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 124
... given predetermined scores of either 7 or 14 points above their estimate on the first task . Following this they were given their second task and asked to restate their ex- pectancies , which they were given the opportunity to change if ...
... given predetermined scores of either 7 or 14 points above their estimate on the first task . Following this they were given their second task and asked to restate their ex- pectancies , which they were given the opportunity to change if ...
Stranica 176
... given situation , our ex- pectancy becomes stabilized and a new occurrence has less effect in changing our behavior . For example , if we trade in a given grocery store over a long period of time and obtain good meat all of that time ...
... given situation , our ex- pectancy becomes stabilized and a new occurrence has less effect in changing our behavior . For example , if we trade in a given grocery store over a long period of time and obtain good meat all of that time ...
Stranica 203
... given situation may show such variations because of differ- ences in his parents , because of his previous sub - culture , or as a result of his own special characteristics . The clinician does not assume that the individual classifies ...
... given situation may show such variations because of differ- ences in his parents , because of his previous sub - culture , or as a result of his own special characteristics . The clinician does not assume that the individual classifies ...
Sadržaj
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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