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 265
... Social Learning Theory . The variables with which social learning theory is concerned are potentially measurable by objective instruments of the question- naire type . The limitations , however , are contained in the method itself ...
... Social Learning Theory . The variables with which social learning theory is concerned are potentially measurable by objective instruments of the question- naire type . The limitations , however , are contained in the method itself ...
Stranica 333
... Social Learning Theory . Like the more controlled or formal behavioral measures , the in- formal measures have certain theoretical superiorities for personality measurement from a social learning point of view . Since social learning ...
... Social Learning Theory . Like the more controlled or formal behavioral measures , the in- formal measures have certain theoretical superiorities for personality measurement from a social learning point of view . Since social learning ...
Stranica 462
... Learning theory , social ( see Social learning theory ) Level of Aspiration Board , 128-129 , 214 , 318 patterns , description of , 319-324 Level - of - aspiration 313-326 techniques , 311 , application to social learning theory , 324 ...
... Learning theory , social ( see Social learning theory ) Level of Aspiration Board , 128-129 , 214 , 318 patterns , description of , 319-324 Level - of - aspiration 313-326 techniques , 311 , application to social learning theory , 324 ...
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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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