Presents the fundamentals of Levinson's theory of adult development, which posits age-specific periods that are claimed to be universal. Examines the claim in relation to studies of women's and cross-cultural adult development. Recommends ways that adult development theory should affect the practice of adult education. (Author/JOW)

Describes Therapeutic Crisis Intervention (TCI) program as providing staff with skills, knowledge, and confidence to manage child in crisis to bring about a "maximum amount of lasting response." Contends that, by applying principles of TCI training, direct care worker can attain therapeutic control and maintain dignity of both adult and child…

Describes two adolescent substance abuse treatment programs in New England psychiatric center: Osgood Three, which is no longer in existence, and Tyler Three, which replaced it and is struggling to grow. Considers transition from Osgood Three to Tyler Three, process of change, and learning what can be preserved from past and what must be…

Human resource practitioners must be able to conduct needs analyses that accurately assess their organizations' performance needs, so that training can be made relevant to employees' jobs and organizational business goals. One way to meet that challenge is to use the Performance Analysis for Training Model. (Author)

A paradigm is presented for modeling the processes found in individual and group learning. Using combinations of dimensions of learner activities (by oneself or with peers) and orientation (toward the person or toward the group as the focus), four quadrants of activity-orientation learning space are derived. (SLD)

A better way to assess the effectiveness of management development is to measure organizational effectiveness rather than individual improvement. Case studies support the Business Excellence Framework model, which assesses enablers (leadership, personnel management, policy, resources, processes) and results (personnel and customer satisfaction,…

Rejoins that core elements of the mind emerge out of interactions between individual and environment. States that different approaches can be used to model different levels or phases in the organization and development of the mind. Focuses on issues of interactivism, connectionism, computationalism, and experientialism as complementary tools for…

Argues that, despite decades of increasing scientific evidence on the public awareness of the state of the environment, the secondary education curricula has failed to respond. Discusses a back-to-basics model of secondary education. (CCM)

Considers predictions derived from an instance-based model of effects of age of acquisition on face categorization. Describes test of predictions, which found that speed of college students' categorization of 185 faces from two television programs was influenced by frequency of occurrence on the show, time the characters were in the show, and time…

Based on reader feedback and practitioner interviews, a model of reflective/competent practice was revised to include meta-competencies, four components of professional competence (knowledge/cognitive, functional, personal/behavioral, values/ethical), and reflection itself as a super-meta-competence. (SK)

Redefines and enhances nine characteristics of strategic human resource development (SHRD) in Garavan's model. Builds a new model illustrating how company mission defines strategy. The model links training with organizations that have no learning culture, HRD with a weak learning culture, and SHRD with a strong learning culture. (SK)

Discusses the design of Web pages and sites and proposes a four-level model of Web development expertise that can serve as a curriculum overview or as a plan for an individual's professional development. Highlights include page design, media use, client-side processing, server-side processing, and site structure. (LRW)

Presents a model for using family systems theory within the context of adolescent small group counseling. It is designed to assist young people in becoming more self-differentiated, thus enabling them to move successfully through this developmental stage. Includes a six-session series of exercises for facilitating this process. (Author/MKA)

A dynamic systems model is proposed on the basis of a general developmental mechanism adopted from the theories of J. Piaget and L. S. Vygotsky. In the model, action and experience have a distributed effect on the contents (skills, knowledge, rules, action patterns, etc.) along an abstract developmental distance dimension. (Author/SLD)

Describes the planning, implementation, and evaluation of a distance learning course in pathomechanics for professional master's degree students at the University of Kentucky. Discusses special activities and problem solving as well as evaluating and comparing course outcomes. (JOW)