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Originally published in 1976, this volume begins with a theoretical
overview of the major trends in the community psychology movement
at the time, as well as a perspective on how the field was
developing. The emphasis is on the utility of combining a
preventative community-centered orientation with an applied
behavioral-analytic focus. The authors take general theoretical
notions and demonstrate how they can be turned to concrete methods
of dealing with specific practical problems that occur in
implementing a 'real-life' program of community oriented
intervention. The authors present an innovative model for
developing a low cost and effective delivery system for mental
health services in public schools. They describe the actual
development and implementation of such a system in the school, and
also include a comprehensive evaluative scheme for determining the
efficacy of this type of endeavor. The actual behavior change
strategies that are employed can be used effectively by teaching
personnel or psychologists on either a large or small scale. A
final unique feature of the volume is the inclusion of a program
that will assist teachers and mental health professionals in
helping elementary school students learn social problem-solving
skills.
Originally published in 1976, this volume begins with a theoretical
overview of the major trends in the community psychology movement
at the time, as well as a perspective on how the field was
developing. The emphasis is on the utility of combining a
preventative community-centered orientation with an applied
behavioral-analytic focus. The authors take general theoretical
notions and demonstrate how they can be turned to concrete methods
of dealing with specific practical problems that occur in
implementing a 'real-life' program of community oriented
intervention. The authors present an innovative model for
developing a low cost and effective delivery system for mental
health services in public schools. They describe the actual
development and implementation of such a system in the school, and
also include a comprehensive evaluative scheme for determining the
efficacy of this type of endeavor. The actual behavior change
strategies that are employed can be used effectively by teaching
personnel or psychologists on either a large or small scale. A
final unique feature of the volume is the inclusion of a program
that will assist teachers and mental health professionals in
helping elementary school students learn social problem-solving
skills.
Self Change: Social Psychological and Clinical Perspectives
examines cognitive and motivational factors affecting the intention
to seek change, processes involved in the initiation and
maintenance of change, the role of social networks as facilitators
or inhibitors of change, and measurement and assessment of personal
change. At any given moment millions of people are contemplating
changing various aspects of themselves; a general theory on
volitional change is sorely needed. This book, which is of interest
to social psychologists, clinical psychologists and
psychotherapists, to researchers and practitioners, is a
significant contribution to a more thorough understanding of self
change.
Large Group Awareness Training: An Historical Context Groups
associated with the human potential movement have been a
controversial feature of American life during the last three
decades. In the 1950's and 1960's, the movement was dominated by
various types of small groups (SGs), which included sensitivity
training groups, encounter groups, as well as several others (see
Lieberman, Yalom, & Miles, 1973). Some people viewed SGs as an
effective means for attaining personal and organizational growth,
and Carl Rogers, one of the founders of this movement, labeled
small groups as . . the most rapidly spreading social invention of
the century, and probably the most potent" (Rogers, 1970). In
contrast, others attacked SGs as "the most extreme exhibition thus
far of man's talent for reducing, distorting, evading, and
vulgarizing his own reality" (Koch, 1973, p. 639). Nevertheless,
SGs generally became an accepted tool for personal development and
were incorporated into university curricula and mana gerial
training programs. During the 1970's the prevalence and appeal of
SGs declined (cf. Back, 1978), and at about the same time, large
group awareness training programs (LGATs) appeared. ' LGATs are
offered to the general public by profit-making or ganizations and
examine philosophical, psychological and ethical issues concern ing
personal effectiveness, decision-making, personal responsibility
and commit ment After addressing these topics, participants are
encouraged to apply their recently attained insights to their
lives."
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