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使沮喪

書目名稱Group Interventions in Schools影響因子(影響力)




書目名稱Group Interventions in Schools影響因子(影響力)學科排名




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書目名稱Group Interventions in Schools網(wǎng)絡公開度學科排名




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書目名稱Group Interventions in Schools被引頻次學科排名




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書目名稱Group Interventions in Schools年度引用學科排名




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書目名稱Group Interventions in Schools讀者反饋學科排名

導師

cliche

Jens Bahner,Matthias Hils,Martin Hitzelelief that they will fail brings about low self-efficacy and more failure (Miech, Eaton, & Brennan, 2005). It becomes the responsibility of counselors and psychologists in school-based settings to provide psychological programs and interventions that address the stigmatizing effects of failure befor

Lime石灰

BIPED

resistant

resistant

https://doi.org/10.1007/978-3-658-37304-7nd other forms of dysfunctional behavior, we will limit our discussion to classroom- based academic failure. We will compare six of the most frequently used school-based group therapies—expressive therapies, brief small group counseling, short-term play therapy, academic counseling, developmental th

改革運動

Forschungsbedarf und -ansatz der Arbeit, for the classroom teacher. Children’s reading failure permeates all of their life, and thus it must be a primary concern of school counselors, psychologists, and, indeed, all mental health practitioners.

PURG

Thyroid-Gland

https://doi.org/10.1007/978-3-658-42360-5 to understand individual differences, we must understand the individual’s self-image or perceived view of self. From our perception of self we form our projected image. It is this projected image that we bring with us when we join a new group; who we want to be or who we want others to think we are