Review(s) of: 60 social situations and discussion starters to help teens on the autism spectrum deal with friendships, feelings, conflict and more: Seeing the big picture, by Lisa A. Timms, (2011), London, Jessica Kingsley Publishing, ISBN: 978-1-84905-862-9, doi 10.1017/jgc.2012.13.
回顾:60个社会情境和讨论的开端，帮助自闭症青少年处理友谊，感情，冲突和更多:看大局，Lisa A. Timms，(2011)，伦敦，Jessica Kingsley出版社，ISBN: 978-1-84905-862-9, doi 10.1017/jgc.2012.13。
{"title":"60 social situations and discussion starters to help teens on the autism spectrum deal with friendships, feelings, conflict and more: Seeing the big picture [Book Review]","authors":"Beth R. Saggers","doi":"10.1017/JGC.2012.13","DOIUrl":"https://doi.org/10.1017/JGC.2012.13","url":null,"abstract":"Review(s) of: 60 social situations and discussion starters to help teens on the autism spectrum deal with friendships, feelings, conflict and more: Seeing the big picture, by Lisa A. Timms, (2011), London, Jessica Kingsley Publishing, ISBN: 978-1-84905-862-9, doi 10.1017/jgc.2012.13.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128357530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study was to examine the nature of perfectionism, to gain a better understanding of the construct using the Chinese population. The study also explored the relationships between perfectionism, self-esteem and depression after identifying the three dimensions of perfectionism. A sample of 292 Chinese university students completed the Frost Multidimensional Perfectionism Scale (FMPS), the Hewitt Multidimensional Perfectionism Scale (HMPS), the Almost Perfect Scale — Revised (APS-R), the Self-Esteem Scale (SES), and the Beck Depression Inventory (BDI). As hypothesised, the confirmatory factor analyses revealed that multidimensional perfectionism is explained as a three-factor construct with dimensions of maladaptive perfectionism, adaptive perfectionism and order factor. As predicted, the structural equation model analyses indicated that self-esteem partially mediated the relationship between maladaptive perfectionism and depression. Implications for counselling interventions and future research are discussed.
{"title":"Using SEM to Examine the Dimensions of Perfectionism and Investigate the Mediating Role of Self-Esteem Between Perfectionism and Depression in China","authors":"Bin Zhang, T. Cai","doi":"10.1017/jgc.2012.3","DOIUrl":"https://doi.org/10.1017/jgc.2012.3","url":null,"abstract":"The aim of the study was to examine the nature of perfectionism, to gain a better understanding of the construct using the Chinese population. The study also explored the relationships between perfectionism, self-esteem and depression after identifying the three dimensions of perfectionism. A sample of 292 Chinese university students completed the Frost Multidimensional Perfectionism Scale (FMPS), the Hewitt Multidimensional Perfectionism Scale (HMPS), the Almost Perfect Scale — Revised (APS-R), the Self-Esteem Scale (SES), and the Beck Depression Inventory (BDI). As hypothesised, the confirmatory factor analyses revealed that multidimensional perfectionism is explained as a three-factor construct with dimensions of maladaptive perfectionism, adaptive perfectionism and order factor. As predicted, the structural equation model analyses indicated that self-esteem partially mediated the relationship between maladaptive perfectionism and depression. Implications for counselling interventions and future research are discussed.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121837556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What strategies do students use to cope with bullying and how effective are they? Answers to such questions will not only help students understand how they can cope, but also inform school-wide policies and practices to reduce the incidence of bullying. To do this, schools need evidence on what strategies to focus on to most effectively target their intervention and prevention programs. Students across Years 8, 9 and 10 in three South Australian high schools (n = 1223) completed a Coping with Bullying questionnaire, indicating strategies they used, and 82 informed professionals (IPs) rated each strategy's effectiveness, along with its applicability to different bullying types. IPs generally agreed on which strategies were effective and ineffective and that the same strategies were appropriate for all types of bullying. Seriously bullied students reported under-using some effective strategies. No significant difference between males and females in strategy use was found. Awareness of effective and ineffective coping strategies provides schools with a workable framework for targeting prevention and/or intervention programs that align with extant knowledge on coping with bullying. Disseminating such research evidence is important as this study shows that seriously bullied students are evidently under-using many strategies that IPs in this study regarded as effective.
{"title":"Effective and Ineffective Coping With Bullying Strategies as Assessed by Informed Professionals and Their Use by Victimised Students","authors":"R. Murray‐Harvey, G. Skrzypiec, P. Slee","doi":"10.1017/jgc.2012.5","DOIUrl":"https://doi.org/10.1017/jgc.2012.5","url":null,"abstract":"What strategies do students use to cope with bullying and how effective are they? Answers to such questions will not only help students understand how they can cope, but also inform school-wide policies and practices to reduce the incidence of bullying. To do this, schools need evidence on what strategies to focus on to most effectively target their intervention and prevention programs. Students across Years 8, 9 and 10 in three South Australian high schools (n = 1223) completed a Coping with Bullying questionnaire, indicating strategies they used, and 82 informed professionals (IPs) rated each strategy's effectiveness, along with its applicability to different bullying types. IPs generally agreed on which strategies were effective and ineffective and that the same strategies were appropriate for all types of bullying. Seriously bullied students reported under-using some effective strategies. No significant difference between males and females in strategy use was found. Awareness of effective and ineffective coping strategies provides schools with a workable framework for targeting prevention and/or intervention programs that align with extant knowledge on coping with bullying. Disseminating such research evidence is important as this study shows that seriously bullied students are evidently under-using many strategies that IPs in this study regarded as effective.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127565884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adaptability is proposed as individuals’ capacity to constructively regulate psycho-behavioral functions in response to new, changing, and/or uncertain circumstances, conditions and situations. The present investigation explored the internal and external validity of an hypothesised adaptability scale. The sample comprised 2,731 high school students. In terms of internal validity, exploratory and confirmatory factor analysis (EFA and CFA) suggested a reliable higher order adaptability factor subsumed by a reliable first order cognitive-behavioural factor and a reliable first order affective factor. Multi-group CFA indicated invariance in factor structure as a function of gender, age, and language background. Further, age (younger adolescents), language background (non-English speaking), and parents’ education (higher levels) predicted higher order adaptability, while gender (males) predicted first order affective adaptability. In terms of external validity, consistent with hypotheses, higher and first order adaptability was differentially associated with cognate/aligned factors (personality, implicit theories of ability, buoyancy) and also with psycho-educational wellbeing ‘outcome’ factors (achievement, enjoyment of school, meaning and purpose, life satisfaction). Findings hold theoretical and empirical implications for researchers and practitioners seeking to better understand the constructive regulation of individuals confronted with situations involving novelty, change, and uncertainty.
{"title":"Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty","authors":"Andrew J. Martin, H. Nejad, S. Colmar, G. Liem","doi":"10.1017/jgc.2012.8","DOIUrl":"https://doi.org/10.1017/jgc.2012.8","url":null,"abstract":"Adaptability is proposed as individuals’ capacity to constructively regulate psycho-behavioral functions in response to new, changing, and/or uncertain circumstances, conditions and situations. The present investigation explored the internal and external validity of an hypothesised adaptability scale. The sample comprised 2,731 high school students. In terms of internal validity, exploratory and confirmatory factor analysis (EFA and CFA) suggested a reliable higher order adaptability factor subsumed by a reliable first order cognitive-behavioural factor and a reliable first order affective factor. Multi-group CFA indicated invariance in factor structure as a function of gender, age, and language background. Further, age (younger adolescents), language background (non-English speaking), and parents’ education (higher levels) predicted higher order adaptability, while gender (males) predicted first order affective adaptability. In terms of external validity, consistent with hypotheses, higher and first order adaptability was differentially associated with cognate/aligned factors (personality, implicit theories of ability, buoyancy) and also with psycho-educational wellbeing ‘outcome’ factors (achievement, enjoyment of school, meaning and purpose, life satisfaction). Findings hold theoretical and empirical implications for researchers and practitioners seeking to better understand the constructive regulation of individuals confronted with situations involving novelty, change, and uncertainty.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115284748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research investigated the reliability and validity of the Mindfields Assessment Battery (MAB), measuring three components of self-regulation (forethought, performance control, self-reflection) of young offenders. Participants were 57 12- to 18-year-olds from youth justice service centres, alternative education schools, and a youth correctional facility (Nmales = 46; NIndigenous = 7). Psychometric properties of the battery were sound with adequate alpha levels for the scales. The factor structure and internal reliability of three measures were replicated and validated. Positive significant correlations found between these subscales indicated consistent relationships with young people's responses to challenging situations. Prodelinquency scores were significantly positively correlated with minor misdemeanours and negatively correlated with social competency. Significant positive correlations were found between social competence and goal commitment, and self-regulation and life satisfaction. The battery provides a reliable, valid way of assessing forethought, performance control, self-reflection, and treatment amenability within the conceptual framework of self-regulation.
{"title":"Establishing the Psychometric Properties of an Interactive, Self-Regulation Assessment Battery for Young Offenders","authors":"A. Carroll, F. Hemingway, A. Ashman, J. Bower","doi":"10.1017/jgc.2012.7","DOIUrl":"https://doi.org/10.1017/jgc.2012.7","url":null,"abstract":"This research investigated the reliability and validity of the Mindfields Assessment Battery (MAB), measuring three components of self-regulation (forethought, performance control, self-reflection) of young offenders. Participants were 57 12- to 18-year-olds from youth justice service centres, alternative education schools, and a youth correctional facility (Nmales = 46; NIndigenous = 7). Psychometric properties of the battery were sound with adequate alpha levels for the scales. The factor structure and internal reliability of three measures were replicated and validated. Positive significant correlations found between these subscales indicated consistent relationships with young people's responses to challenging situations. Prodelinquency scores were significantly positively correlated with minor misdemeanours and negatively correlated with social competency. Significant positive correlations were found between social competence and goal commitment, and self-regulation and life satisfaction. The battery provides a reliable, valid way of assessing forethought, performance control, self-reflection, and treatment amenability within the conceptual framework of self-regulation.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116051394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning organisations are now institutions that are committed to achieving excellence by enhancing educational opportunities for all students. Attaining a school culture that allows students to feel that sense of belonging, understand and appreciate diversity, and interact respectfully with others is the ideal environment that all schools strive to create. In the quest for the provision of an inclusive education, the key is providing quality support and services to students, teachers and parents to enhance the teaching and learning experienced by all students. This practical guide serves as an ideal reference, not only for educators but clinicians and parents, as well as those who are interested in aiding students who suffer from various forms of emotional and behavioural disorders such as aggressive behaviours, anxiety, depression, ADHD, and autism. It addresses theoretical, methodological, and clinical issues on the fundamentals of cognitive-behavioural intervention. There are invaluable chapters exploring the use of various strategies and programs to reach out to at-risk children and adolescents. The forms of interventions proposed range from preventive programs for all levels to specific targeted interventions, thus capturing a broad spectrum of areas of concern. What I appreciate most about this compilation is its clear demarcation of the different issues that respond to the different forms of intervention. Within each issue highlighted and explored, there is also a clear definition of each specialised area, which highlights the procedures, processes and key ideas in a systematic and concise manner. This facilitates the search for key information, thus making it a user-friendly guide for readers. As the book emphasises some of the key intervention strategies from the schools’ perspective, it is also an effective and ideal guide for educators and school personnel. The focus on the fundamentals of integration of mental health services into general education, as well as the special education system, allows educators to acquire a repertoire of skills, which gives them the flexibility to address different circumstances that arise. Another unique characteristic of the book is how the authors have provided rich insights from the practical real-world settings that confront clinicians handling cognitive-behavioural therapy. With the inclusion of all the case studies,
{"title":"Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders By Matthew J. Mayer, Richard Van Acker, John E. Lochman, and Frank M. Gresham (2009). New York: The Guilford Press. ISBN 978-1-60918-481-0","authors":"Suraiya Hameed","doi":"10.1017/jgc.2012.11","DOIUrl":"https://doi.org/10.1017/jgc.2012.11","url":null,"abstract":"Learning organisations are now institutions that are committed to achieving excellence by enhancing educational opportunities for all students. Attaining a school culture that allows students to feel that sense of belonging, understand and appreciate diversity, and interact respectfully with others is the ideal environment that all schools strive to create. In the quest for the provision of an inclusive education, the key is providing quality support and services to students, teachers and parents to enhance the teaching and learning experienced by all students. This practical guide serves as an ideal reference, not only for educators but clinicians and parents, as well as those who are interested in aiding students who suffer from various forms of emotional and behavioural disorders such as aggressive behaviours, anxiety, depression, ADHD, and autism. It addresses theoretical, methodological, and clinical issues on the fundamentals of cognitive-behavioural intervention. There are invaluable chapters exploring the use of various strategies and programs to reach out to at-risk children and adolescents. The forms of interventions proposed range from preventive programs for all levels to specific targeted interventions, thus capturing a broad spectrum of areas of concern. What I appreciate most about this compilation is its clear demarcation of the different issues that respond to the different forms of intervention. Within each issue highlighted and explored, there is also a clear definition of each specialised area, which highlights the procedures, processes and key ideas in a systematic and concise manner. This facilitates the search for key information, thus making it a user-friendly guide for readers. As the book emphasises some of the key intervention strategies from the schools’ perspective, it is also an effective and ideal guide for educators and school personnel. The focus on the fundamentals of integration of mental health services into general education, as well as the special education system, allows educators to acquire a repertoire of skills, which gives them the flexibility to address different circumstances that arise. Another unique characteristic of the book is how the authors have provided rich insights from the practical real-world settings that confront clinicians handling cognitive-behavioural therapy. With the inclusion of all the case studies,","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116899274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The challenge for high schools to adopt effective measures to reduce bullying has been underscored by international media coverage highlighting the consequences of school bullying. Despite whole-school anti-bullying programs being accepted as the best evidence-based approaches to intervention, research continues to yield ambiguous findings, and only a limited number of studies have been conducted in secondary schools to systematically evaluate the components of this approach. The aim of this study was to investigate the effectiveness of anti-bullying interventions in four international secondary schools in Hong Kong. Schools were randomly assigned to: (a) a whole-school intervention, (b) a curriculum and Shared Concern intervention at Year 7, (c) a Shared Concern intervention at Year 7 and (d) a control school. Year 7 students in the four schools anonymously completed a bullying questionnaire at the beginning (N = 545) and end of the school year (N = 549). A highly significant main effect for schools was found between pre-test and post-test composite bullying scores (F = 7.70, p < .001). Results showed the most significant reductions occurred when a whole-school intervention was used (F = 10.73, p < .001). The research provides strong support for use of whole-school preventative/management interventions and the effective components of this approach are discussed.
国际媒体对校园欺凌后果的报道凸显了高中采取有效措施减少欺凌的挑战。尽管全校反欺凌计划被认为是最好的循证干预方法，但研究结果仍然模棱两可，而且只有有限数量的研究在中学进行，以系统地评估该方法的组成部分。本研究旨在探讨香港四所国际中学反霸凌干预措施的成效。学校被随机分配到:(a)全校干预，(b)课程和共同关注干预(7年级)，(c)共同关注干预(7年级)和(d)对照学校。四所学校的七年级学生分别在学年开始(N = 545)和学年结束(N = 549)匿名填写欺凌问卷。在学校中，测试前和测试后的综合欺凌得分之间存在显著的主效应(F = 7.70, p < 0.001)。结果显示，全校干预最显著降低(F = 10.73, p < 0.001)。该研究为使用全校预防/管理干预措施提供了强有力的支持，并讨论了该方法的有效组成部分。
{"title":"High School Anti-Bullying Interventions: An Evaluation of Curriculum Approaches and the Method Of Shared Concern in Four Hong Kong International Schools","authors":"Gerald Wurf","doi":"10.1017/jgc.2012.2","DOIUrl":"https://doi.org/10.1017/jgc.2012.2","url":null,"abstract":"The challenge for high schools to adopt effective measures to reduce bullying has been underscored by international media coverage highlighting the consequences of school bullying. Despite whole-school anti-bullying programs being accepted as the best evidence-based approaches to intervention, research continues to yield ambiguous findings, and only a limited number of studies have been conducted in secondary schools to systematically evaluate the components of this approach. The aim of this study was to investigate the effectiveness of anti-bullying interventions in four international secondary schools in Hong Kong. Schools were randomly assigned to: (a) a whole-school intervention, (b) a curriculum and Shared Concern intervention at Year 7, (c) a Shared Concern intervention at Year 7 and (d) a control school. Year 7 students in the four schools anonymously completed a bullying questionnaire at the beginning (N = 545) and end of the school year (N = 549). A highly significant main effect for schools was found between pre-test and post-test composite bullying scores (F = 7.70, p < .001). Results showed the most significant reductions occurred when a whole-school intervention was used (F = 10.73, p < .001). The research provides strong support for use of whole-school preventative/management interventions and the effective components of this approach are discussed.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128799746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JGC volume 22 issue 1 Cover and Front matter","authors":"","doi":"10.1017/jgc.2012.15","DOIUrl":"https://doi.org/10.1017/jgc.2012.15","url":null,"abstract":"","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123517005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review(s) of: Career counseling, by Mark L. Savickas, (2011), Washington, DC, American Psychological Association, ISBN: 978-1-4338-0980-4, doi 10.1017/jgc.2012.12.
《职业心理咨询》，作者:Mark L. Savickas，(2011)，美国心理学会，ISBN: 978-1-4338-0980-4, doi 10.1017/jgc.2012.12。
{"title":"Career counseling [Book Review]","authors":"D. Rawson","doi":"10.1017/jgc.2012.12","DOIUrl":"https://doi.org/10.1017/jgc.2012.12","url":null,"abstract":"Review(s) of: Career counseling, by Mark L. Savickas, (2011), Washington, DC, American Psychological Association, ISBN: 978-1-4338-0980-4, doi 10.1017/jgc.2012.12.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127183402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review(s) of: Understanding troubled minds: A guide to mental illness and its treatment (2nd ed.), by Sidney Bloch, (2011), Melbourne, Australia, Melbourne University Press, 359pp, ISBN 978-0-522-85754-2, doi 10.1017/jgc.2012.14.
回顾:理解困扰的心灵:精神疾病及其治疗指南(第二版)，西德尼·布洛赫，(2011)，墨尔本，澳大利亚，墨尔本大学出版社，359页，ISBN 978-0-522-85754-2, doi 10.1017/jgc.2012.14。
{"title":"Understanding troubled minds: A guide to mental illness and its treatment (2nd ed.) [Book Review]","authors":"L. Baker","doi":"10.1017/JGC.2012.14","DOIUrl":"https://doi.org/10.1017/JGC.2012.14","url":null,"abstract":"Review(s) of: Understanding troubled minds: A guide to mental illness and its treatment (2nd ed.), by Sidney Bloch, (2011), Melbourne, Australia, Melbourne University Press, 359pp, ISBN 978-0-522-85754-2, doi 10.1017/jgc.2012.14.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129386458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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