Intervention
E-Book, Englisch, 364 Seiten, Web PDF
ISBN: 978-1-4832-6092-1
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark
Autoren/Hrsg.
Weitere Infos & Material
1;Front Cover;1
2;Life-Span Developmental Psychology: Intervention;4
3;Copyright Page;5
4;Table of Contents;6
5;List of Contributors;12
6;Preface;16
7;Acknowledgments;18
8;PART I: THEORETICAL AND POLITICAL ISSUES;20
8.1;Chapter 1. Relationships between Life-Span Developmental Theory, Research, and Intervention: A Revision of Some Stereotypes;22
8.1.1;I. Introduction;22
8.1.2;II. The Contribution of Developmental Psychological Research and Theory to Decisions about Developmental Goals;23
8.1.3;III. Interfaces between Theory and Technology;31
8.1.4;IV. Intervention Practice as a Touchstone of Developmental Psychological Theory?;35
8.1.5;References;44
8.2;Chapter 2. Models, Methods, and Ethics of Intervention;48
8.2.1;I. Boundaries: Relation to "Pure" Science;48
8.2.2;II. The Nature of Intervention;53
8.2.3;III. Concluding Comments;63
8.2.4;References;64
8.3;Chapter 3. Intervention in Life-Span Development and Aging: Issues and Concepts;68
8.3.1;I. Introduction;68
8.3.2;II. Intervention and Conceptions of Development;69
8.3.3;III. Basics of Intervention Action;77
8.3.4;IV. Human Gerontology and Intervention;81
8.3.5;V. Promise and Reality: Some Caveats;88
8.3.6;Summary;92
8.3.7;ACKNOWLEDGMENTS;93
8.3.8;References;93
8.4;Chapter 4. Life-Span Intervention as a Symptom of Conversion Hysteria;98
8.4.1;I. Introduction;98
8.4.2;II. Identifying Potential Targets for Intervention;100
8.4.3;III. Ethical Considerations in the Formulation and Acceptance of Intervention Goals;102
8.4.4;IV. Developmental Theory as a Vehicle for Generating Intervention Strategies;104
8.4.5;V. Conclusion;108
8.4.6;References;110
8.5;Chapter 5. The Politics of Public Intervention;112
8.5.1;I. The Difficulties of Public Intervention;113
8.5.2;II. Life-Span Intervention: When Is It Acceptable?;114
8.5.3;III. The Politics of Public Intervention: Some Guidelines;118
8.5.4;IV. Conclusion;119
9;PART II: ENVIRONMENTAL AND BIOPHYSICAL INTERVENTION;120
9.1;Chapter 6. The Impact of the Planned Environment on the Elderly;122
9.1.1;I. Analyzing Planned Impact at the Societal Level;123
9.1.2;II. The Effects of the Planned Environment on Individuals;132
9.1.3;References;141
9.2;Chapter 7. Multiple Impacts and Determinants in Human Service Delivery Systems;144
9.2.1;I. Mobility and Human Service Delivery;145
9.2.2;II. Mobility and the Aged;146
9.2.3;III. Travel Behavior and Transportation Needs of the Elderly;149
9.2.4;IV. Review of Transportation Programs Designed for the Elderly;149
9.2.5;V. Goals and Design of the Transportation Remuneration Incentive Program;152
9.2.6;VI. Evaluation of the Transportation Remuneration Incentive Program;154
9.2.7;VII. Results of the Transportation Remuneration Incentive Program;156
9.2.8;References;166
9.3;Chapter 8. Effects of Nutritional Supplementation and Early Education on Physical and Cognitive Development;168
9.3.1;I. Introduction;168
9.3.2;II. Design of the Bogota Project;173
9.3.3;III. Summary of Current Results of the Bogota Project;181
9.3.4;IV. Summary and Discussion;192
9.3.5;References;197
9.4;Chapter 9. Is Genetic Counseling Intervention?;204
9.4.1;I. What Is Genetic Counseling?;204
9.4.2;II. The Setting for Genetic Counseling;205
9.4.3;III. Who Does Genetic Counseling?;206
9.4.4;IV. How Do Patients Get to a Genetic Counseling Unit?;208
9.4.5;V. Problems in the Application of Genetic Counseling;208
9.4.6;VI. How Does One Assess the Effect of Genetic Counseling?;209
9.4.7;VII. Recent Genetic Adventures and Misadventures;211
9.4.8;VIII. West Virginia's Genetic Program: Birth Defects;212
9.4.9;IX. Prenatal Diagnosis;214
9.4.10;X. Conclusion;215
9.4.11;References;215
9.5;Chapter 10. Intervention in the Psychophysiology of Aging: Pitfalls, Progress, and Potential;216
9.5.1;I. Introduction;216
9.5.2;II. Pitfalls of Intervention Research;217
9.5.3;III. Progress of Intervention Research;226
9.5.4;IV. Prospects for the Future: Event Related Potentials;238
9.5.5;References;245
10;PART III: EDUCATIONAL AND DEVELOPMENTAL INTERVENTION;252
10.1;Chapter 11. Intervention and Its Effects on Early Development: What Model of Development Is Appropriate?;254
10.1.1;I. A Brief Historical Overview;254
10.1.2;II. Educational Intervention in the 1960s and 1970s;257
10.1.3;III. Some Suggestions for Future Inquiries;263
10.1.4;References;266
10.2;Chapter 12. The Preschool Child or the Family?: Changing Models of Developmental Intervention;268
10.2.1;I. Head Start: A Retrospective View;269
10.2.2;II. Alternate Models of Intervention;274
10.2.3;III. Dimensions of Intervention Strategies;276
10.2.4;IV. Impact of Models on Intervention Policy Decisions;279
10.2.5;V. The Child and Family Resource Program: Model and Objectives;283
10.2.6;VI. Evaluation of the Demonstration;287
10.2.7;VII. Concluding Comments;290
10.2.8;References;291
10.3;Chapter 13. Intervention for Delinquency: Art or Science?;294
10.3.1;I. Introduction;294
10.3.2;II. Classification of Juvenile Delinquents;296
10.3.3;III. Treatment for Delinquency;300
10.3.4;IV. Conclusion;318
10.3.5;References;319
10.4;Chapter 14. Training and Education of the Elderly;326
10.4.1;I. Introduction;326
10.4.2;II. Philosophical Presuppositions;327
10.4.3;III. Cognitive Training of the Older Adult;330
10.4.4;IV. Age-Comparison Research;338
10.4.5;V. Implications for Education;344
10.4.6;References;347
11;Author Index;350
12;Subject Index;362
