Titlebook: Community Mental Health and Behavioral-Ecology; A Handbook of Theory Abraham M. Jeger,Robert S. Slotnick Book 1982 Plenum Press, New York 1

或者發(fā)神韻

行乞

連詞

https://doi.org/10.1007/978-3-211-48638-2tely, there is an emerging consensus that such an assumption is at best overoptimistic (Lynn, 1978), and that the utilization and dissemination of mental health research is the weakest link in the change process.

保留

樂(lè)器演奏者

Sinus-Node

Jürgen Margraf,Simon Neumer,Winfried Riefirect remedial action (O’Dell, 1974). Consequently, there are certain advantages to promoting both primary and secondary prevention in community schools. Schools are one of the few primary socialization systems that involve virtually all children. Evidence consistently suggests that to effect behavi

linguistics

,Somatoforme St?rungen und Dissoziation, facilities, schools), it has become apparent that a more ecological perspective (e.g., Reppucci, 1977; Willems, 1974), with its emphasis on understanding the complex interrelationships and interdependences within and between person-behavior-environment systems, is necessary for the successful imple

evanescent

strain

,Komorbidit?t somatoformer St?rungen, in Chapter 1, a mandate of the original Community Mental Health Centers Act of 1963 was the prevention of “mental illness.” Attempts to fulfill this mandate relied on Caplan’s (1964) conceptualization of three types of prevention, derived from the field of public health: (1) ., which seeks to reduc

mortuary

Zusammenfassung und Schlussfolgerungen,culties. The particular formulation underlying the multilevel behavioral-preventive school program to be discussed is that of Kelly (Mills & Kelly, 1972; Trickett, Kelly, & Todd, 1972). In essence, Kelly recognizes the inseparability of behavior from the many contexts in which it occurs (i.e., socia