Community Development Approaches for Early Intervention

Buysse, Virginia; Wesley, Patricia W.; Skinner, Debra

doi:10.1177/027112149901900404

Cited by 20 publications

(25 citation statements)

References 16 publications

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“…Community development projects focus on empowering clients, families and local communities to work towards locally sustainable solutions to self‐identified issues (Florin & Wandersman 1990; Buysse et al . 1999).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…1998). Community development approaches are also based on community strengths (Banks & Head 2004) and empowerment theory (Buysse et al . 1999; Maton 2008), in which people are considered to have the power to satisfy their needs and work in collaboration with others to achieve collective goals.…”

Section: Conceptual Basis To the Modelmentioning

confidence: 99%

“…2011). Community capacity is effectively developed through support and consultation, and the provision of education and resources (from community development and organizational development) (Robertson & Minkler 1994; Buysse et al . 1999; King 2009a).…”

Section: Conceptual Basis To the Modelmentioning

confidence: 99%

“…1995; McColl 1998). ‘Community capacity building’ refers to changes in the knowledge and skills of community members and organizations (Shediac‐Rizkallah & Bone 1998; Buysse et al . 1999).…”

Section: Introductionmentioning

confidence: 99%

“…'Community' refers to different groups, including families and disabled youth, service providers, local neighbourhood groups that include disabled people, and broader societies (Green et al 1995;McColl 1998). 'Community capacity building' refers to changes in the knowledge and skills of community members and organizations (Shediac-Rizkallah & Bone 1998;Buysse et al 1999).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

A four‐part ecological model of community‐focused therapeutic recreation and life skills services for children and youth with disabilities

King

Curran

McPherson

2012

Child

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Conceptual Basis To the Modelmentioning

confidence: 99%

Section: Conceptual Basis To the Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A four‐part ecological model of community‐focused therapeutic recreation and life skills services for children and youth with disabilities

King

Curran

McPherson

2012

Child

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Asset-Based Assessment In Educational Psychology: Capturing Perceptions During a Paradigm Shift

Lubbe

Eloff

2004

California School Psychol

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Several trends are compelling educational psychologists towards a philosophy of assessment that is asset-based and strength focused. This article shares the results from a study that explored perceptions about asset-based assessment in Educational Psychology in South Africa. Three focus groups were held and four main themes emerged from the transcribed data. Results indicate that educational psychologists perceive asset-based assessment as involving: (a) a focus on assets, (b) individual and community level assessment, (c) collaboration skills, and (d) self-reflective skills. The first three themes are congruent with asset-based theories, but the fourth theme is currently under-represented in asset-based literature and therefore in need of further research.Key Words: Assets, Educational Psychology, Assessment, Strengths, SkillsThe dominance of the deficit model and paradigm in Educational Psychology 1 , with its focus on needs and problems, has recently led to the development of counter models in different pockets of the science and practice of Educational Psychology (Ammerman & Parks, 1998; Eloff & Ebersöhn, 2002;Hernandez, 1998;Kretzmann & McKnight, 1993;Lockett, 2000;McDonald, 1997;Mokwena, 1997;Page-Adams & Sherraden, 1997;Rudolph & Epstein, 2000;Sharpe & Greany, 2000;Sharratt, 1995). Themes such as resilience (Hiew, 2002;LaFramboise, 2002;Ow, 2002;Satiadarma, 2002;Takahashi, 2002), asset-based approaches (Eloff & Ebersöhn, 2001;Kretzmann & McKnight, 1993) and a focus on the fortogenic perspective in psychology are evident (Wissing & Van Eeden, 2002). Research on resiliency has shifted attention to children that succeed and thrive under extenuating circumstances, along with other constructs conceptualizing aspects of psychological health, strengths and wellness and their origins (fortogenesis). This move away from the deficit paradigm, toward a paradigm that focuses on the counter constructs, strengths, resources and capacities of people, points toward an asset-based approach. In terms of assessment, this transition implies a culture of dynamic assessment that includes the broader social systems in the assessment process, which creates coherence, stresses collaboration and values partnerships.The research and practice of asset-based assessment is now emerging in the field of Educational Psychology. Questions that remain unanswered are vast: How do we conduct asset-based assessment? Who could and should be doing asset-based assessment? What are the consequences of asset-based assessment? How does asset-based assessment fit within broader educational, psychological and sociological domains? These questions highlight how much is yet to be understood about asset-based assessment and this realization can be overwhelming, because traditionally, educational psychologists do not work in an asset-based manner. However, this realization can also be inspiring as it provides a new emphasis on assessment and can facilitate a more holistic conceptualization of an individual or family (Rhee, Furlong, Turner, & Harari, 2001)...

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Predicting Positive Outcomes for Students With Emotional Disturbance

Nickerson

Brosof

Shapiro

2004

California School Psychol

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This longitudinal study assessed changes in skills for students with emotional disturbance (ED) over a one-year time period in a private special education school and examined variables that predicted positive outcomes for these students. At Time 1, teachers rated 84 students with ED using standardized behavior rating scales to assess problem severity and skills for predicting inclusion. Information was also obtained about students' school behavior from the school's behavioral level system. One year later (Time 2), the educational placement of 83 of the 84 students was categorized as being either equal/more restrictive or being less restrictive, and teachers completed rating scales assessing skills for inclusion and emotional/behavioral strengths of 54 students still enrolled in the special education school. Students exhibited improved peer relationships and emotional maturity, and demonstrated several strengths. Scores indicated that the students with ED were unlikely to experience success in less restrictive educational settings. Although none of the variables predicted placement in less restrictive educational settings, problem severity, school behavior, and skills for inclusion each predicted the other positive outcomes. The importance of using strength-based approaches, in addition to empirically supported interventions, is highlighted.

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Community Development Approaches for Early Intervention

Cited by 20 publications

References 16 publications

A four‐part ecological model of community‐focused therapeutic recreation and life skills services for children and youth with disabilities

A four‐part ecological model of community‐focused therapeutic recreation and life skills services for children and youth with disabilities

Asset-Based Assessment In Educational Psychology: Capturing Perceptions During a Paradigm Shift

Predicting Positive Outcomes for Students With Emotional Disturbance

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