Applied ecological psychology for schools within communities-assessment and intervention

Jody L. Swartz, William E. Martin

Research output: Chapter in Book/Report/Conference proceedingChapter

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.

Original languageEnglish (US)
Title of host publicationApplied Ecological Psychology for Schools Within Communities
Subtitle of host publicationAssessment and Intervention
PublisherTaylor and Francis
Pages1-220
Number of pages220
ISBN (Electronic)9781134795628
ISBN (Print)0805819908, 9781138963696
DOIs
StatePublished - Jan 1 2013

Fingerprint

Applied Psychology
psychology
school
community
Psychology
Ecosystem
family counseling
classroom
Aptitude
school system
work environment
parents
Counseling
educator
Parents
Maintenance
examination
planning
human being
present

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

Cite this

Swartz, J. L., & Martin, W. E. (2013). Applied ecological psychology for schools within communities-assessment and intervention. In Applied Ecological Psychology for Schools Within Communities: Assessment and Intervention (pp. 1-220). Taylor and Francis. https://doi.org/10.4324/9780203774205

Applied ecological psychology for schools within communities-assessment and intervention. / Swartz, Jody L.; Martin, William E.

Applied Ecological Psychology for Schools Within Communities: Assessment and Intervention. Taylor and Francis, 2013. p. 1-220.

Research output: Chapter in Book/Report/Conference proceedingChapter

Swartz, JL & Martin, WE 2013, Applied ecological psychology for schools within communities-assessment and intervention. in Applied Ecological Psychology for Schools Within Communities: Assessment and Intervention. Taylor and Francis, pp. 1-220. https://doi.org/10.4324/9780203774205
Swartz JL, Martin WE. Applied ecological psychology for schools within communities-assessment and intervention. In Applied Ecological Psychology for Schools Within Communities: Assessment and Intervention. Taylor and Francis. 2013. p. 1-220 https://doi.org/10.4324/9780203774205
Swartz, Jody L. ; Martin, William E. / Applied ecological psychology for schools within communities-assessment and intervention. Applied Ecological Psychology for Schools Within Communities: Assessment and Intervention. Taylor and Francis, 2013. pp. 1-220
@inbook{a1807441a8b04732b9997e8c590659c7,
title = "Applied ecological psychology for schools within communities-assessment and intervention",
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.",
author = "Swartz, {Jody L.} and Martin, {William E.}",
year = "2013",
month = "1",
day = "1",
doi = "10.4324/9780203774205",
language = "English (US)",
isbn = "0805819908",
pages = "1--220",
booktitle = "Applied Ecological Psychology for Schools Within Communities",
publisher = "Taylor and Francis",

}

TY - CHAP

T1 - Applied ecological psychology for schools within communities-assessment and intervention

AU - Swartz, Jody L.

AU - Martin, William E.

PY - 2013/1/1

Y1 - 2013/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85071044678&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85071044678&partnerID=8YFLogxK

U2 - 10.4324/9780203774205

DO - 10.4324/9780203774205

M3 - Chapter

AN - SCOPUS:85071044678

SN - 0805819908

SN - 9781138963696

SP - 1

EP - 220

BT - Applied Ecological Psychology for Schools Within Communities

PB - Taylor and Francis

ER -