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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.
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.
This book was stimulated by and sets out to analyse a political
battle over water pricing by a municipal system. Originally
published in 1984, this title provides improved methods for demand
function estimation where block rates are involved, suggests
procedures for rational pricing of municipal water, and explains
how politics can dominate when real decisions are made. Due to the
additional virtue of this title being easy to read, it is ideal for
students interested in environmental studies, economics, and policy
making, as well as for those involved with municipal services and
resource management in general.
This book was stimulated by and sets out to analyse a political
battle over water pricing by a municipal system. Originally
published in 1984, this title provides improved methods for demand
function estimation where block rates are involved, suggests
procedures for rational pricing of municipal water, and explains
how politics can dominate when real decisions are made. Due to the
additional virtue of this title being easy to read, it is ideal for
students interested in environmental studies, economics, and policy
making, as well as for those involved with municipal services and
resource management in general.
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.
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.
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