定性研究設(shè)計干預(yù)論文翻譯-中英對照
比如實驗者會特地排除干預(yù)來測定干預(yù)的影響（由下例所示）。設(shè)計后期可以重復(fù)使用干預(yù)。
比如：干預(yù)組O1 X O2X O3
      對比組O1  O2  O3
或者 干預(yù)組O1 X O2X O3 X O4
     對比組O1  O2  O3   O4
8.時間序列設(shè)計（包括或不包括對比組）里包含對比變量，或者排除/重復(fù)干預(yù)：
時間序列設(shè)計可以和設(shè)計6,7結(jié)合。
 
圖表10 試驗中的假定結(jié)果是由斷點回歸設(shè)計推導(dǎo)的。圖示中干預(yù)的目的是降低pre-和post-方面的得分。
 
圖表11 包含對比組，使用時間序列分析的設(shè)計，顯示了引進危機干預(yù)服務(wù)的效果（由Delaney, Seidman 和Willis,1978, 由普萊南出版公司出

版。）
圖表12 定性研究設(shè)計
7. 人性化服務(wù)中與工作家分享心理學(xué)
本章是關(guān)于在進行與他人或他人問題直接相關(guān)的工作時，理解和回應(yīng)他人問題的分享心理學(xué)方法。這些“他人工作”包括衛(wèi)生訪視員，教師，

醫(yī)生、護士、警察和神職人員，這僅僅是舉例了一小部分。個性化服務(wù)工作家的現(xiàn)代部隊所做的工作大部分是心理學(xué)的。而且，如第3章中已經(jīng)

提到的，心理問題在成人和兒童中很普遍，遠高于讓每個人都獲得專業(yè)心理學(xué)幫助的水平。然而，教師、護士、社會工作家，律師和其他工作

家，這些人需要處理更困難更值得憂慮的心理學(xué)問題。但是心理學(xué)卻不是他們培訓(xùn)的重點，理解和回應(yīng)心理困難也不是他們進行工作時優(yōu)先考

慮的問題。
這也是尋求分享心理學(xué)的構(gòu)想，以及介入人性化服務(wù)工作家，成為社會心理學(xué)主要關(guān)注的事情的原因。從社會心理學(xué)方面，普通醫(yī)院的護士和

病人之間，家庭暴力的警察和受害者之間，教師和問題學(xué)生之間，相比較少數(shù)的，可由心理學(xué)專家解決的個人問題，對于社會的心理學(xué)健康影

響更深遠。后者可用Miller（1969）的著名表述，對于護士、警察和老師，這些實際上真正的心理學(xué)從業(yè)者，“給予心理距離”。
這在于心理學(xué)中是毋庸置疑的，然而有些人主張廣泛分享心理學(xué)的智慧和專業(yè)會沖淡其影響，失去了對于心理學(xué)工作的控制，在過程中也會危

及心理學(xué)作為專業(yè)學(xué)科的新興發(fā)展。
（O1.1=情境1下對變量1的估測
  O2.1=情境1下對變量2估測）
Intervention (or repeated) intervention design.
Such as these were specially to rule out intervention to determine the effect of intervention (by example shown below). Late design can be repeated use of intervention.
Such as: intervention group O1 X O2X O3
Control group O1 O2 O3
O1 O2X O3 X X m1 or intervention group
Control group O1 O2 O3 m1
8. The time sequence design (including or not including contrast group) contains variables, or exclude/repeat intervention:
Time series can be designed and design 6, 7.
The chart assumes that the results of the 10 trials is by breakpoint regression design method. Intervention in the graphic purpose is to reduce the pre - and post - in terms of scoring.
Chart 11 contains the comparison group, the design of the using time series analysis, shows the introduction of the effect of crisis intervention services (by Delaney, Seidman and Willis, 1978, published by at south publishing company.)
Diagram 12 qualitative research design
7. Share with work home psychology in the humanized service
This chapter is about the question is directly related to work with others or others, to understand and respond to others sharing the psychology problem. These "other people" including health visitors, teachers, doctors, nurses, police officers and members of the clergy, this is only for a small part. Personalized service home modern forces do psychology most of the work. Also, as already mentioned in chapter 3, psychological problems are common in adults and children, is much higher than that everyone can get the level of professional psychological help. However, teachers, nurses, social workers, lawyers and other work, these people need to deal with more difficult and more psychological problems worthy of concern. But it is not their psychology training focus, understand and respond to psychological difficulties is not a priority when they work.
This is also seeking to share the idea of psychology, as well as intervention humanized service work, things become the main focus of social psychology. From the aspects of social psychology, common hospital between nurses and patients, between the police and the victims of domestic violence, between teachers and problem students, compared to a few, but by personal psychology expert to solve the problem, for the social psychology health effects more profound. Famous expression which is usable Miller (1969), for a nurse, a policeman and a teacher, these actually psychology practitioners, "psychological distance".
This is the psychology is beyond doubt, however, some people advocate the psychology of widely Shared wisdom and professional will dilute the impact, lose the control for the work of psychology, in the process also endangers the emerging development of psychology as a professional discipline.
(O1.1 = situation of variables under 1 1 estimate
O2.1 = situation of variables under 1 2 estimates)

2014.9.17