Results 121 to 130 of about 787 (197)

Crisis management, surveillance, and digital ethics in the COVID-19 era. [PDF]

open access: yesJ Conting Crisis Manag, 2022
Boersma K, Büscher M, Fonio C.
europepmc   +1 more source

Who Am I When You're a Bot? Relational Identity and AI Companions

open access: yesJournal of Applied Philosophy, EarlyView.
ABSTRACT Self‐conceptions provide a framework through which we can make sense of ourselves, interpret and navigate the world, plan our lives, and relate to others. Relational influences can greatly shape them, for instance, when others react to us or offer advice. What if this ‘other’ is not a human being, but an AI?
Muriel Leuenberger
wiley   +1 more source

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

open access: yesJournal 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

Engagement With Online Sexual Trauma‐Related Content Among Women Who Have Experienced Sexual Trauma

open access: yesJournal of Clinical Psychology, EarlyView.
ABSTRACT Seeking online social support has become increasingly common due to widespread use of social media; however, little is known about the experiences of women survivors of sexual trauma who engage with online sexual trauma‐related content and whether this has implications for physical and mental health.
Caterina Obenauf   +3 more
wiley   +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

open access: yesJCPP 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   +6 more
wiley   +1 more source

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