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Essay on General Psychology research project
I have discussed psychotherapeutic intervention. In analysis of programs addressing psychosocial problems, Schorr succinctly defines intervention as "any systematic attempt to alter the course of development from either its established or predicted path" (L. B. Schorr with D. Schorr, 1988) a useful definition, but not a comprehensive one. Intervention is some everyone does, but few people take the time to fully understand it. To appreciate the full nature and scope of intervention, one must adopt a broad definition and attempt to answer such questions as
Why intervene? (What should be our goals? What is our responsibility with respect to facilitating human functioning? Should we intervene whenever there is a problem? When is consent required?) And
What is the best way to intervene? (What makes some ways better than others? How do we know which ways are best?)
Questions about ends and means can be asked in a straightforward way, but the answers are complex and difficult to articulate.
Whether articulated or not, each professional's partial insights guide decisions about goals sought and processes used; they become the bases and biases shaping intervention. Conflicting bases and biases are seen in how professionals address concerns associated with intervening in psychology and education.
The Classification Problem
Scientists know that distinguishing among phenomena is both a practical necessity and an ethical imperative in advancing knowledge. Conceptual and methodological schemes for differentiating people, places, problems, programs, actions, outcomes, and so forth are key to efforts to improve interventions. The problem is how to do this in ways that maximize benefits for science and practice while minimizing negative consequences to individuals and society.
The history of science is marked by frequent changes in classification terminology. Categories and subgroups are added, deleted, and modified. In psychology and education, considerable attention is paid to classification of individuals with problems (i.e., diagnostic classification)..................
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