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71.
Nina McLoughlin Julia J. Rucklidge Randolph C. Grace Anthony P. McLean 《Journal of family violence》2010,25(8):701-712
Frick et al. (2005) proposed that Callous-Unemotional (CU) traits may be an important personality dimension associated with youth offending.
The goal of the present study was to examine whether CU traits were associated with risk factors for offending in a low SES
sample of children aged 10 years to 11 years in New Zealand. Two subgroups were identified: one high (High-CU/Agg group) and
one low (Low-CU/Agg group) on CU traits and aggression. Results showed that scores for the High-CU/Agg group were significantly
worse compared to the Low-CU/Agg group on a range of measures including stress management, caregiver criminal convictions,
and dysfunctional parenting. However, analyses revealed that the measure of aggression accounted for more unique variance
compared to CU traits. Further research is needed with youths from low SES communities to develop a more robust profile of
potential youth offenders. 相似文献
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In this article, we develop an account of judgment as writing which displaces and contests the conventional staging of the
signifiers ‘law’ and ‘literature’. If judgment is understood as writing, then it is opened out onto the contexts which structure
it, but which it must disavow or repress. To investigate this process, we read the judicial judgment of a killing of a gay
man. In this text, the context that is simultaneously cited and repressed is that of literature - and specifically, Julius
Caesar by William Shakespeare. Literature functions not as law's other in this judgment, but as a legal concept. Its chief
performative effect is the concealment of a corpse: literature enables law to forget the wounds of the murdered man, and to
bury his corpse within the grammar of fate. Our reading is an attempt to illuminate the scene of this crime.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Though childhood sexualized assault (CSA) increases risk for varied psychological difficulties, no single condition, syndrome, or set of difficulties is reliably associated with such experiences. CSA likely disrupts or impairs normal development in complex ways that depend on the risk and resilience factors present before, during, and after CSA. CSA characteristics that increase risk for later difficulties include young age, trauma inflicted by another person, number of occurrences, violence or intrusiveness, betrayal of trust, adverse peri-traumatic reactions, negative reactions from others following disclosure, and a context of previous sexualized assault or maltreatment. Resilience increases with positive self-esteem, better intellectual functioning, good self-control, positive social support, and early therapeutic intervention. CSA is associated with impaired psychological development, mental health disorders, behavioural and relationship difficulties, physical health problems, reduced intellectual function, lower educational achievement, lower occupational attainment, and reduced lifetime income. Any particular difficulty may be problematic in its own right and may also contribute to other difficulties in the interlocking domains of individual abilities and attributes, relationships, and significant life activities. In individual forensic assessment cases, general evidence on CSA risk/resilience and impacts can be used in combination with the lifespan developmental analysis (Barnes & Josefowitz, Psychological Injury and Law, 2014), to determine whether and how CSA contributed to psychological injuries. 相似文献
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Public policy on violence prevention has increasingly focused on early childhood interventions to reduce violence over the life course. This paper examines public attitudes toward funding of programs in schools to enhance learning and to reduce violence. The data come from telephone surveys in a large Southern US City collected from 2004 to 2007. The paper explores the relationship between public funding of programs and increased taxes for programs. PLUM Ordinal Regression models were used to predict attitudes toward prevention programs controlling for demographic variables and political affiliation. Implications of these findings are discussed for understanding of attitudes toward school-based programs and their funding. 相似文献
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Judith McFarlane Nina M. Fredland Lene Symes Weidan Zhou Ernest N. Jouriles Mary Ann Dutton Christopher S. Greeley 《Journal of family violence》2017,32(7):645-655
Intimate partner violence affects one in three U.S. women. Children often witness the violence. Methods: A 4-year cohort analysis of 300 mother-child dyads used latent growth curve techniques to examine the impact of partner violence on mothers’ and children’s mental health and function over time. The dyads entered the study when the mother sought safe shelter or justice services. Data was collected every four months, 13 times. Results: Four models were derived, each with good fit. Maternal age, Adverse Childhood Events, and ethnicity determined the level of maternal PTSD, depression, and anxiety at baseline. Mothers’ self-efficacy and marginalization determined if maternal mental health symptoms decreased or increased over 4-years. Maternal symptom levels determined if child dysfunctions persisted over time. Conclusion: This analysis provides longitudinal evidence that maternal mental health determines children’s recovery from or persistence of behavioral dysfunctions. Primary prevention and informed referral has the potential to improve child outcomes. 相似文献
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The authors wished to determine whether depression was present in an early adolescent nonpatient identified school population. Questionnaires were administered to seventh and eighth grade students in a parochial extended elementary school. The findings indicated that 33.3% of this school population were experiencing moderate to severe depression and 35% of the sample acknowledged current suicidal ideation. A comparison of mean scores showed a trend toward more depressive symptomatology in the eighth grade, possibly indicating a developmental critical period. A correlation of individual scores and teacher ratings suggests that teacher evaluation may have some direct effect on the student's emotional health. The authors make specific suggestions for promoting improved mental health in a school setting.This research was supported in part by Grant MH 19989 from the National Institute of Mental Health.Received her M.A. from Villanova University, Villanova, Pennsylvania, in 1974. Main interests include developmental guidance in schools, family therapy, and career guidance for women in transition.Received his M.D. from Yale University in 1946 and completed specialty training in psychiatry at the Austen Riggs Center in 1952. Main interests include depression, cognition, and psychotherapy. 相似文献