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Journal articles on the topic '5201 Applied and developmental psychology'

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Published: 10 January 2023
Last updated: 28 January 2023

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1

Pellegrini, Anthony D. "Applied developmental psychology." Journal of Applied Developmental Psychology 16, no. 2 (April 1995): 309–17. http://dx.doi.org/10.1016/0193-3973(95)90039-x.

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2

Aldridge, Jerry. "Constructivism, Contextualism, and Applied Developmental Psychology." Perceptual and Motor Skills 76, no. 3_suppl (June 1993): 1242. http://dx.doi.org/10.2466/pms.1993.76.3c.1242.

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Constructivism and contextualism name two models for research in applied developmental psychology. Recommendations are made for including both the constructivist and contextualist perspectives in research.
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3

Ginsburg, Herbert P. "What Is Applied Developmental Psychology, Anyway?" Contemporary Psychology: A Journal of Reviews 31, no. 4 (April 1986): 288–89. http://dx.doi.org/10.1037/024725.

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4

Graham, Theresa. "Erratum to “Applied Developmental Psychology in Japan: From Unique to Universal” [Journal of Applied Developmental Psychology 27 (2006) 598–601]." Journal of Applied Developmental Psychology 28, no. 3 (May 2007): 283. http://dx.doi.org/10.1016/j.appdev.2007.01.001.

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5

Avolio, Bruce J., and Sean T. Hannah. "Leader Developmental Readiness." Industrial and Organizational Psychology 2, no. 3 (September 2009): 284–87. http://dx.doi.org/10.1111/j.1754-9434.2009.01150.x.

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6

Nickerson, Raymond S. "Applied Experimental Psychology." Applied Psychology 47, no. 2 (April 1998): 155–73. http://dx.doi.org/10.1111/j.1464-0597.1998.tb00019.x.

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7

SHEN, YU-CUN, MING-YUAN ZHANG, YUE-QIN HUANG, YAN-LING HE, ZHAO-RUI LIU, HUI CHENG, ADLEY TSANG, SING LEE, and RONALD C. KESSLER. "Twelve-month prevalence, severity, and unmet need for treatment of mental disorders in metropolitan China." Psychological Medicine 36, no. 2 (December 7, 2005): 257–67. http://dx.doi.org/10.1017/s0033291705006367.

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Background. Psychiatric epidemiological surveys in China have repeatedly found much lower prevalence estimates than in most other parts of the world.Method. Face-to-face household interviews of 5201 subjects (2633 in Beijing and 2568 in Shanghai respectively) were conducted from November 2001 to February 2002 using a multistage household probability sampling method. A Chinese version of the World Health Organization Composite International Diagnostic Interview (CIDI) was used for assessment.Results. Twelve-month prevalence of any DSM-IV mental disorder in metropolitan China is estimated to be 7·0%, with major depressive disorder (2·0%), specific phobia (1·9%), and intermittent explosive disorder (1·7%) the most common disorders. Of these, 13·9% are classified as serious, 32·6% moderate, and 53·5% mild. Only 3·4% of respondents with any disorder sought treatment within the previous 12 months.Conclusions. Although the general pattern of disorders, risk factors, and unmet need for treatment are similar to those in other countries, a low prevalence of mental disorders is found in metropolitan China. Resolving methodological problems that cause downward bias in estimates, such as stigma-related under-reporting and diagnostic incongruity with a somatopsychic mode of symptom presentation may lead to more accurate and probably higher prevalence estimates in future epidemiological studies. As a low prevalence still translates into an enormous number of people in China, measures are urgently needed to address the huge unmet need for treatment of mental disorders.
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8

McGillicuddy-De Lisi, Ann, and Merry Bullock. "Ethnic prejudice: A challenge to applied developmental–social psychology." Journal of Applied Developmental Psychology 26, no. 6 (November 2005): 613–15. http://dx.doi.org/10.1016/j.appdev.2005.08.001.

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9

Graham, Theresa. "Applied developmental psychology in Japan: From unique to universal." Journal of Applied Developmental Psychology 27, no. 6 (November 2006): 598–601. http://dx.doi.org/10.1016/j.appdev.2006.08.007.

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10

Fisher, Celia B., Jean-Marie B. Rau, and Elizabeth Colapietro. "The Fordham University doctoral specialization in applied developmental psychology." Journal of Applied Developmental Psychology 14, no. 3 (July 1993): 289–302. http://dx.doi.org/10.1016/0193-3973(93)90011-j.

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11

Lee, S., W. J. Guo, A. Tsang, Y. L. He, Y. Q. Huang, M. Y. Zhang, Z. R. Liu, Y. C. Shen, and R. C. Kessler. "The prevalence of family childhood adversities and their association with first onset of DSM-IV disorders in metropolitan China." Psychological Medicine 41, no. 1 (April 6, 2010): 85–96. http://dx.doi.org/10.1017/s0033291710000450.

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BackgroundThe prevalence of family childhood adversities (FCAs) and their joint effects on the first onset of subsequent mental disorders throughout the life course are rarely examined, especially in Asian communities.MethodFace-to-face household interviews of 5201 people aged 18–70 years in Beijing and Shanghai were conducted by a multi-stage household probability sampling method. The first onsets of four broad groups of mental disorders and six categories of FCAs were assessed using The World Mental Health Composite International Diagnostic Interview (WMH-CIDI). Joint effects of FCAs were analyzed by the best fitting of several competitive multivariate models.ResultsFCAs were highly prevalent and inter-correlated. Half of them were in a family-dysfunction cluster. The best-fitting model included each of six types of FCA (with family-dysfunction FCAs being the strongest predictors), number of family-dysfunction FCAs, and number of other FCAs. Family-dysfunction FCAs had a significant subadditive association with subsequent disorders. Little specificity was found for the effects of particular FCAs with particular disorders. Predictive effects of FCAs reached the highest in ages 13–24 compared to ages 4–12 and ⩾25. Estimates of population-attributable risk proportions indicated that all FCAs together explained 38.5% of all first-onset disorders.ConclusionsChinese children were exposed to a broad spectrum of inter-related FCAs, as found in Western countries. FCAs related to family dysfunction were especially associated with subsequent mental disorders. Biological and/or environmental factors that mediate these long-term effects should be studied in prospective research on broad groups of FCAs.
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12

Heaven, Patrick C. L. "Adolescents' Health: A Developmental Perspective." Journal of Health Psychology 4, no. 2 (March 1999): 279–80. http://dx.doi.org/10.1177/135910539900400205.

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13

Coleman, Eva, and Jackie Clements. "Group process: a developmental view." British Journal of Guidance and Counselling 17, no. 2 (May 1, 1989): 138–54. http://dx.doi.org/10.1080/03069888900760161.

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14

Coleman, Eva Zajicek, and Jackie Clements. "Group process: A developmental view." British Journal of Guidance & Counselling 17, no. 2 (May 1989): 138–54. http://dx.doi.org/10.1080/03069888908258049.

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15

Nicholson, Jody S., Pascal R. Deboeck, and Waylon Howard. "Attrition in developmental psychology." International Journal of Behavioral Development 41, no. 1 (July 10, 2016): 143–53. http://dx.doi.org/10.1177/0165025415618275.

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Inherent in applied developmental sciences is the threat to validity and generalizability due to missing data as a result of participant drop-out. The current paper provides an overview of how attrition should be reported, which tests can examine the potential of bias due to attrition (e.g., t-tests, logistic regression, Little's MCAR test, sensitivity analysis), and how it is best corrected through modern missing data analyses. To amend this discussion of best practices in managing and reporting attrition, an assessment of how developmental sciences currently handle attrition was conducted. Longitudinal studies ( n = 541) published from 2009–2012 in major developmental journals were reviewed for attrition reporting practices and how authors handled missing data based on recommendations in the Publication Manual of the American Psychological Association (APA, 2010). Results suggest attrition reporting is not following APA recommendations, quality of reporting did not improve since the APA publication, and a low proportion of authors provided sufficient information to convey that data properly met the MAR assumption. An example based on simulated data demonstrates bias that may result from various missing data mechanisms in longitudinal data, the utility of auxiliary variables for the MAR assumption, and the need for viewing missingness along a continuum from MAR to MNAR.
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16

Boehnke, Klaus, and Daniel Bar-Tal. "Political Psychology as Applied Psychology: An Introduction." Applied Psychology 47, no. 1 (January 1998): 3–4. http://dx.doi.org/10.1111/j.1464-0597.1998.tb00009.x.

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17

Weiss, Susan Pick, and Rolando Diaz-Loving. "Applied psychology in Mexico." Applied Psychology 35, no. 4 (October 1986): 577–98. http://dx.doi.org/10.1111/j.1464-0597.1986.tb00961.x.

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18

Liancang, XU. "Applied Psychology in China." Applied Psychology 39, no. 3 (July 1990): 255–64. http://dx.doi.org/10.1111/j.1464-0597.1990.tb01052.x.

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19

Wolff, Charles. "Developments in Applied Psychology." Applied Psychology 42, no. 1 (January 1993): 46–49. http://dx.doi.org/10.1111/j.1464-0597.1993.tb00719.x.

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20

Lewis, Catherine C. "Applied Developmental Psychology: Theory, Practice, and Research from Japan (review)." Journal of Japanese Studies 32, no. 2 (2006): 475–78. http://dx.doi.org/10.1353/jjs.2006.0052.

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21

McGillicuddy-De Lisi, Ann, and Merry Bullock. "Children's learning from television: Applied developmental psychology at its best." Journal of Applied Developmental Psychology 24, no. 3 (August 2003): 273–74. http://dx.doi.org/10.1016/s0193-3973(03)00059-5.

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22

Hay, Robert. "SENSE OF PLACE IN DEVELOPMENTAL CONTEXT." Journal of Environmental Psychology 18, no. 1 (March 1998): 5–29. http://dx.doi.org/10.1006/jevp.1997.0060.

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23

McCauley, Cynthia D., Marian N. Ruderman, Patricia J. Ohlott, and Jane E. Morrow. "Assessing the developmental components of managerial jobs." Journal of Applied Psychology 79, no. 4 (1994): 544–60. http://dx.doi.org/10.1037/0021-9010.79.4.544.

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24

Galassi, John P., and Patrick Akos. "Developmental Advocacy: Twenty-First Century School Counseling." Journal of Counseling & Development 82, no. 2 (April 2004): 146–57. http://dx.doi.org/10.1002/j.1556-6678.2004.tb00296.x.

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25

Louw, Johann. "The History of Psychology, Applied Psychology, and Professionalisation." Applied Psychology 42, no. 1 (January 1993): 54–57. http://dx.doi.org/10.1111/j.1464-0597.1993.tb00722.x.

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26

Maung, Hane Htut. "Psychopathic personalities and developmental systems." Philosophical Psychology 34, no. 4 (May 5, 2021): 502–28. http://dx.doi.org/10.1080/09515089.2021.1916453.

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27

Misumi, Jyuji. "Introduction: Applied Psychology in Japan." Applied Psychology 38, no. 4 (October 1989): 309–20. http://dx.doi.org/10.1111/j.1464-0597.1989.tb01210.x.

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28

Drenth, Pieter J. D. "Psychology: Is It Applied Enough?" Applied Psychology 57, no. 3 (July 2008): 524–40. http://dx.doi.org/10.1111/j.1464-0597.2008.00337.x.

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29

Soberlak, Peter, and Jean Cote. "The Developmental Activities of Elite Ice Hockey Players." Journal of Applied Sport Psychology 15, no. 1 (January 2003): 41–49. http://dx.doi.org/10.1080/10413200305401.

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30

Gormally, James. "Scientific, Developmental, and Spiritual Perspectives on Counselor Training." Counseling Psychologist 18, no. 3 (July 1990): 441–45. http://dx.doi.org/10.1177/0011000090183005.

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31

Broadbridge, Adelina. "Academic advising—traditional or developmental approaches?: student perspectives." British Journal of Guidance and Counselling 24, no. 1 (February 1, 1996): 97–111. http://dx.doi.org/10.1080/03069889600760091.

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32

Broadbridge, Adelina. "Academic advising—traditional or developmental approaches?: Student perspectives." British Journal of Guidance & Counselling 24, no. 1 (February 1996): 97–111. http://dx.doi.org/10.1080/03069889608253711.

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33

Rulence-Pâques, P., E. Fruchart, V. Dru, and E. Mullet. "Decision-making in soccer game: a developmental perspective." European Review of Applied Psychology 55, no. 2 (June 2005): 131–36. http://dx.doi.org/10.1016/j.erap.2004.05.003.

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34

Holt, Katherine, and Kyoko Seki. "Global Leadership: A Developmental Shift for Everyone." Industrial and Organizational Psychology 5, no. 2 (June 2012): 196–215. http://dx.doi.org/10.1111/j.1754-9434.2012.01431.x.

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Global leaders operate in a context of multicultural, paradoxical complexity in the world—a context that most leaders find themselves facing today. We argue that 4 developmental shifts are required to be effective in this context: developing multicultural effectiveness, becoming adept at managing paradoxes, cultivating the “being” dimension of human experience, and appreciating individual uniqueness in the context of cultural differences. Challenges for industrial–organizational (I–O) psychology are identified in each area. The article concludes by inviting I–O psychologists to integrate competing frameworks, explore related disciplines, revamp leadership competency models, create new tools and frameworks for developing global leaders, and step up to become global leaders ourselves.
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35

Wheelan, Susan A., and Robert L. Mckeage. "Developmental Patterns in Small and Large Groups." Small Group Research 24, no. 1 (February 1993): 60–83. http://dx.doi.org/10.1177/1046496493241005.

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36

Neidert, Pamela L., Claudia L. Dozier, Brian A. Iwata, and Megan Hafen. "Behavior analysis in intellectual and developmental disabilities." Psychological Services 7, no. 2 (2010): 103–13. http://dx.doi.org/10.1037/a0018791.

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37

Aldridge, Jerry, Jennifer Kilgo, and Grace Jepkemboi. "Beyond Psychoanalysis: The Contributions of Anna Freud to Applied Developmental Psychology." SOP Transactions on Psychology 2014, no. 2 (July 31, 2014): 18–28. http://dx.doi.org/10.15764/stp.2014.02003.

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38

Gardiner, Harry W. "Book Review: Applied Developmental Psychology: Theory, Practice, and Research From Japan." Journal of Cross-Cultural Psychology 37, no. 1 (January 2006): 120–21. http://dx.doi.org/10.1177/0022022105282350.

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39

Fisher, Celia B., and Warren W. Tryon. "Ethical issues in the research and practice of applied developmental psychology." Journal of Applied Developmental Psychology 9, no. 1 (January 1988): 27–39. http://dx.doi.org/10.1016/0193-3973(88)90003-2.

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40

Wiley, Tisha R. A., Sarah D. Lynne-Landsman, and Valerie Maholmes. "Advancing the Next Generation of Applied Developmental Science." Applied Developmental Science 17, no. 1 (January 1, 2013): 1–3. http://dx.doi.org/10.1080/10888691.2013.750189.

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41

Nembhard, D. A., K. K. Yip, and C. A. Stifter. "Association Rule Mining in Developmental Psychology." International Journal of Applied Industrial Engineering 1, no. 1 (January 2012): 23–37. http://dx.doi.org/10.4018/ijaie.2012010103.

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Developmental psychology is the scientific study of progressive psychological changes that occur in human beings as they age. Some of the current methodologies used in this field to study developmental processes include Yule’s Q, state space grids, time series analysis, and lag analysis. The data collected in this field are often time-series-type data. Applying association rule mining in developmental psychology is a new concept that may have a number of potential benefits. In this paper, two sets of infant-mother interaction data sets are examined using association rule mining. Previous analyses of these data used conventional statistical techniques. However, they failed to capture the dynamic interactions between the infant-mother pair as well as other issues relating to the temporal characteristic of the data. Three approaches are proposed in this paper as candidate means of addressing some of the questions that remain from previous studies. The approaches used can be applied to association rule mining to extend its application to data sets in related fields.
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42

Nicolosi, Joseph. "A Developmental Model for Effective Treatment of Male Homosexuality." American Journal of Pastoral Counseling 3, no. 3-4 (January 24, 2001): 87–99. http://dx.doi.org/10.1300/j062v03n03_07.

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43

Stoltenberg, Cal D. "A Social Cognitive -and Developmental-Model of Counselor Training." Counseling Psychologist 26, no. 2 (March 1998): 317–23. http://dx.doi.org/10.1177/0011000098262007.

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44

Sherry, Alissa, William J. Lyddon, and Robin K. Henson. "Adult Attachment and Developmental Personality Styles: An Empirical Study." Journal of Counseling & Development 85, no. 3 (July 2007): 337–48. http://dx.doi.org/10.1002/j.1556-6678.2007.tb00482.x.

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45

Duffey, Thelma, Shane Haberstroh, Emily Ciepcielinski, and Clarissa Gonzales. "Relational-Cultural Theory and Supervision: Evaluating Developmental Relational Counseling." Journal of Counseling & Development 94, no. 4 (September 4, 2016): 405–14. http://dx.doi.org/10.1002/jcad.12099.

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46

CRITTENDEN, PATRICIA M., and SUSAN E. CRAIG. "Developmental Trends in the Nature of Child Homicide." Journal of Interpersonal Violence 5, no. 2 (June 1990): 202–16. http://dx.doi.org/10.1177/088626090005002005.

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47

Giuliani, M. Vittoria, and Roberta Feldman. "Place attachment in a developmental and cultural context." Journal of Environmental Psychology 13, no. 3 (September 1993): 267–74. http://dx.doi.org/10.1016/s0272-4944(05)80179-3.

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48

Fagen, Jeffrey, Phyllis Ohr, and Kimberly Boller. "Carolyn Rovee-Collier's legacy to applied psychology, intervention, and public policy." Developmental Psychobiology 58, no. 7 (October 18, 2016): 918–22. http://dx.doi.org/10.1002/dev.21415.

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49

Nabuzoka, Dabie. "Book Review: Handbook of Applied Developmental Science in Sub-Saharan Africa." Journal of Psychology in Africa 29, no. 4 (July 4, 2019): 335–37. http://dx.doi.org/10.1080/14330237.2019.1647955.

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50

Glenwick, David S., and Nancy A. Busch-Rossnagel. "Co-Teaching a Joint Graduate Practicum in Community and Applied Developmental Psychology." Teaching of Psychology 20, no. 3 (October 1993): 141–43. http://dx.doi.org/10.1207/s15328023top2003_2.

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A graduate practicum combining community psychology and applied developmental psychology perspectives is described. Through classroom and practicum components, we attempted to provide clinical/ community and developmental psychology students with an appreciation of the importance of incorporating and integrating community constructs (e.g., primary prevention and competence building) and developmental constructs (e.g., life-span orientation and developmental processes), as well as constructs common to both (e.g., systems-based analyses), in designing applied interventions. Evaluation data indicated the course was generally successful in increasing the value of conceptual frameworks, knowledge bases, and professional skills of community and applied developmental psychology for both clinical/community and developmental psychology students. Implications for graduate training and the promotion of integrationism in psychology are considered.
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