2021 Reprint of the 1925 Edition. Facsimile of the original edition and not reproduced with Optical Recognition Software. A class of educators, social workers, lawyers, and businesspeople at the New School for Social Research asked Mr. Overstreet to tell them "How human behavior can actually be changed, in the light of the new knowledge gained through psychology." He obliged, and the present book is his lectures, refined, amplified, and chastened by class discussion. Mr. Overstreet has achieved something of a triumph in the field of popularization. His book is readable and shrewd. This has become a classic of applied psychology and methods for influencing human behavior.
The theoretical framework that underlies much of the existing literature is Bronfenbrenner's ecological systems model of human development, which postulates that children's developmental outcomes are shaped by the proximal (for example, family) as well as distal (for example, neighborhood) contexts in which children live and interact (for example, Bronfenbrenner and Morris 1998). Ecological systems theory argues that neighborhood may influence children's behavior through an array of causal mechanisms operating through social, institutional, or biological processes (see Duncan, Connell, and Klebanov 1997; Gephart 1997; Leventhal and Brooks-Gunn 2000; Sampson 2001; Sampson, Morenoff, and Gannon-Rowley 2002; Leventhal, Dupéré, and Brooks-Gunn 2009; Harding et al. 2010; Galster 2012; Foster and Brooks-Gunn 2012; and Oakes et al. 2015). The potential mechanisms relevant for risky behaviors include peer influences, socialization and social control, exposure to violence and social disorder, and local institutional resources. Because these mechanisms are well documented in the literature, we describe them only briefly.
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