The complexity of development and change: The need for the integration of theory and research findings in psychological practice with children

Journal of School Psychology

Volumn 38, Issue 4, 2000, Pages 383-388

  Tharinger, Deborah ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034216270     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0022-4405(00)00035-2     Document Type: Note

References (4)

1. Attie, I., Brooks-Gunn, J., & Peterson, A. C. (1990). A developmental perspective on eating disorders and eating problems. In M. Lewis & S. M. Miller (Eds.), Handbook of Developmental Psychopathology (pp. 409-420). New York: Plenum Press.
2. Cairns, R. B. (1997). Socialization and sociogenesis. In D. Magnusson (Ed.), The Lifespan Development of Individuals: Behavioral, Neurobiological, and Psychosocial Perspectives: A Synthesis (pp. 277-295). New York: Cambridge University Press.
3. Template Implementation Work Group of the Board of Professional Affairs, Board of Scientific Affairs, and the Committee for the Advancement of Professional Psychology of the American Psychological Association. (1999). Criteria for Evaluating Treatment Guidelines. Washington, DC: American Psychological Association.
4. Tharinger, D., & Lambert, N. (1999). The application of developmental psychology to the practice of psychology in the schools: Enhancing learning and informing health and mental health intervention and prevention efforts. In T. Gutkin & C. Reynolds (Eds.), Handbook of School Psychology (3rd Ed., pp. 137-166). New York: Wiley.