{"title":"关系攻击的干预:创新规划和研究与实践的下一步。","authors":"Stephen S Leff, Nicki R Crick","doi":"","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"39 4","pages":"504-507"},"PeriodicalIF":3.0000,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3072216/pdf/nihms270490.pdf","citationCount":"0","resultStr":"{\"title\":\"Interventions for Relational Aggression: Innovative Programming and Next Steps in Research and Practice.\",\"authors\":\"Stephen S Leff, Nicki R Crick\",\"doi\":\"\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":21555,\"journal\":{\"name\":\"School Psychology Review\",\"volume\":\"39 4\",\"pages\":\"504-507\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2010-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3072216/pdf/nihms270490.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School Psychology Review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Psychology Review","FirstCategoryId":"102","ListUrlMain":"","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
期刊介绍:
School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.