Objective: The purpose of this article is to review a crisis intervention using the developmental-ecological protocol (Collins and Collins, 2005) with a college student presenting with symptomatology of an active eating disorder. Participants: Participants included University Wellness Center employees responding to the crisis. Methods: Methods…

Across many academic disciplines visualisation and notation systems are used for modelling data and developing theory, but in child development visual models are not widely used; yet researchers and students of developmental difficulties may benefit from a visualisation and notation system which can clearly map developmental outcomes and…

How can the advances of social and developmental psychology be integrated? This conceptual paper proposes to examine four basic theoretical models of social situations through which learning and development have been observed in the post-piagetian tradition: the psychosocial triangle, the frame, models of transfer and transitions, and models…

The use of theory-driven evaluation is an emerging practice in the military--an aspect generally unknown in the civilian evaluation community. First developed during the 1991 Gulf War and applied in both the Balkans and Afghanistan, these techniques are now being examined in the North Atlantic Treaty Organisation (NATO) as a means to evaluate the…

The special section articles demonstrate the importance of informant discrepancies. They also illustrate challenges posed by discrepancies, plus opportunities for advancing research and practice. This commentary addresses these cross-cutting issues: (a) Discrepancies affect many kinds of assessment besides ratings of children's problems. (b)…

Background: This study investigates whether anxiety and depressive disorder symptoms of adolescents from the general community are best described by a model that assumes they are indicative of one general factor or by a model that assumes they are two distinct disorders with parallel growth processes. Additional analyses were conducted to explore…

We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model…

Using exploratory and confirmatory factor analyses, the aims were (a) to obtain, describe, and compare different solutions of three, five, and six first-order factors raised in the previous literature about the Children's Depression Inventory (CDI); (b) analyze the number and nature of the second-order factors; (c) test which model best reproduces…

This paper estimates models of the evolution of cognitive and noncognitive skills and explores the role of family environments in shaping these skills at different stages of the life cycle of the child. Central to this analysis is identification of the technology of skill formation. We estimate a dynamic factor model to solve the problem of…

Proposes a five-stage processing model, the Contextual Organization Model for Processing and Evaluation (COMPE), based on an analysis of stage theories in group development. The five potentially universal stages have been shown to have an analogous relationship to the stages of theories in many fields of psychology. (JAC)

Examined the validity of an elaboration of Stoltenberg's developmental counseling supervision model. The Supervision Level Scale classified predominant developmental level of supervisees and supervision environments. Supervisee developmental level and supervision environment level were related to mean semesters of supervisee-supervised counseling…

Multidimensional scaling procedures were applied to checklist measures of stages from the Tiedeman-O'Hara decision-making paradigm. Responses from two adolescent samples were analyzed to test the hypothesis that stages are ordered and represent the dominant psychological states. Results did not support stage dominance theory. (Author/RC)

Attempts to bridge the gap between the research literature on supervision and its application to evaluating individual supervisor effectiveness. Presents a conceptual framework for making decisions about evaluation, where the decision maker considers the purpose of evalution, the developmental stage of the counselor, and the focus of evaluation,…

The second of two articles on play reviews the construct of play and its development in typically developing infants, toddlers, and young children. It considers developmental levels of play from early sensorimotor-exploratory to symbolic play involving the functional components of agent, instrument, and scheme. A developmentally based,…

This paper, prepared for the APA Division 17 Symposia on Developmental Psychology, Chicago, 1975, describes a primary prevention curriculum model to: (a) relate curriculum intervention to concepts from cognitive-developmental theory; (b) describe phases of the curriculum; (c) present evaluation and methodology; and (d) summarize results of the…