This volume is the result of a three-year study that investigated the factors associated with the implementation of program changes in a nonprofit community welfare agency. It addresses factors such as administration behavior and perception, its effect on board members, mobility orientation, job satisfaction, and the prediction of program change and will be of interest to management in both the private and non-profit sector as well as students of organizational sociology and psychology.
The authors surveyed over 9,000 seventh grade students in the Houston Independent School District up to three times during their junior high school years and once as young adults between 1971 and 1980. Drawing on the extensive data gathered from this longitudinal survey, Kaplan and Johnson develop and test a comprehensive theoretical statement about the social and social psychological processes involved in the onset and course of deviant behavior.
This book is about human behavior and, more particularly, about a class of human behaviors-those behaviors by people that have themselves as the object of their behaviors. These self-referent behaviors are social in nature in the sense that in large measure, they are the outcomes of pervasive social processes and are themselves major influences on social outcomes. As such, self-referent behaviors have the potential to be sig nificant organizing constructs in the study of the broader field of social psychology. In any case, they are regarded here as of intrinsic interest and are the focus of this volume. Four broad categories of self-referent behaviors are considered with regard to their social bases and conse quences as these are revealed in the social psychological and sociological literature. With appropriate discriminations made within each group ing, the four categories are: self-conceiving, self-evaluating, self-feeling, and self-protective-self-enhancing responses. Following a consideration of the social antecedents and consequences of each category of self referent behaviors, I present a final summary statement that outlines a theoretical model of the additive and interactive social influences on and consequences of the mutually influential self-referent behaviors. The outline of the theoretical model reflects my synthesis of the apparently relevant theoretical and empirical literature and is intended to function as a framework for the orderly incorporation of new theoretical asser tions and more or less apparently relevant empirical associations.
To conduct this study on criminal and antisocial behavior, the authors devoted years to collecting data from a large community sample of first-generation subjects. Data were garnered throughout their early adolescence, twenties, and thirties as well as from these first-generation subjects’ biological children during their own early adolescence. The results of these studies have profound implications for future research and methodology on deviant behavior.
Based on the Diagnostic and Statistical Manual for Primary Care: Child and Adolescent Version (DSM-PC), this state-of-the-art reference expertly guides you through normal and abnormal development and behavior for all pediatric age groups. See how neurobiological, environmental, and human relationship factors all contribute to developmental and behavioral disorders and know how to best diagnose and treat each patient you see. Accurately identify developmental and behavioral problems using the Diagnostic and Statistical Manual for Primary Care criteria, and evidence-based guidelines. Gain a clear understanding of the "normal" boundaries and variations within specific disorders. Make informed therapeutic decisions with the integration of basic science and practical information and recommendations from the Society of Developmental and Behavioral Pediatrics and the American Academy of Pediatrics. Avoid legal and ethical implications by consulting the Law, Policy, and Ethics chapter.
Evidence-based thinking in clinical medicine has impacted greatly on the physician's approach to clinical care. Evidence-Based Dermatology introduces and encourages the concept of evidence-based patient care in dermatology. Incorporating a text that is much more than merely the summary of trial data, the authors worked to explore disease mechanisms and treatments in greater depth and detail in order to provide more insight for the reader. In addition to promoting the understanding of the evidence-based philosophy, the authors have focused on some of the fundamentals in dermatology that need to be approached differently. Issues such as the interpretation of clinical research, disease-oriented evidence versus patient-care evidence, and the use of placebo are examined.
Leading American psychologist and educator Howard Gardner has assembled his most important writings about education. Spanning over thirty years, this collection reveals the thinking, the concepts and the empirical research that have made Gardner one of the most respected and cited educational authorities of our time. Trained originally as a psychologist at Harvard University, Howard Gardner begins with personal sketches and tributes to his major teachers and mentors. He then presents the work for which he is best-known – the theory of multiple intelligences – including a summary of the original theory and accounts of how it has been updated over the years. Other seminal papers featured include: education in the arts the nature of understanding powerful ways in which to assess learning broad statements about the educational enterprise how education is likely to evolve in the globalised world of the twenty-first century.
Howard Gardner's brilliant conception of individual competence is changing the face of education today. In the ten years since the publication of his seminal Frames of Mind , thousands of educators, parents, and researchers have explored the practical implications of Multiple Intelligences (MI) theory—the powerful notion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in understanding oneself. Multiple Intelligences: The Theory in Practice brings together previously published and original work by Gardner and his colleagues at Project Zero to provide a coherent picture of what we have learned about the educational applications of MI theory from projects in schools and formal research over the last decade.
What the Hands Reveal About the Brain provides dramatic evidence that language is not limited to hearing and speech, that there are primary linguistic systems passed down from one generation of deaf people to the next, which have been forged into antonomous languages and are not derived front spoken languages.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.