction with the (white) head coach, unique behavioral styles and needs of black versus white athletes, the extent to which these needs were recognized and met, and the effect of their sport environment on skilled performance. The subj

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Secades-Villa, Roberto, Fernando Alonso-Pérez, Olaya García-Rodríguez, and José Ramón Fernández-Hermida. "Effectiveness of Three Intensities of Smoking Cessation Treatment in Primary Care." Psychological Reports 105, no. 3 (2009): 747–58. http://dx.doi.org/10.2466/pr0.105.3.747-758.

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The purpose of this study was to compare the effectiveness of three smoking cessation programs of varying intensity applied in a primary care setting. Participants were 89 individuals randomly assigned to one of three treatment groups: brief counseling plus information pamphlet, self-help program with telephone follow-up, and intensive behavioral treatment. At the 12-mo. follow-up, intensive behavioral treatment (42.8% abstinence) was more effective than the self-help program (27.5%), which was in turn more effective than counseling (12.9%). Continued abstinence was also higher in the intensiv

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Gerwood, Joseph B. "Nondirective Counseling Interventions with Schizophrenics." Psychological Reports 73, no. 3_suppl (1993): 1147–51. http://dx.doi.org/10.2466/pr0.1993.73.3f.1147.

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Counseling interventions with paranoid schizophrenics can be daunting. While chemical, directive, and behavioral controls often are considered important, nondirective counseling techniques used by the therapeutic staff may help schizophrenic patients explore their thoughts and feelings. Several nondirective concepts pioneered by Carl Rogers are examined. These methods, which represent basic concepts of the person-centered approach, are empathy, unconditional positive regard, and congruence. A brief illustration of an interaction with a patient diagnosed as paranoid schizophrenic is presented t

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Tingstrom, Daniel H., and Ron Edwards. "Eliminating common misconceptions about behavioral psychology: One step toward increased academic productivity." Psychology in the Schools 26, no. 2 (1989): 194–202. http://dx.doi.org/10.1002/1520-6807(198904)26:2<194::aid-pits2310260211>3.0.co;2-y.

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Lieberman, Aaron. "Counseling Issues: Addressing Behavioral and Emotional Considerations in the Treatment of Communication Disorders." American Journal of Speech-Language Pathology 27, no. 1 (2018): 13–23. http://dx.doi.org/10.1044/2017_ajslp-16-0149.

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Purpose Counseling is an important fundamental professional activity and an established component of the speech-language pathology/audiology scope of practice as documented by the American Speech-Language-Hearing Association (2004a, 2016a). Appropriate incorporation of counseling into practice can optimize service provision, help address comorbid behavioral and emotional reactions to communication disorders, and enhance prognosis. Practitioner insecurity in incorporating counseling into practice has been documented by Phillips and Mendel (2008), as well as Atkins (2007). This tutorial seeks to

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Amaro, Hortensia, Allison C. Morrill, Jianyu Dai, Howard Cabral, and Anita Raj. "Heterosexual Behavioral Maintenance and Change Following HIV Counseling and Testing." Journal of Health Psychology 10, no. 2 (2005): 287–300. http://dx.doi.org/10.1177/1359105305048780.

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Platonova, Raisa I., Vitaly F. Vasyukov, Vladimir V. Vorozhikhin, Roza Sh Akhmadieva, Lyudmila A. Donskova, and Lidia Zdanovskaya. "Metaphorical cards as innovative educational technology for students’ social intelligence developing." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 1926–35. http://dx.doi.org/10.18844/cjes.v16i4.6059.

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This article aims to identify the features of using metaphorical cards for the development of students’ social skills studying in university. The methods of research included testing and observation methods that allow to identify the levels of formation of students’ social intelligence structural components effectively; to determine the features of changes in the perception and control of their own and others' emotional and behavioral reactions, as well as the level of development of understanding of emotional expression. The study shows that the technology of using metaphorical cards is one o

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Zakrajsek, Rebecca A., and Sam J. Zizzi. "How do Coaches’ Attitudes Change When Exposed to a Sport Psychology Workshop?" Journal of Coaching Education 1, no. 1 (2008): 66–83. http://dx.doi.org/10.1123/jce.1.1.66.

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This study examined: (1) coaches’ attitudes and readiness to use sport psychology (SP) services immediately following a SP workshop; and (2) the impact of an educational intervention on coaches’ attitudes and usage patterns during a one-month follow-up. Ninety swim coaches participated in the SP workshop and a total of 53 swim coaches completed the one-month follow-up. The majority of the sample coached at the high school or age group level. Data provided some evidence for the impact of a SP workshop on stage of change, with approximately 13% of coaches moving from precontemplation to contempl

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Simon, Dennis J., Alice Vetter-Zemitzsch, and Janis Clark Johnston. "On Campus: Systemic/Behavioral Interventions for Behaviorally Disordered Adolescents." Behavioral Disorders 10, no. 3 (1985): 183–90. http://dx.doi.org/10.1177/019874298501000306.

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This paper describes systemic/behavioral intervention strategies employed in a behavior disorder program located within a public high school, the On Campus program. Program evaluation data are reviewed for attendance, academic credits, and success in mainstreaming. On Campus students demonstrated statistically significant gains in each of these areas compared to their previous regular school records. Initial post-high school follow-up data demonstrated more continued education, higher employment, and less legal problems for the graduates than for dropouts.

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Borowa, Dominika, Marlena M. Kossakowska, Kevin Andrew Harmon, and Christine Robitschek. "Personal growth initiative’s relation to life meaning and satisfaction in a polish sample." Current Psychology 39, no. 5 (2018): 1648–60. http://dx.doi.org/10.1007/s12144-018-9862-2.

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Abstract This study aimed to develop and validate a Polish version of the Personal Growth Initiative Scale - II (PGIS-II; Robitschek et al. Journal of Counseling Psychology, 59(2), 274–287, 2012). The PGIS-II assesses skills for intentional cognitive, behavioral, or affective change in one’s life. These skills may promote positive mental health (Robitschek and Hershberger Journal of Counseling & Development, 83(4), 457–469, 2005) that could benefit Polish individuals following cultural and political transformation since the late 1980’s when Poland regained sovereignty from communism (Muszc

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Fuchs, Beth E., Cristina M. Thomsen, Randolph G. Bias, and Donald G. Davis. "Behavioral Citation Analysis: Toward Collection Enhancement for Users." College & Research Libraries 67, no. 4 (2006): 304–24. http://dx.doi.org/10.5860/crl.67.4.304.

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A pilot study was developed to determine use of the University of Texas at Austin General Libraries’ research collections in the fields of civil engineering and educational psychology and to investigate the research behavior of graduate students. First, the authors sampled bibliographic citations from dissertations completed during the years 1997 and 2002 in the above-named fields. Then, a survey was sent to the dissertation writers to gain insight into use and opinions of library services for their graduate research. Analysis of information provided by both collection-and user-centered data-g

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Devlin, Sandy D., and Raymond N. Elliott. "Drug Use Patterns of Adolescents with Behavioral Disorders." Behavioral Disorders 17, no. 4 (1992): 264–72. http://dx.doi.org/10.1177/019874299201700402.

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The purpose of this study was to examine the relationship between drug use patterns of students identified as behaviorally disordered and a matched group of nonhandicapped students. Drug use patterns of 43 students with behavioral disorders and 43 students without behavioral disorders were assessed through the use of the Typology of Adolescent Drug Use. It was hypothesized that the students with behavioral disorders would evidence more serious drug use patterns more often than the nonhandicapped students. This hypothesis was supported. The implications of these results are discussed.

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Jaeggi, Susanne M., and Priti Shah. "Editorial Special Topic: Neuroscience, Learning, and Educational Practice—Challenges, Promises, and Applications." AERA Open 4, no. 1 (2018): 233285841875605. http://dx.doi.org/10.1177/2332858418756053.

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There is growing interest in the contributions of neuroscience to educational practice; however, to date, neuroscience seems to have had little impact on education. Nonetheless, neuroscience has potential value for education on several fronts, as illustrated by the articles in this Special Topic. These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development. These articles further show that, ideally, research efforts in ne

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Erdy, Lyndsie A., Emily M. Flowers, Colleen J. Hernan, and Daniel S. Newman. "Behavioral Supervision of Behavioral Consultation: A Case Study and Future Directions." Journal of Educational and Psychological Consultation 30, no. 1 (2019): 90–117. http://dx.doi.org/10.1080/10474412.2019.1640611.

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McCarthy, Patricia R., Tracy Shaw, and Ronald R. Schmeck. "Behavioral analysis of client learning style during counseling." Journal of Counseling Psychology 33, no. 3 (1986): 249–54. http://dx.doi.org/10.1037/0022-0167.33.3.249.

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Maggin, Daniel M., and Bryan G. Cook. "Behavioral Disorders." Behavioral Disorders 42, no. 2 (2017): 37–40. http://dx.doi.org/10.1177/0198742917690506.

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