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Статті в журналах з теми "Applied and developmental psychology"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 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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Анотація:

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

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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5

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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6

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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7

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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8

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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9

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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10

Gerstein, Lawrence H. "Counseling Psychology's Commitment to Strengths: Rhetoric or Reality?" Counseling Psychologist 34, no. 2 (March 2006): 276–92. http://dx.doi.org/10.1177/0011000005283518.

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A positive psychology framework is consistent with counseling psychology's historic claim of focusing on strengths and optimal human functioning. The major articles in this issue of The Counseling Psychologist introduced many innovative, provocative, pragmatic, and useful ideas, strategies, and models related to this framework. For the most part, these articles failed, however, to integrate cultural factors, developmental concepts and interventions, and other strategies (e.g., social justice, psycho-education, prevention, program development, consultation) in their discussion of paradigms grounded in positive psychology. The current author discusses this omission and critiques the positive psychology framework described in these articles. The author presents a few steps to overcome the obstacles hindering the genuine implementation of a strength-based, developmental paradigm of counseling as well.

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11

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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Анотація:

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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12

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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13

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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14

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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15

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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16

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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17

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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18

Saha, Asoke Kumar. "Applied Psychology in Bangladesh: Progress and Prospect." Mind and Society 11, no. 02 (June 30, 2022): 109–14. http://dx.doi.org/10.56011/mind-mri-112-202212.

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Анотація:

Psychology classes were first taught at Rajshahi University in 1956. In 1965, the University of Dhaka established the Department of Psychology. The Department of Psychology at Jagannath University offered an MSc programme in Psychology within the Faculty of Science in 1986. Chittagong University’s Department of Psychology was founded in 2005 as part of the Biological Sciences Faculty. During the 1993–94 academic years, the University of Dhaka began a postgraduate professional training program in conjunction with the University of London as part of the link initiative. In 1995, the MS in Clinical Psychology program began. Since 1997, Dhaka University has had a separate Department of Clinical Psychology within the Faculty of Biological Sciences, which offers clinical psychology masters and training program as well as produces professional clinical psychologists. In 2012, the Department of Psychology at Jagannath University introduced one-year master’s degrees in psychology in three areas: clinical and counseling psychology; industrial and organizational psychology; and educational and developmental psychology. In 2015, Rajshahi University created a new Clinical Psychology Department inside the Faculty of Life and Earth Science. The Department of Clinical Psychology provides a fouryear BSc Honors degree in Clinical Psychology and a one-year Master’s program in Clinical Psychology. The availability of applied psychologist placement chances in Bangladesh is still limited, indicating that there is a great need for and numerous opportunities to work as a professional psychologist in various fields in Bangladesh.

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19

Meara, Naomi M. "1989 Division 17 Presidential Address." Counseling Psychologist 18, no. 1 (January 1990): 144–67. http://dx.doi.org/10.1177/0011000090181012.

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Events in the history of psychology in the United States are recounted with a focus on the domains of science, practice, and politics. After Jacklin, "Feminist Research and Psychology' (1987), three models of psychological science, (a) individual, (b) normal/abnormal, and (c) individual differences, are used to explicate the relative independence and divergent developmental courses of the three domains. Specifically, it is argued that adherence to a single paradigm within each domain has limited the integration of science, practice, and politics and has weakened psychology. It is suggested that the scientist-professional values of counseling psychologists can strengthen psychology s diversity and promote a needed integration of the discipline, the profession, and psychology's endeavors in behalf of the common good.

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20

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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21

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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22

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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23

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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24

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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25

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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26

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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Анотація:

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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27

Levine, Murray. "Principles from history, community psychology and developmental psychology applied to community based programs for deinstitutionalized youth." Análise Psicológica 25, no. 1 (December 8, 2012): 63–75. http://dx.doi.org/10.14417/ap.430.

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This article analyses the issues of the deinstitutionalization of youth, and the development of community based services, using some historical data and some of the principles of community psychology. The basic premise is that there is no such thing as a social vacuum. All programs are implemented and function in an elaborate social context.

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28

Fisher, Celia B., and Gerald P. Koocher. "To be or not to be?: Accreditation, credentialing, and applied developmental psychology." Journal of Applied Developmental Psychology 11, no. 4 (October 1990): 381–94. http://dx.doi.org/10.1016/0193-3973(90)90016-d.

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29

Lockett, Charles T. "Changing Views of Culture and Behavior: An Interview with Robert Serpell." Teaching of Psychology 30, no. 1 (January 2003): 79–83. http://dx.doi.org/10.1207/s15328023top3001_13.

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Анотація:

Charles Lockett is an Assistant Professor in the School of Psychology at James Madison University, where he teaches developmental psychology as well as advanced topic courses in cultural psychology and the psychology of race and racism. A graduate of Howard University, Lockett credits Howard's Preparing Future Faculty Fellowship Program for his grasp of classroom dynamics. Lockett's research focus is examining cultural and personal identity factors that lead to achievement among minority populations. Robert Serpell, Professor of Psychology, University of Maryland, Baltimore County, is currently a visiting professor at the University of Malawi where he conducts applied developmental psychology research. He was the Director of the Doctoral Studies Program in Applied Developmental Psychology (1989 to 2001). Born and raised in England, with a BA (Oxford, 1965), and a PhD (Sussex, 1969), he is a citizen of Zambia and worked at the University of Zambia (1965 to 1989) as Head, Psychology Department, and Director, Institute for African Studies. His theoretical and applied research in Africa, Britain, and the United States has centered on the sociocultural context of children's cognitive development.

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30

Tjosvold, Dean. "Theory-Oriented Reviews for Applied Psychology." Applied Psychology 51, no. 3 (June 14, 2002): 387–93. http://dx.doi.org/10.1111/1464-0597.00962.

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31

Knowles, M. C. "21st International Congress of Applied Psychology." Applied Psychology 37, no. 1 (January 1988): 85–93. http://dx.doi.org/10.1111/j.1464-0597.1988.tb01127.x.

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32

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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33

Davies, Graham M. "25 years of Applied Cognitive Psychology." Applied Cognitive Psychology 25, S1 (January 2011): S1—S3. http://dx.doi.org/10.1002/acp.1772.

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34

Berry, Dianne C. "Donald Broadbent and applied cognitive psychology." Applied Cognitive Psychology 9, no. 7 (1995): S1—S4. http://dx.doi.org/10.1002/acp.2350090702.

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35

Ruba, Ashley L., Makeba Parramore Wilbourn, Devin M. Ulrich, and Lasana T. Harris. "Constructing emotion categorization: Insights from developmental psychology applied to a young adult sample." Emotion 18, no. 7 (October 2018): 1043–51. http://dx.doi.org/10.1037/emo0000364.

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36

Schwannauer, Matthias, Jo Williams, Ethel Quayle, Stella Chan, Angus MacBeth, Emily Taylor, Karen Goodall, et al. "Risk, resilience and reaching around the world: The Centre for Applied Developmental Psychology." DCP-S Review 1, no. 13 (2016): 17–20. http://dx.doi.org/10.53841/bpsdcps.2016.1.13.17.

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37

Vondracek, Fred W. "The Developmental Perspective in Vocational Psychology." Journal of Vocational Behavior 59, no. 2 (October 2001): 252–61. http://dx.doi.org/10.1006/jvbe.2001.1831.

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38

Frank, George. "Clinical Psychology in a New Context." Psychological Reports 60, no. 1 (February 1987): 3–8. http://dx.doi.org/10.2466/pr0.1987.60.1.3.

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Анотація:

Applied psychology began by melding 19th Century psychology (that is, the laboratory study of sensation and perception) and the needs of the community for assistance in the assessment of children. Thus, general psychology within a developmental context constituted the ground out of which clinical work was developed. Participation by psychologists in two world wars rendering service to military personnel pulled applied psychologists into work with adults but also into a psychiatric (as opposed to a developmental) frame of reference. The 1949 Boulder Conference on training in clinical psychology was held not only to actualize the proposal that there be a separate doctoral program for clinical training but, also, that that clinical training should be grounded in and on psychology. That intent has not been satisfactorily actualized. The reasons for such an outcome and ways of rectifying this situation are discussed. The recommendation is made to return to a psychological (as opposed to the current psychiatric) frame of reference, one which emphasizes focus on social and cognitive development.

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39

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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40

Kaczmarek, Peggy. "Counseling Psychology and Strength-Based Counseling." Counseling Psychologist 34, no. 1 (January 2006): 90–95. http://dx.doi.org/10.1177/0011000005282371.

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Анотація:

The author provides a reaction to the proposed strength-based counseling model for at-risk youth. The Major Contribution initiates a dialogue about how to define strengths and how to operationalize a strength-based model of counseling. Discussing how this model adapts to adolescents by capitalizing on this developmental stage’s uniqueness would strengthen the model. In addition, research needs to test the model’s efficacy.

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41

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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42

Watkins, C. Edward. "On Myopia, Rhetoric, and Reality in Counseling Psychology." Counseling Psychologist 15, no. 2 (April 1987): 332–36. http://dx.doi.org/10.1177/0011000087152011.

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Анотація:

This article considers two basic issues about counseling psychology: (1) that a specialty whose predominant focus is on developmental/educational and preventive interventions for relatively "normal" or mildly distressed individuals may become increasingly irrelevant and unmarketable in our current mental health system and (2) that aparadox seems to exist between the contemporary practice of counseling psychology and the literature that defines the specialty. The need to remedy this paradox and adopt an expanded model of counsel psychology is considered.

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43

Gorgievski, Marjan J., and Ute Stephan. "Applied Psychology: An International Review Special Issue." Applied Psychology 63, no. 1 (October 23, 2013): 219–21. http://dx.doi.org/10.1111/apps.12019.

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44

Yang, Liu-Qin, Chu-Hsiang Daisy Chang, and Vivien K. G. Lim. "Applied Psychology: An International Review Special Issue." Applied Psychology 63, no. 3 (June 4, 2014): 564–66. http://dx.doi.org/10.1111/apps.12027.

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45

Bowling, Nathan A., and Jason L. Huang. "Applied Psychology: An International Review Special Issue." Applied Psychology 65, no. 3 (June 8, 2016): 637–39. http://dx.doi.org/10.1111/apps.12074.

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46

Schönpflug, Wolfgang. "Applied Psychology: Newcomer with a Long Tradition." Applied Psychology 42, no. 1 (January 1993): 5–30. http://dx.doi.org/10.1111/j.1464-0597.1993.tb00715.x.

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47

Miller, Joan G., Jessica Engelbrecht, Zhenlan Wang, and Gen Tsudaka. "Toward greater cultural sensitivity in developmental psychology." Applied Developmental Science 25, no. 1 (July 11, 2020): 1–13. http://dx.doi.org/10.1080/10888691.2020.1789348.

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48

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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Анотація:

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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49

Tinajero, Carolina, and M. Fernanda Páramo. "The systems approach in developmental psychology: fundamental concepts and principles." Psicologia: Teoria e Pesquisa 28, no. 4 (December 2012): 457–65. http://dx.doi.org/10.1590/s0102-37722012000400011.

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Анотація:

Developmental Psychology seems to have come to an unifying theoretical framework which may make feasible to overcome the fragmentation so frequently referred to within the discipline. This is indicated by the widespread support being given to the systems approach, enriched by dialectic and contextual postulates. In this article, we briefly review the antecedents of this approach and explore its core concepts, indicating their roots and the precise way in which they are applied to developmental analyses today. We also examine the implications of the systems approach for developmental investigation, and its challenges.

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50

Grant, Anthony M. "Developing an agenda for teaching coaching psychology." International Coaching Psychology Review 6, no. 1 (March 2011): 84–99. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.84.

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Анотація:

The research and practice of coaching psychology has developed considerably over the past 10 years. However, if coaching psychology is to continue to grow and develop, an educational and teaching framework needs to be established. Very little attention has been paid in the published literature to the teaching of coaching psychology. The aim of this paper is to stimulate discussion about the teaching of coaching psychology and to start the process of developing a teaching agenda, including delineating some of the concepts, theories and skills that can be seen to lie at the core of coaching psychology. Drawing on the Australian Psychological Society and the British Psychological Society definitions of coaching psychology it is proposed that the following areas should form the core of an education in coaching psychology; an evidence-based approach to practice; ethical principles; professional models of practice; mental health issues in coaching; cognitive-behavioural theory as applied to coaching; goal theory; change theory; systemic theory as applied to coaching (including group process and organisational applications); core applied coaching skills and their application to skills, performance, developmental and remedial coaching; and applications of coaching psychology to specialised areas of practice such as executive coaching, workplace coaching, health coaching, life coaching, and peak performance coaching, in addition to non-core specialist areas of theory such as applied positive psychology, solution-focused approaches, cognitive-developmental, narrative, psychodynamic and Gestalt approaches. Coaching psychology as a psychological sub-discipline is well on the way to developing a coherent area of research and practice. It now needs to develop and formalise a body of teachable knowledge that can sustain and advance this new area of behavioural science.

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