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.
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