Coercive Family Process, Opseg 3 |
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Stranica 221
Rule Setting The setting of house rules by parents was so taken for granted that it took years of clinical contact before we even labeled this as a problem for families of antisocial children . Harbin and Madden ( 1979 ) noted the ...
Rule Setting The setting of house rules by parents was so taken for granted that it took years of clinical contact before we even labeled this as a problem for families of antisocial children . Harbin and Madden ( 1979 ) noted the ...
Stranica 222
As a treatment device , setting up household rules is not sufficient , in and of itself , to produce change . A well - controlled laboratory study by Hobbs and Forehand ( 1978 ) demonstrated that rule setting , per se , was not ...
As a treatment device , setting up household rules is not sufficient , in and of itself , to produce change . A well - controlled laboratory study by Hobbs and Forehand ( 1978 ) demonstrated that rule setting , per se , was not ...
Stranica 241
For example , the parent of a Stealer may tolerate rule violations concerning vandalism and stealing , but will not ... They disobey all rules when there is no adult to enforce them , i.e , rules about other people's property , rules ...
For example , the parent of a Stealer may tolerate rule violations concerning vandalism and stealing , but will not ... They disobey all rules when there is no adult to enforce them , i.e , rules about other people's property , rules ...
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Chapter | 1 |
Chapter | 11 |
Chapter 3 | 41 |
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Broj ostalih dijelova koji nisu prikazani: 6
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adults aggressive analysis antecedent antisocial children assumed attacks aversive aversive events baseline boys caretaker changes Chapter chil child behavior clinical coercive Command comparable conditional consequences consistent continue correlation delinquent demonstrated described determine deviant effect example experience extremely fact family members fathers Figure findings followed function given hypothesis identified included increase interaction involved irritable kind later learning less likelihood mean measures ment mothers negative normal noted observation occur OSLC outcome parents patterns peers performance person physical positive present problem produce punishment question rates reactions referred Reid reinforcement relation reported response result reviewed role rules sample scores seems sequence served showed shown siblings significant significantly similar skills Social Aggressors Stealers stealing subjects suggest Table tend theory thought tion treatment values variables