Abstract
The field of behavioral science has been marked by the development of a plethora of empirically derived client-specific technologies for treating a wide range of human problems. In contrast, there has been a relative paucity of conceptual models regarding the application of these techniques to the more complex arena of human services. Thus, behavioral approaches, in an attempt to distance themselves from more traditional models, have avoided developing more complete and yet functional and empirical models to help us understand human service systems. This could represent a case of “throwing the baby out with the bath water.” The perseveration by behaviorists in applying a succession of univariate techniques to solve complex human problems brings to mind the comment by Maslow (1966, pp. 16–17) that, “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.”
“Strange how much you’ve got to know, Before you know how little you know.” Anonymous
“What isn’t worth doing, isn’t worth doing well; what needs doing is worth doing, even though not very well.” Abraham Maslow (1966, p. 14)
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Bernfeld, G.A., Blase, K.A., Fixsen, D.L. (1990). Towards a Unified Perspective on Human Service Delivery Systems: Application of the Teaching-Family Model. In: McMahon, R.J., DeV. Peters, R. (eds) Behavior Disorders of Adolescence. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-3734-2_13
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DOI: https://doi.org/10.1007/978-1-4615-3734-2_13
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