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61.
Jessie L. Breyer Andria M. Botzet Ken C. Winters Randy D. Stinchfield Gerald August George Realmuto 《Journal of gambling studies / co-sponsored by the National Council on Problem Gambling and Institute for the Study of Gambling and Commercial Gaming》2009,25(2):227-238
Young adulthood is a period renowned for engagement in impulsive and risky behaviors, including gambling. There are some indications
that young adults exhibit higher gambling rates in comparison to older adults. Problem gambling has also been linked to ADHD.
This longitudinal study examines the relationship between gambling and ADHD among an epidemiological sample of young adults
(n = 235; males = 179, females = 56) aged 18-24. Results indicate that individuals who report childhood ADHD symptoms which
persist into young adulthood experience greater gambling problem severity than participants with no ADHD or those with non-persistent
ADHD. 相似文献
62.
One medical specialty classification system applicable for research and career counseling is the person‐oriented versus technique‐oriented taxonomy. Given that the model was conceptualized in the 1960s, verification based on how medical specialties are practiced and viewed today is necessary. Five specialists in medical career development and advising verified the categorization of specialties. Based on their review, 100% consensus was reached regarding grouping of specialties. This outcome validates the taxonomy of medical specialties and supports its continued use for medical career specialty advising and choice. 相似文献
63.
This case-study adopts a mixed research methodology in order to evaluate the process and the effectiveness of a psychodynamically informed training seminar for field supervisors of undergraduate social work students, at a South European University. At the beginning of the seminar, an anonymous questionnaire gathered information on the supervisors’ demographics, preferred supervision style and expectations from the training. The training consisted of four sessions involving analysis of (1) student process-recorded interviews with clients, (2) the relationships formed between the student, the supervisor and the field practice manager, (3) brief virtual scenarios (vignettes) of field practice problems and (4) a videotaped supervision session. At the end of the training process, a follow-up questionnaire researched the satisfaction of supervisors with the training, their confidence to conduct supervision, and their satisfaction with the instructor's teaching. Overall, the training has been satisfactory for the trainees and increased their competence to supervise. 相似文献
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65.
Fred H. Besthorn Sally St. George Dan Wulff 《Journal of Progressive Human Services》2014,25(3):163-180
In recent years, treatments of family violence have tended to be built around conventional discourses suggesting that men are major initiators in instances of interpersonal violence. Utilizing a postmodernist analysis, we assess societal discourses that continue to give life to this narrow conceptualization of interpersonal violence. We also examine literature suggesting that both men and women resort to violence to resolve relationship difficulties and suggest that a more holistic and inclusive approach to understanding interpersonal violence is critical for social workers committed to social justice and a balanced understanding of the contextual nature of human problems. 相似文献
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This article provides an expository account of the multivariate autoregressive moving average models and proposes an extended sample cross-correlation approach for practical model identification. An iterative model building procedure for applying these models to real data is discussed and demonstrated by analyzing the 5-series U.S. Hog Data. 相似文献
70.
George Karpetis 《European Journal of Social Work》2010,13(4):503-522
This empirical study is a psychodynamic view of the supervision setting and key emotional parameters during the client assessment process. The supervisor, through reflectivity, studied his own supervision practice with undergraduate social work students during their first field practice placement. By using supervision critical incidents, he formulated the basic characteristics of the supervision setting, and followed it up with discussion on the key emotional parameters of the supervision process. Particular emphasis was laid on psychodynamic understanding of the supervision process and the consequences of supervisor's interventions for both supervisees and clients. The emotional context of the supervision process during the client assessment phase was predominantly shaped by four emotional parameters: (i) the supervisor identifying with both client and supervisee needs; (ii) the supervisor concentrating on exclusively the educational character of supervision by avoiding dealing with student's personality issues; (iii) the supervisor dealing with client and supervisee ‘transferences to the setting’; and (iv) the supervisor setting and safeguarding the supervision limits and boundaries. 相似文献