Results 161 to 170 of about 213,960 (299)

Hope as a Predictor of School Counselors’ Ethical and Legal Self‐Efficacy

Journal of Counseling &Development, EarlyView.
ABSTRACT Recently, hope has emerged as an important factor predicting school counselors’ overall self‐efficacy. Scholars have yet to explore whether hope predicts school counselors’ ethical and legal self‐efficacy, specifically. We conducted a hierarchical regression with a sample of 228 school counselors to determine whether years of experience and ...
Jennifer K. Niles, Dana Heller Levitt
wiley   +1 more source

The Role of Parental Education, Intelligence, and Personality on the Cognitive Abilities of Gifted Children. [PDF]

J Intell
Pezzuti L, Farese M, Dawe J, Lauriola M.
europepmc   +1 more source

Deliberate Practice Supervision to Enhance the Effectiveness of Behavioral Activation for Depression: A Case Study

Journal of Clinical Psychology, Volume 81, Issue 6, Page 526-537, June 2025.
ABSTRACT Deliberate Practice (DP) is a model of behavioral skill acquisition structured by several key tasks. The past decade has shown a consistent growth in interest in this form of learning for psychotherapy skills, with promising research suggesting DP training is superior to traditional learning methods of psychotherapy. This paper presents a case
Dan Sacks
wiley   +1 more source

Impatience for negative experiences

Journal of Consumer Psychology, EarlyView.
Abstract Conceptualizing impatience as an emotion, and patience as the regulation of that emotion, offers new insights and opportunities for the study of consumer behavior. While this framework has primarily been applied to impatience for positive events, many real‐life events of interest involve decisions about negative or mixed‐valence events.
David J. Hardisty
wiley   +1 more source

Giftedness identification and cognitive, physiological and psychological characteristics of gifted children: a systematic review. [PDF]

Front Psychol
Kuznetsova E, Liashenko A, Zhozhikashvili N, Arsalidou M.   +3 more
europepmc   +1 more source

Why do attention‐deficit/hyperactive disorder and/or autism traits place adolescents at risk for depression? Protocol for a longitudinal comparison of the mediating role of emotion regulation deficits versus emotional burden

JCPP Advances, EarlyView.
This paper details the protocol for the My Emotions and Me Over Time (MEMO) study, a longitudinal study exploring why ADHD and/or autism traits place adolescents at greater risk for depression. This study will explore two potential mediating factors in pathways to depression: emotional regulation deficits; and emotional burden.
Edmund J. S. Sonuga‐Barke, Melanie Palmer, Kirsty Griffiths, Anna Wyatt, Andrea Danese, Susie Chandler, Daniel Stahl, Steve Lukito, Georgia Pavlopoulou, Emily Simonoff, on behalf ofthe RE‐STAR team   +10 more
wiley   +1 more source

Problems of Gifted Children

Cleveland Clinic Journal of Medicine, 1955
C A, ROBINSON, R D, MERCER
openaire   +2 more sources

Who and what retrospective risk assessments miss: Examining retrospective denial of momentary suicidal ideation in adolescents

JCPP Advances, EarlyView.
Abstract Background Emerging evidence indicates that real‐time assessments such as ecological momentary assessment (EMA) detect individuals experiencing suicidal ideation (SI) who go undetected by retrospective assessments. However, it remains unclear for whom and why such discrepancies occur.
Ki Eun Shin, Ilana Gratch, Christine B. Cha   +2 more
wiley   +1 more source

Do gifted children without specific learning disabilities read more efficiently than typically developing children? [PDF]

Front Psychol
Lesecq L, Querne L, Gornes J, Buffo L, Corbel L, Le Moing AG, Berquin P, Bourdin B.   +7 more
europepmc   +1 more source

Failure to replicate effects of parent‐delivered early language intervention: Evidence from a randomised controlled trial with implications for universal language intervention

JCPP Advances, EarlyView.
Abstract Background Parent‐led, preschool language interventions may help to mitigate the risk of poor language and literacy outcomes associated with lower socioeconomic status. This study builds on two previous evaluations of a parent‐led early language teaching programme, which demonstrated mixed findings.
Kelly Burgoyne, Laura Boundy, Paivi Eerola, Qing Zhang, Jochen Einbeck, Helen Cramman, Vic Menzies   +6 more
wiley   +1 more source