Gotowe bibliografie tematyczne / Psychology – Research – Evaluation

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Psychology – Research – Evaluation”

Autor: Grafiati
Data publikacji: 29 lipca 2024
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Psychology – Research – Evaluation"

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Viken, Richard J. "Therapy Evaluation: Using an Absurd Pseudotreatment to Demonstrate Research Issues". Teaching of Psychology 19, nr 2 (kwiecień 1992): 108–10. http://dx.doi.org/10.1207/s15328023top1902_12.

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The research presented in abnormal psychology, clinical psychology, and psychotherapy classes must compete for student attention with misinformation presented by the popular press and commercial interests. Abstract principles of research design rarely prevail in this competition. This article describes a classroom demonstration in which students apply abstract research concepts to a concrete analogue of therapy evaluation. Students rate their food consumption and mood before and after an absurd pseudotreatment. The data are used to demonstrate that absolutely useless treatments may initially appear to be highly effective and that careful attention to research design is necessary for appropriate therapy evaluation. Student evaluations indicate that this experience helps them understand and remember important issues in therapy outcome research.
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Sang, Yao, i Jie Li. "Research on Beijing Bus Driver Psychology Fatigue Evaluation". Procedia Engineering 43 (2012): 443–48. http://dx.doi.org/10.1016/j.proeng.2012.08.076.

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Roskos-Ewoldsen, Beverly, Philip Burton, Jacqueline Bichsel, Sandra Willis i Jean Spruill. "Coordinating the Psychology Human Research Participant Pool". Teaching of Psychology 25, nr 1 (styczeń 1998): 14–19. http://dx.doi.org/10.1207/s15328023top2501_5.

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In this article, we discuss procedures for coordinating the psychology human participant pool for research purposes. We describe our research retirement and the mechanics of how we recruit participants and report credit for research participation. We also provide an evaluation of the procedures from the viewpoints of experimenters, instructors, and students. Although we identify some problems, the procedures have worked well for us. We discuss areas needing improvement.
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Gelles, Richard J. "Sexual Abuse: Research and Evaluation". Contemporary Psychology: A Journal of Reviews 38, nr 6 (czerwiec 1993): 611–12. http://dx.doi.org/10.1037/033414.

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Robertson, Ian, Kevin Teoh, Isabella McMurray, Pat Roberts i Antigonos Sochos. "Research-Informed Learning in the Psychology Curriculum: An Initial Evaluation". Psychology Learning & Teaching 10, nr 2 (styczeń 2011): 84–94. http://dx.doi.org/10.2304/plat.2011.10.2.84.

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Mercer, Sterett H., Alyssa M. Idler i Jamie M. Bartfai. "Theory-Driven Evaluation in School Psychology Intervention Research: 2007–2012". School Psychology Review 43, nr 2 (1.06.2014): 119–31. http://dx.doi.org/10.1080/02796015.2014.12087439.

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Wu, Honglin, Ying Liu i Ke Wang. "A Research on the Function of Teaching Evaluation for Machine Translation Course". Journal of Contemporary Educational Research 6, nr 7 (27.07.2022): 49–53. http://dx.doi.org/10.26689/jcer.v6i7.4175.

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Teaching evaluation refers to the process of measuring and giving value judgment to the process and results of teaching activities by using effective technical means. Through teaching evaluation, teachers can direct the teaching process to develop toward the predetermined goal and effectively complete the teaching task. This paper investigates the function of teaching evaluation in the Machine Translation course in Northeastern University. The function of teaching evaluation for teachers includes adjustment, diagnosis, teaching stimulation, and orientation. The function of teaching evaluation for students includes feedback, guidance, intensification, and purpose orientation. This paper also discusses the influence of teaching evaluation on the psychology of both, teachers and students. Positive evaluation can improve the enthusiasm of teachers and students, but other times, it may reduce their enthusiasm, whereas when negative evaluation and guidance are appropriate, the enthusiasm of teachers and students may improve. This research reveals that a reasonable teaching evaluation plays a huge role in promoting the psychology of both, teachers and students.
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Donlan, Alice E., i Virginia L. Byrne. "Confirming the Factor Structure of a Research-Based Mid-Semester Evaluation of College Teaching". Journal of Psychoeducational Assessment 38, nr 7 (16.03.2020): 866–81. http://dx.doi.org/10.1177/0734282920903165.

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End-of-semester evaluations provide scalable data for university administrators, but typically do not provide instructors with timely feedback to inform their teaching practices. Midsemester evaluations have the potential to provide instructors with beneficial formative feedback that can contribute to improved teaching practices and student engagement. However, existing research on the construction of valid, reliable midsemester tools is rare, and there are no existing midsemester evaluation scales that were constructed using education research and psychometric analysis. To address this gap, we designed and piloted a midsemester evaluation of teaching with 29 instructors and 1,350 undergraduate students. We found evidence that our Mid-Semester Evaluation of College Teaching (MSECT) is a valid and reliable measure of four constructs of effective teaching: classroom climate, content, teaching practices, and assessment. Furthermore, our factor structure remained consistent across instructor genders, providing evidence that the MSECT may be less susceptible to gender bias than prior student evaluation measures.
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Attkisson, Clifford. "Evaluation Research in a New Era". Contemporary Psychology: A Journal of Reviews 33, nr 5 (maj 1988): 431–33. http://dx.doi.org/10.1037/025705.

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Dougherty, Michael R., L. Robert Slevc i James A. Grand. "Making Research Evaluation More Transparent: Aligning Research Philosophy, Institutional Values, and Reporting". Perspectives on Psychological Science 14, nr 3 (10.01.2019): 361–75. http://dx.doi.org/10.1177/1745691618810693.

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There is a growing interest in changing the culture of psychology to improve the quality of our science. At the root of this interest is concern over the reproducibility of key findings. A variety of large-scale replication attempts have revealed that several previously published effects cannot be reproduced, whereas other analyses indicate that the published literature is rife with underpowered studies and publication bias. These revelations suggest that it is time to change how psychological science is carried out and increase the transparency of reporting. We argue that change will be slow until institutions adopt new procedures for evaluating scholarly activity. We consider three actions that individuals and departments can take to facilitate change throughout psychological science: the development of individualized research-philosophy statements, the creation of an annotated curriculum vitae to improve the transparency of scholarly reporting, and the use of a formal evaluative system that explicitly captures behaviors that support reproducibility. Our recommendations build on proposals for open science by enabling researchers to have a voice in articulating (and contextualizing) how they would like their work to be evaluated and by providing a mechanism for more detailed and transparent reporting of scholarly activities.
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Rozprawy doktorskie na temat "Psychology – Research – Evaluation"

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Brough, Dianne T. "Navigating emotion research during a paradigm shift in psychology". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/81606/1/Dianne_Brough_Thesis.pdf.

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Human emotional responses are highly individual. A comprehensive analysis of emotion research in cognitive psychology and physiology, including laboratory-based experiments, showed that understanding human emotions requires a dynamic systems approach incorporating insights from scientific disciplines beyond psychology. Importantly, subjective and automatic evaluations of emotive information are context-sensitive and changeable, confirming the dynamic nature of emotion and role of individual differences. Furthermore, a comparison of different statistical approaches established that statistical estimation, rather than averages, best captures our highly individual emotional responses. Emotion research needs a cross-disciplinary approach.
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Swann, Catherine Jane. "Psychology and self-reported PMS : an evaluation of different research strategies". Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294792.

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Nel, Natasha. "Evaluation of a pilot crime prevention project in the Western Cape". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7939.

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Bibliography: leaves 137-141.
The non-governmental organisation U Managing Conflict (UMAC) is responsible for the implementation of a local crime prevention initiative in the Western Cape. The pilot project involves establishing community safety forums (CSFs) consisting of representation from government departments, communities and civil society. The CSFs project has two primary goals. The first is to facilitate information sharing and co-operation between relevant local stakeholders, and the second is to ensure that role players participate in multi-agency crime prevention planning and project initiation.
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Baker, Jack David. "Interdisciplinary Evaluation of Youth Participatory Action Research". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1538816180877824.

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Eddleston, Adrienne. "An action research study to select an effective model to evaluate consultation within two Educational Psychology Services". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-action-research-study-to-select-an-effective-model-to-evaluate-consultation-within-two-educational-psychology-services(bc3338fc-9034-49ca-9b3a-3572e5fcef2c).html.

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Background: This research was conducted within two Welsh bordering Local Authorities (LAs) across two Educational Psychology Services (EPSs) that changed their service delivery model to consultation following joint training. The Principal Educational Psychologist (PEP) sought to evaluate the EPSs and the services they deliver, but previous methods, including sending questionnaires to head teachers and parents, were not considered robust enough or to have sufficient depth. The PEP therefore commissioned this piece of research to source a clear and useful measure to evaluate consultation. Participants: Across the two LAs, the PEP, ten generic Educational Psychologists (EPs) and one Senior Educational Psychologist (SEP) participated in the study. Methods: This study used the Research and Development in Organisations (RADIO) model of Action Research (AR). A literature review was initially conducted to identify potential evaluation models. Thereafter, within the AR phases, different data were collected and analysed with stakeholders to ascertain EPs' use of evaluation models and their preferences and perspectives as practitioners. Data collection incorporated both focus groups and questionnaires, which generated quantitative and qualitative data which were analysed through a variety of methods, including content analysis, thematic analysis and questionnaire analysis software. Findings: Within the AR design, data gathered during the earlier phases of the research were used to guide next steps in the research process. This led to the identification of two preferred models: The Constructionist Model of Informed Reasoned Action (COMOIRA) and Appreciative Inquiry (AI). These were then piloted across the EPSs and each EP completed a post-pilot questionnaire. In the final phase of the research two focus groups were held to consider the usefulness of the COMOIRA and AI models as service evaluation tools. The data generated a number of themes relating to accountability, applying psychology, change, evaluation and strengths; and raised issues relating to future implications. Conclusion: The AR design of the research facilitated a collaborative approach for shared decision making around the development of an EPS evaluation framework. The study identified positive and valuable aspects with regards to both the COMOIRA and AI models when these were implemented to evaluate consultation. Both models have the potential to assess aspects of the consultation process and could conceivably contribute towards providing outcomes which demonstrate accountability to employers and service users. Additionally, professional practice models could be used to evaluate wider aspects of EP practice and be of broader benefit to EPSs.
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Botha, Cornelius J. "Evaluation of a school-based intervention programme for South African children of divorce". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11901.

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Includes bibliographical references (leaves 78-88).
Currently, parental separation in South Africa affects an estimated 30 000 children under the age of 18 annually. These children spend a great part of their day at school where they have to interact with peers and teachers and are expected to perform academically, but parental separation could have a significant impact on their ability to do so. Although research has found that children can be adversely affected by parental divorce, schools in South Africa do not offer any group interventions in an attempt to assist and guide children through what could be an ordeal for them. This study aimed to evaluate the effectiveness of the school-based Children of Divorce Intervention Programme (CODIP) at two South African schools. CODIP is a preventively oriented 12-week group programme for nine to twelve year old children. The aims of the programme are to create a supportive group atmosphere in which children can share divorce-related feelings and clarify misconceptions about divorce. Participants are also taught problem-solving, communication and anger management skills. Twenty-five boys of divorce from two schools (ages 10 to 13 years) were randomly assigned to two experimental groups and one delayed intervention control group. The boys' understanding of divorce was assessed through the completion of the Children's Belief about Parental Separation (CBAPS) scale. The Self Perception Profile for Children (SPPC) was used to assess children's perceptions of themselves, while the Parent-Child Interaction Questionnaire for Children (PACHIQ-R-CH) was employed to determine the boys' perceptions of their families. Questionnaires to determine the boys' general adjustment were completed by the boys, teachers and parents. Boys completed the Strengths and Difficulties Questionnaire (SDQ), teachers the Teacher-Child Rating Scale (T-CRS), the AML-R Behaviour Rating Scale and the SDQ, and parents completed the Parent-Child Rating Scale (P-CRS) and the SDQ.
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Wanzer, Dana Linnell. "Developmentally Appropriate Evaluations: How Evaluation Practices Differ Across Age of Participants". Scholarship @ Claremont, 2017. https://thesiscommons.org/bk57d.

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It is well-known that meaningful differences in development exist among children, adolescents, and adults. However, to what extent do evaluators adapt their approach, designs, and methods to be responsive to a youth population? This study used an experimental simulation in which practicing evaluators designed an evaluation of a hypothetical tutoring program and were randomly assigned to the program serving children, adolescents, or young adults. Results indicate that evaluators were less likely to be participatory—both in the evaluation overall and in data collection—when the participants of the program were children than when they were adults. These findings suggest that evaluators, even those with experience conducting evaluations of youth programs, do not consider age as a meaningful cultural context and may need additional training in conducting developmentally appropriate evaluations.
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Scott, Wayne C. University of Ballarat. "Program evaluation : issues related to planning, implementing and evaluating ethically responsible and clinically required research". University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12781.

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Scott, Wayne C. "Program evaluation : issues related to planning, implementing and evaluating ethically responsible and clinically required research". University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/15390.

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Scott, Wayne. "Program evaluation : Issues related to planning, implementing and evaluating ethically responsible and clinically required research". Thesis, University of Ballarat, 2006. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/61654.

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Książki na temat "Psychology – Research – Evaluation"

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1940-, Bootzin Richard R., i McKnight Patrick E, red. Strengthening research methodology: Psychological measurement and evaluation. Washington, DC: American Psychological Association, 2006.

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Bernier, Diane. Stress reduction: A model, an evaluation : summary of research. [Montréal]: School of Social Work, Université de Montréal, 1988.

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Hynan, Daniel J. Child custody evaluation: New theoretical applications and research. Springfield, Illinois: Charles C. Thomas, 2014.

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Burton, Michael William, red. Handbook in research and evaluation: A collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences. Wyd. 3. San Diego, Calif: EdITS, 1995.

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Degen, Horowitz Frances, i Colombo John, red. Infancy research: A summative evaluation and a look to the future. Detroit: Wayne State University Press, 1990.

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J, Rogers Patricia, i American Evaluation Association, red. Program theory in evaluation: Challenges and opportunities. San Francisco, Calif: Jossey-Bass, 2000.

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L, Fitzpatrick Jody, Morris Michael 1949- i American Evaluation Association, red. Current and emerging ethical challenges in evaluation. San Francisco, Calif: Jossey-Bass, 1999.

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British Psychology Society. Special Group for the Teaching of Psychology. Guidelines for assessment of the PhD in psychology and related disciplines, March 1995. Sheffield: Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom, Universities' Staff Development Unit, 1995.

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J, Rog Debra, Fournier Deborah M i American Evaluation Association, red. Progress and future directions in evaluation: Perspectives on theory, practice and methods. San Francisco: Jossey-Bass, 1997.

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J, Sternberg Robert, red. Reviewing scientific works in psychology. Washington, D.C: American Psychological Association, 2006.

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Części książek na temat "Psychology – Research – Evaluation"

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Linden, Wolfgang, i Paul L. Hewitt. "Methods for Research and Evaluation". W Clinical Psychology, 35–58. 2nd edition. | New York, NY : Routledge, 2018. | Revised edition of: Clinical psychology. Boston : Prentice Hall, c2012.: Routledge, 2018. http://dx.doi.org/10.4324/9781351210409-3.

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Hays, Robert T., i Michael J. Singer. "Training Effectiveness Evaluation". W Recent Research in Psychology, 112–59. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3564-4_5.

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Katz, Neil H. "Evaluation Research on Nonviolent Action". W Recent Research in Psychology, 109–17. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-4458-5_12.

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Pearce, Philip L. "Conceptual Approaches to Visitor Evaluation". W Recent Research in Psychology, 23–44. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3924-6_2.

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Nacoste, Rupert W. "Affirmative Action and Self-Evaluation". W Recent Research in Psychology, 103–9. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-9639-0_8.

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Jiang, Depeng, Rob Santos, Teresa Mayer i Leanne Boyd. "Latent Transition Analysis for Program Evaluation with Multivariate Longitudinal Outcomes". W Quantitative Psychology Research, 377–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38759-8_28.

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Bossuyt, Patrick. "An experimental evaluation of probabilistic unfolding theories". W Recent Research in Psychology, 121–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84172-9_5.

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del Galdo, Elisa M., Robert C. Williges, Beverly H. Williges i Dennis R. Wixon. "A Critical Incident Evaluation Tool For Software Documentation". W Recent Research in Psychology, 253–58. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4756-2_29.

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Singh, Kamlesh, i Shilpa Bandyopadhyay. "Research Methods in Applied Psychology: An Evaluation". W Translational Research and Applied Psychology in India, 59–94. B1/I-1 Mohan Cooperative Industrial Area, Mathura Road New Delhi 110 044: SAGE Publications Pvt Ltd, 2019. http://dx.doi.org/10.4135/9789353287795.n3.

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Morley, Stephen, i Ciara Masterson. "Critical evaluation of single-case research". W Single-Case Methods in Clinical Psychology, 178–89. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315412931-8.

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Streszczenia konferencji na temat "Psychology – Research – Evaluation"

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Jian, Zhang. "Research on Enterprise Brand Equity Evaluation Based on Cognitive Psychology". W AMME 2019: 2019 Annual Meeting on Management Engineering. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3377672.3378041.

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"Research on service quality evaluation of fitness clubs based on Yate". W 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.030.

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"Research on the Customer Reputation Evaluation of Large Comprehensive Supermarkets: Data from China". W 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.017.

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"Research on Evaluation of Innovation and Entrepreneurship Ability of Applied College Students". W 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.008.

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"Research on the Application of Formative Evaluation in College English Teaching". W 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.063.

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"Research on the evaluation system of applied technology-oriented talents in application-oriented universities". W 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.012.

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Depranoto, Sri. "Program Evaluation of the Indonesian Navy’s Mental Development (A CIPP Model Evaluation Research)". W Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.106.

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"Research on the Construction of Teaching Quality Evaluation System of Modern Distance Education". W 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.080.

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Kuyucu, Irem, Ayse Dogan, Selen Akay, Sabahat Cigdem Bagci i Junko Kanero. "From Human-Human to Human-Robot: How Social Psychology Research Methods Can Inform HRI Evaluation". W HRI '24: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3610978.3640630.

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Alonzo, Paola. "DYNAMIC PSYCHOLOGY AND INFANT RESEARCH: SCHOOL INTERVENTION FOR SOCIAL INCLUSION". W 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.08.

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The study of child growth has been and still is the object of attention and analysis byexperts in psychological theories and beyond. The first to describe childhooddevelopment was S. Freud, to which other scholars have joined such as Erikson,Winnicott, Spitz, Bowlby, A. Freud, M. Klein, Piaget (for intelligence), Vygotskij (fordevelopment cognitive), Chomsky (for language) and, among the pedagogists, as wellas Montessori, Pati. The latter, from a mere pedagogical point of view, was interested inthe growth levels of the child as well as the relationship that the minor has with theparents/educators. In the present research the relevant references are above all those toS. and A. Freud, M. Klein, D. Winnicott, J. Bowlby, E.H. Erikson and L. Pati for thepurely scholastic-pedagogical part.In consideration of these analyzes and considerations, it was deemed appropriate todevelop a project to be presented in the first and second grade secondary schools, aquestionnaire from which to collect data useful for assessing the level of inclusionpresent in the classes identified and made available for experimentation. This consists ofthree essential moments: 1- administration of a cognitive questionnaire of thepupils/students, in order to establish and identify the experimental group and the controlgroup; 2- administration of the questionnaire on well-being at school and in theclassroom to pupils/students; 3- evaluation of the results and identification of problemsconcerning inclusion. Once the needs for inclusion have been circumscribed, design apath for monitoring non-inclusive behaviors and proceed with a dynamic-relational andeducational intervention with the contribution of the teachers. In essence, thanks to thedata collected and organized in a database, an educational-relational proposal will beimplemented with a specific psycho-pedagogical methodology. This is also toencourage the full development of the human being in compliance with the UN Agenda2030 which expressly includes the thematic proposal relating to education forsustainability and social inclusion, a fact which represents the possibility of conceivingand implement specific educational paths aimed at achieving the goal.
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Raporty organizacyjne na temat "Psychology – Research – Evaluation"

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Aguiar Borges, Luciane, Lisa Rohrer i Kjell Nilsson. Green and healthy Nordic cities: How to plan, design, and manage health-promoting urban green space. Nordregio, styczeń 2024. http://dx.doi.org/10.6027/r2024:11403-2503.

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This handbook is the culmination of the NORDGREEN project, which develops and implements smart planning and management solutions for well-designed, high-quality green spaces that promote health and well-being. Researchers and practitioners worked alongside one another in six Nordic cities: Aarhus (Denmark), Espoo and Ii (Finland), Stavanger (Norway), and Täby and Vilhelmina (Sweden). Together, the researchers and practitioners applied methods including GIS data analysis, statistical analysis, PPGIS surveys and analysis, policy document analysis, interviews, and evidence-based design models. The handbook uses an innovative framework based on the multi-disciplinary approach of the project, using epidemiological studies, environmental psychology, policy and management, and citizen participation. These fields of study and their respective methodologies are divided into the four so-called NORD components—NUMBERING, OBSERVING, REGULATING, and DESIGNING—which, accompanied by a BACKGROUND section reviewing the evidence linking green space and human health, form the bulk of the handbook. Some key take-away messages from these chapters include: There is a fairly broad consensus that access to, and use of, natural and green areas have a positive influence on people’s health and well-being. Both perceived and objective indicators for access to green space and for health are needed for making a more comprehensive evaluation for how people’s health is influenced by green space. Citizens’ experiential, local knowledge is a vital component of urban planning, and PPGIS can offer practitioners the opportunity to gather map-based experiential knowledge to provide insights for planning, designing, and managing green spaces. Alignment, both vertically across the political, tactical, and operational levels, as well as horizontally across departments, is critical for municipal organisations to foster health-promoting green spaces. Evidence-based design models can provide important categories and qualities for diagnosing the gaps in existing green spaces and designing green spaces with different scales and scopes that respond to the various health and well-being needs of different people. Based on the research and lessons learned from the six case study cities, the handbook provides practitioners with a TOOLBOX of adaptable methods, models, and guidelines for delivering health-promoting green spaces to consider in their own contexts. By reading this handbook, planners and policymakers can expect to gain (1) a background on the evidence linking green spaces and health, practical tools for planning, designing, and managing green spaces, (2) tips from researchers regarding the challenges of using various methods, models, and guidelines for delivering health-promoting green space, and (3) inspiration on some success stories emerging from the Nordic Region in this area of study. The handbook covers a wide range of health and urban green space topics. Landscape architects will find evidence-based design models for enhancing existing green space design processes. Planners will find methods and guidelines for identifying, collecting, and analysing both qualitative and quantitative green space and health data from statistical databases, national citizen surveys, and map-based participatory surveys. And all practitioners will find guidelines for achieving programmatic alignment in their work for delivering health-promoting green space.
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