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      Applied Ecological Psychology for Schools Within Communities
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      Book

      Applied Ecological Psychology for Schools Within Communities

      DOI link for Applied Ecological Psychology for Schools Within Communities

      Applied Ecological Psychology for Schools Within Communities book

      Assessment and Intervention

      Applied Ecological Psychology for Schools Within Communities

      DOI link for Applied Ecological Psychology for Schools Within Communities

      Applied Ecological Psychology for Schools Within Communities book

      Assessment and Intervention
      Edited ByJody L. Swartz, William E. Martin, Jody L. Swartz-Kulstad
      Edition 1st Edition
      First Published 1997
      eBook Published 1 June 1997
      Pub. Location New York
      Imprint Routledge
      DOI https://doi.org/10.4324/9780203774205
      Pages 254
      eBook ISBN 9780203774205
      Subjects Behavioral Sciences
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      Swartz, J.L., Martin, W.E., & Swartz-Kulstad, J.L. (Eds.). (1997). Applied Ecological Psychology for Schools Within Communities: Assessment and Intervention (1st ed.). Routledge. https://doi.org/10.4324/9780203774205

      ABSTRACT

      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.

      TABLE OF CONTENTS

      part |1 pages

      Part I: Introduction

      chapter 1|25 pages

      Ecological Psychology Theory: Historical Overview and Application to Educational Ecosystems: Jody L. Swartz and William E. Martin, Jr

      part |1 pages

      Part II: Assement and Intervention with Students

      chapter 2|24 pages

      Characteristics of the Learning Environment: Students, Teachers, and Their Interactions: Lena R. Gaddis and Leilani Hatfield

      chapter 3|19 pages

      Ecological Interventions With Students: Jane Close Conoley and Pamela Carrington Rotto

      part |1 pages

      Part III: Assement and Intervention with Teacher in Classroms

      chapter 4|18 pages

      Principles and Application of Ecological Assessment for Teachers: Mary J. McLellan and Irene Sanchez

      chapter 5|20 pages

      Ecosystemic Intervention With Teachers: A Collaborative Approach: Julia S. Shaftel and Marvin J. Fine

      part |1 pages

      Part IV: Assement and Intervention with Schools

      chapter 6|21 pages

      Assessment and Interventions With Schools: Eugene R. Moan and Ramona N. Mellott

      chapter 7|25 pages

      Developing an Ecological Mind-Seton School–Community Collaboration: Edison J. Trickett

      part |1 pages

      Part V: Assement and Intervention with Communites

      chapter 8|19 pages

      School-to-Work Transition: Ecological Considerations for Career Development: Edna Mora Szymanski

      chapter 9|19 pages

      Reconnecting Schools With Families of Juvenile Offenders: Sonja K. Schoenwald, Scott W. Henggeler, Michael J. Brondino, and John C. Donkervoet

      part |1 pages

      Part VI: Conclusion

      chapter 10|11 pages

      Integrated Application of Applied Ecological Psychology in Schools Within Communities: William E. Martin, Jr. and Jody L. Swartz

      chapter 11|3 pages

      Future Directions: Specification, Validation,and Funding of Ecologically Based Interventions for Schools Within Communities: Scott W. Henggeler

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