摘要:

AbstractThis article describes a model for research and development (R&D) programs for social action. R&D implies several features: (a) a complex social problem; (b) for which the solution is unknown; the development or invention of a solution which requires (c) some time; in which (d) some errors and corrections are anticipated; and in which (e) the process and epistemology of science governs the outcome. We propose a model of R&D drawn by analogy from ecology, and illustrated with the experiences and results of a ten‐year project. The model orders and clarifies the complex R&D enterprise, and identifies some conditions which are necessary if psychologists and social scientists are to responsibly advise public agencie

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<103::AID-JCOP2290100202>3.0.CO;2-9

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

摘要:

AbstractThis commentary on Tharp and Gallimore's excellent analysis of the inquiry process in program development attempts to add credence to the article and place it in context. Described is an in‐depth assay of the views of a panel of experts on early childhood research and development, which found (a) that the development of valid and high‐quality intervention programs is difficult, time‐consuming, and costly; and (b) that for valid and high‐quality programs to have utility beyond the hot house stage of research and development, a great deal of work is required that is not ordinarily seen to be the province of scientists, researchers, or academicians. The remainder of the commentary is focused on the implications for organization, operation, and funding and the unanswered questions suggested by Tharp and Gallimore toward the end of their article. In particular, our society's ability and willingness to become Campbell's Experimenting Society is di

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<119::AID-JCOP2290100203>3.0.CO;2-O

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

摘要:

AbstractThis study was undertaken to evaluate the impact that foster parenting of delinquents had on foster parents. Six families provided foster parenting services for delinquent adolescents and received training, family counseling, and group counseling from a qualified social worker. Each parent completed the Personal Orientation Inventory prior to training and again following six months of foster parenting. The results displayed significant increases by the foster fathers in terms of self‐regard and inner directedness. Foster mothers displayed no significant gains. Discussion focused on the growth potential of foster parentin

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<125::AID-JCOP2290100204>3.0.CO;2-W

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

摘要:

AbstractA class action suit filed on behalf of the confined youths at the Mayaguez, Puerto Rico Industrial School alleged that the school environment was inhumane, that the care was harsh and inadequate, and that no meaningful treatment services were available. Two psychological assessments of the school concluded that severe punishment was present, with harmful consequences for the emotionally vulnerable youths. Six years after the complaint was filed and three years after the first assessment, the school remained unchanged. This institutional inertia was considered in the context of the pretrial negotiations, judicial caution, and the balance of forces that mobilize or impede change in correctional institutions.

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<128::AID-JCOP2290100205>3.0.CO;2-K

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

摘要:

AbstractThe feasibility of studying the effects of behavioral training for probation workers upon both the workers and their probationers was examined by randomly assigning ten probation officers and volunteers to a training group and a control group. Pre‐and post‐tests were administered to assess the knowledge and competence of the probation workers, various kinds of problem behaviors that the workers and parents observed in the delinquent youth, and various kinds of problem behaviors that the youth observed in themselves. The training included both didactic and experiential elements. The behavioral training significantly improved the knowledge and the competetnce of the probation workers and significantly decreased the number of problem behaviors observed by both the workers and the parents. No evidence was found that the workers' behavioral training affected the number of problem behaviors that the youth observed in themselves. The difficulties of conducting such a study are discussed along with recommendations for addressing these difficulties in future resea

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<133::AID-JCOP2290100206>3.0.CO;2-V

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

摘要:

AbstractThis paper describes experiences with suicidality among college students. Of 140 students in two samples who responded to questionnaires, all but 13 reported contact with peers who expressed suicidal intentions or attempted suicide, and/or expressed suicidal feelings or attempted suicide themselves. These verbalizations of suicidal feelings and attempts are described, and a model of the effectiveness of prevention of suicide by means of appropriate peer reactions is presented. This model is based upon results of multivariate log‐linear analysis of qualitative data by the method of maximum likelihood. The model, replicated in the second sample, suggests that an open response of discussing suicidal feelings is generally perceived as helpful, bu is less likely to be effective when the suicidal ideation follows the loss of a significant person. Implications for prevention are discusse

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<142::AID-JCOP2290100207>3.0.CO;2-U

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

摘要:

AbstractA national survey of CMHC directors and program evaluators yielded responses by both directors and evaluators from 323 CMHCs (60% response rate). The majority of centers reported only one full‐time equivalent evaluator or less. Evaluators generally had little or no specific formal education in program evaluation and the majority had a master's degree or less as their highest degree. However, consultants were widely used and evaluators expressed much interest in hearing about conferences, continuing education opportunities, and publications dealing with program evaluatio

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<151::AID-JCOP2290100208>3.0.CO;2-T

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

摘要:

AbstractThrough the joint efforts of the area community mental health center and an emergency relief organization, psychological reactions of flood victims were measured. A random sample of 124 adults and 54 children were interviewed, using scales reflecting measures of depression and stress. Results showed that adults perceived themselves to be significantly more depressed and stressed in areas such as adaptation and physical complaints. Children's results were mixed, depending on age, although problems existed with regressive and aggressive behaviors, fears, and in miscellaneous areas such as sleep difficulty. Recommendations are made for further community mental health involvement, as well as emphasizing the need for further empirical work in the assessment of postdisaster emotional sequelae.

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<157::AID-JCOP2290100209>3.0.CO;2-8

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

摘要:

AbstractThe discrepancies between APA guidelines for internship accreditation and internship training practices as reported in brochures and The Association of Psychology Internship Centers are analyzed. Those discrepancies reflect a predominant training emphasis on traditional clinical psychology priorities and an overwhelming neglect of sociocultural diversity concerns as spelled out in the APA guidelines. On the basis of these discrepancies, and the developing history of psychology's professional training practices, it is argued that training conceptions and practices which teach and model individual and cultural diversity at each step of our graduate educational process are needed. Increasing the socio‐cultural diversity in student groups, role models, teaching perspectives, professional activities, and client populations is necessary just to comply with existing accreditation guidelines. Taking those minimally necessary steps will require taking major steps toward generating needed and long overdue conceptions about training. Those new training conceptions in turn are essential to accomplish the objectives stated in APA's accreditation guideline

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<168::AID-JCOP2290100210>3.0.CO;2-U

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY

ISSN:0090-4392    

DOI:10.1002/1520-6629(198204)10:2<176::AID-JCOP2290100211>3.0.CO;2-W

出版商:John Wiley&Sons, Inc.    

年代:1982

数据来源: WILEY