Social Learning and Clinical PsychologyPrentice-Hall, 1954 - Broj stranica: 466 "The clinical psychologist after leaving the university and obtaining his first job is subject to two major pressures. On one hand is the pressure created by his training, which directs him toward caution, skepticism of generalizations, and a desire to restrict his activities to sound scientific principles, tested methods, and "approved" theories. On the other hand, his professional co-workers have little patience with his academic qualifications of statements and his long-winded statements of probabilities. They are averse to trying things out on patients. They want something done and want it done immediately. Under these pressures the clinical psychologist is usually forced to compromise. He may maintain the scientific rigor of his experimental methods in research, but in his daily work, because of the need to help patients immediately, he relies more and more on experience and empirical methods. Because of these pressures, the practice of clinical psychology in many instances is unsystematic and confused when viewed from logical or rigorous scientific viewpoints. This confusion, however, is not a necessary condition but the result of the failure of the clinical psychologists' training program to translate and relate the basic knowledge of experimental and theoretical psychology into the practical situations of the clinic, the hospital, and the school. The purpose of this book is to arrive at a systematic theory from which may be drawn specific principles for actual clinical practice, and to illustrate some of the more important applications of the theory to the practice. Rather than attempt to apply this theory to all the problems facing the clinical psychologists, we have chosen to apply it to only two of the clinician's most important problems--the measurement of personality (personality diagnosis) and psychotherapy. Even in these broad areas the application ++ |
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Stranica 369
... accept some of them without himself showing fear or apprehension and without reject- ing the patient . He may accept the fact that he has a function of helping the patient but emphasize at the same time that the patient will improve ...
... accept some of them without himself showing fear or apprehension and without reject- ing the patient . He may accept the fact that he has a function of helping the patient but emphasize at the same time that the patient will improve ...
Stranica 389
... accept the interpretation ; in order for him to accept it , it must be plausible and fit his experience and not provoke a defense reaction on his part . When interpretations are couched in language , con- structs , or ideas that defy ...
... accept the interpretation ; in order for him to accept it , it must be plausible and fit his experience and not provoke a defense reaction on his part . When interpretations are couched in language , con- structs , or ideas that defy ...
Stranica 395
... accept them he must learn to accept a whole new language system , a hypothetical structure or theory regarding dreams and associations , as well as a set of beliefs re- garding the nature of personality . He may learn to accept these ...
... accept them he must learn to accept a whole new language system , a hypothetical structure or theory regarding dreams and associations , as well as a set of beliefs re- garding the nature of personality . He may learn to accept these ...
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The Importance of Theory in Clinical | 3 |
Some Major Problems of Clinical | 18 |
Relationships of the Coefficient of Correlation r | 21 |
Autorska prava | |
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accept analysis attempts attitudes avoid basis behavior potential catharsis characteristics child clinical psychologist clinician concept constructs correlations cues culture deal described determined direct discussion effect example expectancy experimental faculty psychology failure feel forcement formula freedom of movement frequently function havior hypotheses important individual instrument interpretation interview Jessor kinds lead level of aspiration maladjusted measure ment method minimal goal need potential need value negative reinforcement obtained occur operational definitions parents patient patterns pectancy personality physiological point of view positive possible prediction present previous experience principles problem procedure projective tests psychoanalytic Psychol psychological psychotherapy punishment recognition referents reinforcement value rejection relationship relatively reliability responses result Rorschach Rorschach test Rotter satisfaction scores significance similar situation social learning theory specific stimulus Superego task techniques Thematic Apperception Test theoretical therapeutic therapist therapy tion traits treatment trials utility validity variables verbal