scholarly journals The relation between therapy quality, therapy processes and outcomes and identifying for whom therapy quality matters in CBT and IPT for depression

2021 ◽  
Vol 139 ◽  
pp. 103815
Author(s):  
Sanne J.E. Bruijniks ◽  
Robert J. DeRubeis ◽  
Lotte H.J.M. Lemmens ◽  
Frenk P.M.L. Peeters ◽  
Pim Cuijpers ◽  
...  
2005 ◽  
Vol 35 (11) ◽  
pp. 12
Author(s):  
WARREN GREENBERG
Keyword(s):  

2012 ◽  
Vol 34 (3) ◽  
pp. 21 ◽  
Author(s):  
Shari J. Welch ◽  
Dickson Cheung
Keyword(s):  

2008 ◽  
Vol 13 (2) ◽  
pp. 165-175 ◽  
Author(s):  
Annette Heisswolf ◽  
Stefanie Reichmann ◽  
Hans Joachim Poethke ◽  
Boris Schröder ◽  
Elisabeth Obermaier

2015 ◽  
Vol 20 (6) ◽  
pp. 867-878 ◽  
Author(s):  
Adrian J. Villicana ◽  
Donna M. Garcia ◽  
Monica Biernat

Stereotypes may function as standards, such that individuals are judged relative to within-category expectations. Subjective judgments may mask stereotyping effects, whereas objective judgments may reveal stereotype-consistent patterns. We examined whether gender stereotypes about parenting lead judges to rate women and men as equally “good” parents while objective judgments favor women and whether parenting performance moderates this pattern. Participants evaluated a mother or father who successfully or unsuccessfully performed a parenting task. Subjective judgments of parent quality (“s/he is a good parent”) revealed no parent gender effects, but objective estimates of parenting performance favored mothers. In a hypothetical divorce scenario, participants also favored mothers in custody decisions. However, this pro-mother bias decreased when the mother failed at the parenting task (through her own fault). Performance did not affect custody decisions for fathers. We suggest parenting quality matters more for evaluations of mothers than for fathers because negative performance violates stereotyped expectations.


2011 ◽  
Vol 3 ◽  
pp. 49 ◽  
Author(s):  
Kay Shattuck

One of the dilemmas faced by today’s faculty is assuring quality in online courses. As one solution to that dilemma, Quality Matters (QM), a program of MarylandOnline, built a rubric of design standards informed by existing research literature and best practices. The rubric was implemented within a faculty-centred, peer review process in which colleagues share their expertise to facilitate course design improvements and to achieve an established level of quality in online course design. This article will describe the basic tenets and processes of QM as an inter-institutional quality assurance program for online learning.


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