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Mehrotra, Chandra

Works: 27 works in 78 publications in 2 languages and 3,285 library holdings
Genres: Handbooks and manuals 
Roles: Author, Editor, Contributor
Publication Timeline
Publications about Chandra Mehrotra
Publications by Chandra Mehrotra
Most widely held works by Chandra Mehrotra
Measuring up : educational assessment challenges and practices for psychology by Dana Dunn( Book )
12 editions published between 2004 and 2005 in English and German and held by 763 libraries worldwide
Aging and diversity : an active learning experience by Chandra Mehrotra( Book )
17 editions published between 1997 and 2018 in English and held by 405 libraries worldwide
"Specific chapters address psychological aging, issues in health and sexuality, caregiving, work and retirement, religion and spirituality, and death and grieving. For ease of use, each chapter includes orienting questions, a narrative that includes an introduction and summary, vignettes, structured individual and group learning experiences, comprehension tests, quizzes, glossary, and an annotated bibliography of suggested readings. Aging and Diversity offers undergraduates and service providers tools that will enable them to understand diversity and its impact on the lives of older adults in the United States." "Aging and Diversity will be invaluable to both students and practitioners in the fields of gerontology, psychology and sociology of aging, counseling, adult learning, social work, family studies, and multicultural studies."--BOOK JACKET
Distance learning : principles for effective design, delivery, and evaluation by Chandra Mehrotra( Book )
14 editions published in 2001 in English and held by 404 libraries worldwide
In reaction to the growth of distance learning, this book lays out practical principles and advice to help teachers and administrators design, implement and evaluate distance learning courses using a variety of formats
Teaching and aging ( Book )
6 editions published in 1984 in English and held by 340 libraries worldwide
Parent caring : a training program for families and professionals : final report by Chandra Mehrotra( Book )
1 edition published in 1984 in English and held by 33 libraries worldwide
Family caregiving : a manual for caregivers of older adults by Chandra Mehrotra( Book )
2 editions published in 1988 in English and held by 17 libraries worldwide
This manual provides caregivers with practical knowledge and suggestions that could be of help to them in this important role. Chapter 1 gives an overview of the volume and tells how to use it. Chapter 2 identifies who caregivers are, what they do, and what changes have taken place in their lives since they became caregivers. Chapter 3 begins with a discussion of the sources of stress, its symptoms and stages, and its consequences and then describes techniques to reduce stress or its effects. Discussion in chapter 4 focuses on communication in the family, including such topics as information sharing, changing nature of relationships, need for support systems, and patterns of communication. Chapter 5 focuses on techniques for aiding communication with those with impaired hearing or vision, stroke, or neurological deficits. Chapter 6 describes important changes in the body and major age-related diseases. Chapters 7 and 8 provide information about the changing nutritional needs of older adults and about different types of exercise. Topics in chapter 9 concern the psychology of aging. Chapter 10 describes the various types of living arrangements in terms of the needs of the older people they accommodate. Chapter 11 covers legal and financial matters. The final chapter introduces a variety of agencies and their services that may be helpful in meeting the needs of caretakers and their older relatives. Recommended readings and references for each chapter are listed. (Ylb)
Instructional manual for Parent Caring Program ( Book )
2 editions published in 1984 in English and held by 11 libraries worldwide
Behavioral cognition as related to interpersonal perception and some personality traits of college students by Chandra Mehrotra( Book )
3 editions published in 1968 in English and held by 4 libraries worldwide
Nursing Home as a Resource in Teaching Courses on Aging by Chandra Mehrotra( Book )
2 editions published in 1983 in English and held by 2 libraries worldwide
With the increased percentage of older adults in the population, demand for professionals and paraprofessionals who possess both technical disciplinary competence and the experiential training necessary to work with older adults has increased. A program at the College of St. Scholastica in Duluth, Minnesota, allows students preparing for a career in gerontology to undertake both cognitive and experiential learning activities. This approach enables them to develop a better understanding of the aging process and also fosters positive attitudes towards the aged. Cognitive learning is achieved by attending lectures, reading books, journals, and other materials, and through conducting library research. Experiential learning, which is an integral part of the courses, takes place through participation in group or individual projects in an applied setting. The Benedictine Health Center (bhc), a health care facility located on the college campus, provides students with a variety of experiential learning opportunities. In addition to these opportunities, cooperative relationships have developed betwen the college faculty and the bhc staff. Students have assisted the faculty in an Andrus Foundation study examining the social interactions of bhc residents and day service adults with students, children, staff, and others. Students also conduct internships, hold part-time jobs, and do mini-projects at the bhc. Faculty invite bhc staff and residents to serve as speakers in their classes. College courses in gerontology and other disciplines are offered at the bhc, and gerontology faculty provide in-service training to new employees at the bhc. (Author/BL)
Strengthening Undergraduate Education in Aging through Faculty Enhancement by Chandra Mehrotra( Book )
1 edition published in 1992 in English and held by 2 libraries worldwide
An assessment of a psychology faculty enhancement program which provided up-to-date information on aging was done. In 1989/90 the program involved a 2-week institute for 25 teachers from two-year and four-year colleges, providing them with consultation both during and after the institute, and maintaining contact with them through reunions and newsletters. A 1-week follow-up institute was held in 1991 and attended by 18 of the original group. Assessment was conducted by monitoring all of the activities, by collecting data on participants' knowledge and attitudes before and after the institute, and by administering evaluation questionnaires at the end of each institute. The participants showed a statistically significant change on a knowledge test and on three attitude scales. They also rated the program as a whole very highly. Responses on the follow-up questionnaire indicated that as a result of participating in this program they had developed a stronger sense of the value of incorporating aging in the curriculum, had read more about aging, had incorporated new material in their courses, and had become more involved in aging-related activities. In addition, a large number of participants had maintained contact with distinguished visiting professors and with colleagues from other schools. The program received support from the National Science Foundation. (JB)
Social interactions in a college-based center for the elderly by Darryl M Dietrich( Book )
1 edition published in 1982 in English and held by 2 libraries worldwide
The quality of life of nursing home residents may be enhanced by providing them with opportunities to participate in social activities involving different age groups and community-dwelling age peers. To obtain descriptive data, and to investigate the relationships between patterns of social interaction and subject characteristics, time-sampled observations of peer and intergenerational social interactions of the elderly residents of the Benedictine Health Center for the elderly at the College of St. Scholastica, Minnesota, were conducted over a 7-month period. The observation instrument provided proportion-of-time data for 24 locations, 29 activities, 18 types of social interactions, and 9 types of persons. At the beginning and the end of the study residents' functional and psychosocial characteristics were assessed using a multidimensional interview instrument. Observation data showed that, in addition to the very popular individual rooms, areas that afforded opportunity for watching what was going on and for chance social encounters were popular. Interactions between different categories of elderly did not occur as often as within group interactions. Residents' cognitive abilities predicted certain aspects of social activities better than health status and self-care ability. However, both health status and self-care ability accounted for 30 percent of the variation among subjects in their psychological well being. (Author/BL)
A program for family involvement in minimizing relocation stress by Kathie A Shemon( Book )
1 edition published in 1982 in English and held by 2 libraries worldwide
Measuring up : educational assessment challenges and practices for psychology ( file )
1 edition published in 2004 in English and held by 2 libraries worldwide
"Assessment fever has swept through higher education. Psychologiststeachers, researchers, and administratorshave long been concerned with what and how well students are learning, retaining, and applying disciplinary information; however, growing national concerns about educational accountability encourage greater scrutiny of what we strive to accomplish in the psychology classroom, regardless of the specific academic context. As this book attests, the concern about assessing psychology education is broad and deep, involving teachers at the high school, twoyear college, and fouryear college and university levels. The problem for psychology education is obvious: Few available resources tackle assessment by outlining concrete practices. Educators and administrators want access to effective research on teaching and learning that can be applied in the classroom or shared with the public. This book fills the current void in assessing outcomes, measuring achievement, and promoting quality instruction in psychology. It does so for several compelling reasons. First, there are no current books examining student assessment in psychology education. Yet student assessment is a nascent, lively topic in educational circles, so a resource like this one is long overdue. Second, the discipline of psychology has not yet formally endorsed recognized competencies and outcomes that are widely available or publicly accepted. This volume is a first step toward doing so. Third, disparate assessment articles are available in the psychological literature but are not readily available in a single source like this one. This book is a moveable feast of assessment options, great and smallBook. (PsycINFO Database Record (c) 2005 APA, all rights reserved)
Giving Psychology Away Through Technology-Based Distance Instruction by Chandra Mehrotra( Book )
1 edition published in 1998 in English and held by 1 library worldwide
This paper outlines key features of good distance education, drawing upon principles for good practice in undergraduate education and recorded experiences with distance learning programs in a number of content areas. The first section defines distance education and provides a historical perspective. Five interrelated phenomena that have accompanied the rapid growth of information technology to promote widespread use of distance learning are described in the second section, including the emergence of lifelong learning, learning centered instruction, providing access, rapid advances in technology and the psychology of learning, and increased interest in part-time study. The third section offers recommendations for good distance education, and the last section summarizes the following lessons learned as a result of offering both undergraduate and graduate courses via distance learning: include adequate details in the syllabus; break the course into modules; conduct periodic assessment; encourage contact between students and faculty; and promote interaction between students. One figure presents a historical perspective of the phases of distance education. (Dls)
Self-Guided Field Experience by Chandra Mehrotra( Book )
1 edition published in 1978 in English and held by 1 library worldwide
A field experience program in which all undergraduate psychology students at the College of St. Scholastica spend about 10 weeks away from campus in an applied setting of their choice is presented. Components of the program are described in terms of: (1) selection of sites made by students in consultation with faculty advisors; (2) proposals specifying their objectives along with the methods and activities they plan to use; (3) daily logs of their activities and, at the end of their practicum, summaries of their experiences in the form of a written report; and (4) evaluation of the report by two faculty members and a supervisor from the host agency which becomes a part of the student's transcript. (Author)
Independent Study Courses for Non-Traditional Students by Chandra Mehrotra( Book )
1 edition published in 1981 in English and held by 1 library worldwide
The Guided Independent Study Program, an individually paced, master-oriented teaching method for serving undergraduate and graduate nontraditional students at the College of St. Scholastica, Minnesota, is described. A number of independent study courses in psychology, gerontology, and education have been offered to students who cannot come to the campus to attend regular class meetings. The approach is based on psychology of learning and individual differences. The course materials are divided into 10 to 12 relatively small units of study called instructional projects. The information provided for each instructional project includes: a descriptive title, purpose, behavioral objectives, evaluative criteria, learning resources, and competency exercises. Competency exercises provide immediate feedback regarding their progress. After completing half of the course, students take a retention test before beginning the work on the second. The course grade is based on the competency exercises, assignments, and retention tests, which are administered by the student's supervisor or other representative. Students maintain contact with the instructor through phone calls and letters. The program has been found to be a viable mode of meeting educational needs of teachers, service providers, and other nontraditional students. This approach is appropriate for courses in which the material to be learned is structured in a definite hierarchy with well-defined objectives, is largely available from written materials, and is amenable to individual learning. Its features of self-pacing, mastery learning, and immediate feedback make it especially attractive to nontraditional students. (Author/SW)
Fostering aging research in undergraduate psychology programs ( Book )
1 edition published in 2006 in English and held by 1 library worldwide
Handling Social Interactions: Teaching Learning Principles to SpecialEducation Children by Chandra Mehrotra( Book )
2 editions published between 1978 and 1979 in English and held by 1 library worldwide
Eight mainstreamed students with specific learning disabilities (ld) and five with general ld (8-14 years old) were trained through films, role playing techniques and token reinforcement to apply learning principles to improve the quality of their social interactions with their nonhandicapped peers. Results of observations of Ss' interactions before and after training indicated statistically significant improvements in the quality of Ss' social interactions, specifically, changes in negative nonverbal and positive verbal peer initiatives, Ss' response of reinforcing positive contacts, and peers' positive verbal and nonverbal responses. (Cl)
Teaching Program Assessment to Adult Learners by Chandra Mehrotra( Book )
1 edition published in 2003 in English and held by 1 library worldwide
This study evaluated a program that was designed to empower staff members form nonprofit organizations to design evaluations that help further their organizational mission, addressing the needs of their clients more effectively and efficiently. In 2001-200, the program was offered in five bimonthly, 2-day sessions. Twenty participants from 10 nonprofits attended these sessions. Program topics included utilization-focused evaluation, the programs theory of action, evaluation designs, assessment methods, data analysis, and reporting results. While enrolled in this year-long program, all participants conducted a wide range of evaluation activities in their organizations drawing on what they had learned. At each session they shared their progress with fellow participants, provided feedback to each other, and sought instructors' guidance. This active and collaborative learning allowed them to develop a better understanding of key concepts, principles, and methods in the context of their work. They gave uniformly high ratings to the program (4.5 to 5.0 on a five-point scale). These high ratings were confirmed by their enthusiasm and engagement throughout the program, by the high rate of attendance at each session, by the positive tone of response to the open-ended questions, and by their openness in sharing their work with each other. (Contains 11 references.) (Author/SLD)
Site visit report : training program: JFK University Doctor of Psychology Program by Site visit team( Book )
1 edition published in 2006 in English and held by 1 library worldwide
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Alternative Names
Chandra Mehrotra
Chandra Mohan Mehrotra
Mehrotra Chandra
Mehrotra, Chandra Mohan
English (70)
German (1)
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