Two reliable and valid instruments to assess first- and second-grade children's ( N = 100, M = 6.8 years) environmental attitudes and behaviors are presented. A series of games derived primarily from dimensions of the new ecological paradigm theory of environmental attitudes are described for the assessment of environmental attitudes. The games include felt board construction, a board game, and an adjustable worry thermometer. Environmental behaviors are assessed in the same sample using magnitude estimation (jumping different distances to indicate frequency of engagement in behavior) based on an adoption of Kaiser's General Environmental Behavior Scale for adults. The behavior scale employs a Rasch measurement model because environmental behaviors are viewed as a consequence of attitudes in concert with difficulties to implement actions.

Exploring clients' priorities, the meanings they attributed to activities in daily life, and their underlying motives for goals should be part of therapeutic intervention. Children and their caregivers are valid and important sources for therapeutic goal setting. Basic human needs, e.g., for relatedness, competence (self-efficacy), autonomy, and meaningful personal orientation, should be considered when prioritizing goals for intervention. Implications for Rehabilitation Children are a valid and important source for therapeutic goal setting. Children's goals focused on activities and participation in all life areas, and half of the parents' goals on activities as relevant for productivity (followed by self-care and leisure), while teachers tended to prioritize goals at the body functions and structures level. The experience of their task performance affecting participation, and the basic needs for independence, relatedness (belonging to and being accepted by others), competence (self-efficacy), and joy through engagement in personally meaningful activities are main motives for children with developmental disabilities to choose their goals for intervention. A client-centred approach in working with children with developmental disabilities requires time and attention for exploring meaning-attributed activities for children and their proxies when collaboratively setting goals.

No abstract

No abstract

Vor nunmehr 11 Jahren, am 01.01.1999, trat das Psychotherapeutengesetz (PsychThG) in Kraft. Nach mehreren Jahrzehnten berufspolitischer Kontroversen war es endlich gelungen, die psychologische Psychotherapie durch Schaffung zweier neuer akademischer Heilberufe auf eine adÄquate gesetzliche Grundlage zu stellen. Dennoch war das Psychotherapeutengesetz zunÄchst sehr umstritten. Werden anlÄsslich seines 10. Geburtstages einerseits die Errungenschaften des Psychotherapeutengesetzes fÜr den Berufsstand der Psychologischen Psychotherapeuten sowie der Kinder- und Jugendlichenpsychotherapeuten gewÜrdigt, wird andererseits gerade, vor allem infolge der jÜngst verÖffentlichten Ergebnisse des Forschungsgutachtens zur Psychotherapeutenausbildung, eine Diskussion um die mÖgliche ReformbedÜrftigkeit dieses Gesetzes entfacht. Von den ersten Kassenpsychotherapien und den «Laienpsychoanalytikern» ohne Ärztlichen Grundberuf in den 1920er Jahren bis zum genannten Forschungsgutachten zur Psychotherapeutenausbildung nach dem PsychThG erfolgt in diesem Beitrag eine differenzierte Darstellung der wechselvollen (Vor-)Geschichte des PsychThG, die eng mit der wenig erforschten deutschen Psychotherapiegeschichte verwoben ist. Die Geschichte der Verhaltenstherapie in Deutschland erfÄhrt in diesem Zusammenhang eine besondere WÜrdigung.