Life-Span Developmental Psychology: Intervention presents the theoretical and methodological aspects of intervention as viewed from the life-span developmental psychology perspective. The compendium deals with three broad themes in developmental psychology: theoretical and political issues in intervention; environmental and biophysical intervention; and educational and developmental intervention. The selected papers discuss topics on the models, goals, ethics, and methods of intervention; impacts of the planned environment on the elderly on a societal and personal level; and the effects of intervention on early child development. Sociologists, psychologists, planners, researchers, and gerontologists will find the book insightful.

ContentsList of Contributors Preface Acknowledgments Theoretical and Political Issues 1. Relationships between Life-Span Developmental Theory, Research, and Intervention: A Revision of Some Stereotypes I. Introduction II. The Contribution of Developmental Psychological Research and Theory to Decisions about Developmental Goals III. Interfaces between Theory and Technology IV. Intervention Practice as a Touchstone of Developmental Psychological Theory? References 2. Models, Methods, and Ethics of Intervention I. Boundaries: Relation to "Pure" Science II. The Nature of Intervention III. Concluding Comments References 3. Intervention in Life-Span Development and Aging: Issues and Concepts I. Introduction II. Intervention and Conceptions of Development III. Basics of Intervention Action IV. Human Gerontology and Intervention V. Promise and Reality: Some Caveats Summary References 4. Life-Span Intervention as a Symptom of Conversion Hysteria I. Introduction II. Identifying Potential Targets for Intervention III. Ethical Considerations in the Formulation and Acceptance of Intervention Goals IV. Developmental Theory as a Vehicle for Generating Intervention Strategies V. Conclusion References 5. The Politics of Public Intervention I. The Difficulties of Public Intervention II. Life-Span Intervention: When Is It Acceptable? III. The Politics of Public Intervention: Some Guidelines IV. Conclusion Environmental and Biophysical Intervention 6. The Impact of the Planned Environment on the Elderly I. Analyzing Planned Impact at the Societal Level II. The Effects of the Planned Environment on Individuals References 7. Multiple Impacts and Determinants in Human Service Delivery Systems I. Mobility and Human Service Delivery II. Mobility and the Aged III. Travel Behavior and Transportation Needs of the Elderly IV. Review of Transportation Programs Designed for the Elderly V. Goals and Design of the Transportation Remuneration Incentive Program VI. Evaluation of the Transportation Remuneration Incentive Program VII. Results of the Transportation Remuneration Incentive Program References 8. Effects of Nutritional Supplementation and Early Education on Physical and Cognitive Development I. Introduction II. Design of the Bogota Project III. Summary of Current Results of the Bogota Project IV. Summary and Discussion References 9. Is Genetic Counseling Intervention? I. What Is Genetic Counseling? II. The Setting for Genetic Counseling III. Who Does Genetic Counseling? IV. How Do Patients Get to a Genetic Counseling Unit? V. Problems in the Application of Genetic Counseling VI. How Does One Assess the Effect of Genetic Counseling? VII. Recent Genetic Adventures and Misadventures VIII. West Virginia's Genetic Program: Birth Defects IX. Prenatal Diagnosis X. Conclusion References 10. Intervention in the Psychophysiology of Aging: Pitfalls, Progress, and Potential I. Introduction II. Pitfalls of Intervention Research III. Progress of Intervention Research IV. Prospects for the Future: Event Related Potentials References Educational and Developmental Intervention 11. Intervention and Its Effects on Early Development: What Model of Development Is Appropriate? I. A Brief Historical Overview II. Educational Intervention in the 1960s and 1970s III. Some Suggestions for Future Inquiries References 12. The Preschool Child or the Family?: Changing Models of Developmental Intervention I. Head Start: A Retrospective View II. Alternate Models of Intervention III. Dimensions of Intervention Strategies IV. Impact of Models on Intervention Policy Decisions V. The Child and Family Resource Program: Model and Objectives VI. Evaluation of the Demonstration VII. Concluding Comments References 13. Intervention for Delinquency: Art or Science? I. Introduction II. Classification of Juvenile Delinquents III. Treatment for Delinquency IV. Conclusion References 14. Training and Education of the Elderly I. Introduction II. Philosophical Presuppositions III. Cognitive Training of the Older Adult IV. Age-Comparison Research V. Implications for Education References Author IndexSubject Index