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Author: Jody L. Swartz
Publisher: Routledge
ISBN: 1134795696
Category : Education
Languages : en
Pages : 237
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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
Get Book Here
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: Irving B. Weiner
Publisher: John Wiley & Sons
ISBN: 9780471384069
Category : Education
Languages : en
Pages : 696
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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 : Education
Languages : en
Pages : 238
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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
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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
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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 : 216
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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: Sheila Wolfendale
Publisher: Routledge
ISBN: 113461246X
Category : Education
Languages : en
Pages : 162
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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: Barbara C. Wallace
Publisher: SAGE Publications
ISBN: 1506376169
Category : Psychology
Languages : en
Pages : 385
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Book Description
How are we to deal with personal and social violence? Given the global reality of daily homicide, rape, torture, and war, more individuals may be considering this question than ever before. 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. This timely guide examines many forms of violence including International violence from war and torture School and urban violence The rape experience of women Violence against gays, lesbians, and bisexuals Hate crimes against Blacks, Latinos, and Asians Systemic violence against people with disabilities Understanding and Dealing with Violence: A Multicultural Approach offers a comprehensive theory of violence as a psychology of oppression, liberation, and identity development. Readers will understand how invisible violence may precede visible violence, and how the oppressed are transformed into oppressors. Blending scholarly and personal perspectives on ethnic cleansing, physical and sexual assault, terrorism, and police brutality, an inclusive group of contributors fuel hope that humanity can break the cycle of violence. An indispensable resource for psychologists, educators, researchers, and mental health clinicians, Understanding and Dealing with Violence: A Multicultural Approach is also an ideal primer for undergraduate and graduate students in courses on violence, peace studies, and conflict resolution.
Author: John Pellitteri
Publisher: Routledge
ISBN: 1135610835
Category : Education
Languages : en
Pages : 289
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Book Description
The concept of emotional intelligence (EI), which has steadily gained acceptance in psychology, seems particularly well suited to the work of school counselors and school psychologists who must constantly deal with troubled and underperforming students. To date, however, no book has systematically explained the theoretical and scientific foundations of emotional intelligence and integrated this information into the roles and functions of school counselors and other school personnel. In addition to illustrating how social emotional learning is important to both individual students and to school climate, the book also shows school counselors how to expand their own emotional awareness and resiliency. Key features of this outstanding new book include: *ASCA Guidelines. The book integrates the latest findings from the field of social emotional learning with the new ASCA guidelines for school counselors. *Real-life Cases. The book moves quickly from an overview of basic definitions, theories, and guidelines to stories of real counselors, administrators, teachers, and parents. *Author Expertise. John Pellitteri is Professor and Director of the Graduate Program in School Counseling Queens College (CUNY). A former school counselor, he is a leading researcher in the area of emotional intelligence. Barbara Ackerman is a K-5 school counselor and retiring Vice President of the American School Counseling Association (ASCA) Elementary School Division. Claudia Shelton has been a school counselor in grades 6-12 and currently heads a firm specializing in professional development for schools. Robin Stern is an adjunct associate professor and researcher at Columbia Teachers College and a specialist in social emotional learning for the New York City Board of Education. This book is appropriate as a supplementary text in school counseling courses and as a professional reference work for practicing school counselors, counselor educators, counseling psychologists, school psychologists, and school administrators.
Author: Theodora Papatheodorou
Publisher: Routledge
ISBN: 1134446926
Category : Education
Languages : en
Pages : 167
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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.
