Implications of the Enrichment Model for Research and Training
Bibliographic Data
| ID | 4772782 |
|---|---|
| Authors | Luciano L''Abate, Luciano L'Abate, Luciano L’Abate, J Brien O''Callaghan, J Brien O'Callaghan, Jean O’Callaghan |
| Year | 1977 |
| Volume | 26 |
| Issue | 1 |
| Pages | 61 |
| Publication date | 1977-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Family Coordinator (JOURNAL) |
| Journal identifiers | ISSN: 0014-7214 • E-ISSN: 2325-5501 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/581862 |
| OpenAlex | W311628764 |
| Language | EN |
| References cited | 3 |
The enrichment model using structured short-term instructions through the use of manuals shows some definite advantages for process and outcome research, theory testing, applicability to nonclinical families, and comparisons of structured versus unstructured and cognitive versus affective approaches. In training, the enrichment model can be used for a more active approach to undergraduate specialization, and graduate education. Examples of graduate programs using enrichment programs as an integral part of their training are given
Geography · Training (meteorology) · Coaching Methods and Impact · Counseling Practices and Supervision · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |