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Author: Jody L. Swartz Publisher: Routledge ISBN: 1134795696 Category : Education Languages : en Pages : 237
Book Description
This volume provides a thorough examination of the interplay between individuals and their environment in the development and maintenance of problem behaviors, and delineates procedures for conducting assessment, intervention, and prevention within the child's ecosystem. As individuals structure, change, and organize their environments, their environments work to do the same. Environmental or contextual and individual variables act reciprocally to shape an individual's behavior. For school-aged youth, this reality necessitates an ecological approach to assessment, intervention, and prevention. Specifically, problem behaviors are partly developed and maintained by a combination of factors present in the child's psychosocial ecosystem -- home, school, and community. Although there is an abundance of theoretical applications and research supporting this concept, the predominant trend has been to emphasize the properties of the person. As a result, one is left to assume that the genesis of difficulties in adaptation lies in internal or personal states and traits of the individual. In contrast to traditional psychology theories which focus primarily on the individual, incorporation of ecological psychology concepts allows for a more comprehensive and in-depth analysis of sources contributing to the individual's ability to adapt to their psychosocial environment. Ecological theories which drive assessment, intervention, and prevention efforts provide the necessary framework for assisting school-aged youth and their associated ecological networks to cope with and overcome the multidetermined, multifaceted concerns that arise during the school years. However, this is an often difficult and cumbersome task for educators, parents, and school systems to undertake. To this end, this volume focuses on the functional application of ecological psychology for schools within communities. Each of the 10 chapters -- written by key figures in school, family, counseling, and community psychology -- explores the use of ecological theory from a different perspective, ranging from focus on the child, the child within the classroom, the classroom teacher, and the community to considerations in working with special populations such as juvenile delinquents and in planning for developmental issues such as school-to-work-transition. The final chapter summarizes and integrates the previous chapters and provides suggestions for future directions in the field.
Author: Jody L. Swartz Publisher: Routledge ISBN: 1134795696 Category : Education Languages : en Pages : 237
Book Description
This volume provides a thorough examination of the interplay between individuals and their environment in the development and maintenance of problem behaviors, and delineates procedures for conducting assessment, intervention, and prevention within the child's ecosystem. As individuals structure, change, and organize their environments, their environments work to do the same. Environmental or contextual and individual variables act reciprocally to shape an individual's behavior. For school-aged youth, this reality necessitates an ecological approach to assessment, intervention, and prevention. Specifically, problem behaviors are partly developed and maintained by a combination of factors present in the child's psychosocial ecosystem -- home, school, and community. Although there is an abundance of theoretical applications and research supporting this concept, the predominant trend has been to emphasize the properties of the person. As a result, one is left to assume that the genesis of difficulties in adaptation lies in internal or personal states and traits of the individual. In contrast to traditional psychology theories which focus primarily on the individual, incorporation of ecological psychology concepts allows for a more comprehensive and in-depth analysis of sources contributing to the individual's ability to adapt to their psychosocial environment. Ecological theories which drive assessment, intervention, and prevention efforts provide the necessary framework for assisting school-aged youth and their associated ecological networks to cope with and overcome the multidetermined, multifaceted concerns that arise during the school years. However, this is an often difficult and cumbersome task for educators, parents, and school systems to undertake. To this end, this volume focuses on the functional application of ecological psychology for schools within communities. Each of the 10 chapters -- written by key figures in school, family, counseling, and community psychology -- explores the use of ecological theory from a different perspective, ranging from focus on the child, the child within the classroom, the classroom teacher, and the community to considerations in working with special populations such as juvenile delinquents and in planning for developmental issues such as school-to-work-transition. The final chapter summarizes and integrates the previous chapters and provides suggestions for future directions in the field.
Author: James G. Kelly Publisher: Oxford University Press ISBN: 0190291664 Category : Psychology Languages : en Pages : 346
Book Description
Community psychology emphasizes an ecological approach to mental health by focusing on the individual in the environment and the influences that shape and change behavior. Becoming Ecological brings together the work of James G. Kelly, one of the founders of community psychology and among the field's national leaders. The volume unites thirteen of Kelly's publications from 1968 to 2002 as well as four new essays on current issues in the field: the theory, research, practice, and education of community psychologists. Kelly introduces the work by offering connections between his personal experiences and the topics he chose to focus on throughout his long career. He begins each of the thirteen essays with commentary that sets the article in its original context so that the reader has a historical perspective on why certain ideas were salient at a particular time and how they are still timely today. Kelly concludes with a "summing up" section integrating the previously published articles with the four new essays. Throughout, he presents examples of how to plan and carry out research and practice in the community. The principles underlying the examples both enhance the relevance of the research and practice and increase the potential of community residents to use the findings for their own purposes. A compendium of classic statements of community psychology's philosophical and historical underpinnings, Becoming Ecological is a must-read for scholars and practitioners of community psychology and for those in the fields of public health, social work, community development, education, and applied anthropology.
Author: Irving B. Weiner Publisher: John Wiley & Sons ISBN: 9780471384069 Category : Education Languages : en Pages : 696
Book Description
Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.
Author: William E. Martin, Jr. Publisher: Routledge ISBN: 1135678677 Category : Psychology Languages : en Pages : 238
Book Description
In recent years, mental health professionals who have traditionally focused on the emotional state of the individual have come to realize that problems arise from the unique interactions between particular individuals and environments. From necessity, they are beginning to look at context; no longer can they place the responsibility for mental health on the shoulders of the person alone. Most attention has been paid to the impact of educational and work settings, but it is clear that all life settings contribute meaningfully to positive psychological adaptation and must be considered in any attempt to understand a person's difficulties. This book explores the crucial ramifications of new theory and research in person-environment psychology for assessment and intervention. All practitioners seeking to deliver effective mental health services to adolescents and adults will learn from it.
Author: Donald K. Freedheim Publisher: John Wiley & Sons ISBN: 0471264393 Category : Psychology Languages : en Pages : 610
Book Description
Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.
Author: Kimberly Eaton Hoagwood Publisher: Oxford University Press ISBN: 0190294639 Category : Psychology Languages : en Pages : 192
Book Description
Research in children's mental health lags behind research for adults in part because it is intrinsically context-bound. Children are embedded in families, in schools, and in communities who have responsibility for their care. Making research findings useful and ensuring that they are applied to improve the lives of children and families requires attention to these contexts. This entails a process of collaboration with many partners--teachers, nurses, healthcare providers, church leaders, neighborhood group directors, and other community leaders. The process of collaboration in children's mental health is complicated but the products that it yields have the potential to benefit both children and families. This volume, with the toolkit and casebook that it contains, distills the process of collaboration into manageable steps, and provides concrete examples of how researchers have addressed specific challenges. The premise of the book is that collaborative research, in contrast to traditional research paradigms, will yield findings that are more ethical, valid, and useful. Highlighting the transformation of science from ivory-tower theories to action-oriented practices, the editors offer practical advice for researchers and practitioners interested in using data to inform and transform children's mental health. Concrete examples of projects that have involved community leaders and researchers provide an insider's guide to conducting successful collaborations that can yield better results than traditional top-down research paradigms.
Author: Judith L. Alpert Publisher: Routledge ISBN: 1135589836 Category : Education Languages : en Pages : 232
Book Description
First published in 2002. Featuring new chapters on bullying, sexual assault, natural disasters, eating disorders, and cultural considerations, the second edition of this highly popular work provides a one-stop reference for mental health professionals who face a bewildering variety of school-based crises. Key features include a focus on both prevention and intervention and ongoing discussions of the research that underlies best practice.
Author: Theodora Papatheodorou Publisher: Routledge ISBN: 1134446926 Category : Education Languages : en Pages : 167
Book Description
This book critically discusses the issues associated with behaviour problems in the early years, and their implications for practice. Included are checklists and observation and screening procedures.
Author: Barbara C. Wallace Publisher: SAGE Publications ISBN: 1452267502 Category : Psychology Languages : en Pages : 385
Book Description
Understanding and Dealing with Violence: A Multicultural Approach situates violence within a social, cultural, and historical context. Edited by distinguished scholars Barbara C. Wallace and Robert T. Carter, this unique volume explores historical factors, socialization influences, and the historical and contemporary dynamics between the oppressed and the oppressor. State-of-the-art research guides a diverse group of psychologists, educators, policy-makers, religious leaders, community members, victims, and perpetrators in finding viable solutions to violence.
Author: Sheila Wolfendale Publisher: Routledge ISBN: 113461246X Category : Education Languages : en Pages : 162
Book Description
This book celebrates good practice in the area of early years and special needs by bringing together authors who are either practitioners or researchers, from a range of different and diverse early years settings including nurseries and units providing special provision. They describe their work with young children who have different and distinctive special needs and disabilities.
Author: Jody L. Swartz
Author: Jody L. Swartz
Author: James G. Kelly
Author: Irving B. Weiner
Author: William E. Martin, Jr.
Author: Donald K. Freedheim
Author: Kimberly Eaton Hoagwood
Author: Judith L. Alpert
Author: Theodora Papatheodorou
Author: Barbara C. Wallace
Author: Sheila Wolfendale