Book reviews

Hall, G. (1991). Perceptual and associative leaning. Oxfod: Clarendon Press. Pp. xi + 300. ISBN 0-19-8524182-0. £35.00.

Rahmann, H., & Rahmann, M. (1992). The neurobilogical basis of memoy and behavior. New York: Springe Verlag. Pp. 292. ISBN 3-540-97545-4. £53.00.

Iversen, I.H., & Lattal, K.A. (Eds.). (1991). Experimental analysis of behavior, arts 1 and 2. Techniques in the behavioral and neural sciences, volume 6 (series editor: J.P Huston). Amstedam: Elsevier. Pp. 724. ISBN 0-444-8932-2. £50.00 (paperback).

Baudry, M., & Davis, J.L. (Eds.) (1991). Long-tem potentiation: A debate of current issues. Cambridge, Ma & London, England: MIT Press. Pp. xxii + 454. ISBN 0-262-02330-x. £62.95 (Hb).

The Biological Council Animal Reseach and Welfare Panel (1992). Guidelines on the handling and training of laboatory animals. Univer-sities Federation for Animal Welfare. Pp. ISBN 0-900767-77-4. £2.50.     

Trauma-Informed Child Welfare: From Training to Practice and Policy Change

ABSTRACT

Multiple child welfare systems and agencies have embraced efforts to become more trauma-informed in recent years. However, the field of trauma-informed care is still somewhat in its infancy and only recently has the focus shifted from theoretical concepts into concrete practices that can be identified, measured, evaluated, and sustained over time. One of the key resources designed to help support the development of a trauma-informed child welfare system is the Child Welfare Trauma Training Toolkit (CWTTT). The CWTTT was developed in 2008 as a collaborative process that included members of the Child Welfare Committee of the National Child Traumatic Stress Network (NCTSN). Originally, the CWTTT was developed as a training resource to support child welfare professionals in increasing their understanding regarding trauma and its impact on children. Over time, the CWTTT has undergone multiple iterations and has been involved in numerous state and county initiatives to support their efforts in becoming more trauma-informed. This article will provide historical context on the development of the CWTTT, detailing its evolution since 2007, followed by highlighting the current efforts and future directions of the CWTTT.     

Trait impulsivity and callous-unemotional traits as predictors of inhibitory control and risky choices among high-risk adolescents

Trait impulsivity and callous-unemotional traits are associated with behavioural problems among high-risk adolescents. While both are known to influence behaviour, the nature of their expression in high-risk behaviours, particularly those related to inhibitory control, is not well understood. In the current, preliminary study, we examined whether and how these traits predicted deficits in behaviour driven by bottom-up, automatic versus deliberate, top-down inhibitory processes among high-risk adolescents. Two go/no-go task variants, emotional and non-emotional, were used to assess reactive response inhibition, and the Balloon Analogue Risk Task was used to assess the ability to resist deliberate risky choices. The results showed that the two types of self-reported trait measures were differentially associated with performance on the two types of behavioural inhibition tasks. Trait impulsivity predicted non-emotional inhibitory control whereas callous-unemotional traits predicted risky choices. The results also showed that the emotions task elicited slower reaction times and higher false alarm rates than did the letters task, and that participants had greater difficulty inhibiting responses to negatively than to positively valenced no-go stimuli. While preliminary, the results suggest that the interplay between trait impulsivity and callous-unemotional traits is an important determinant of inhibitory behaviour in this high-risk adolescents.     

An experimental evaluation of school social work

The main results of the Central Lancashire Family and Community Project are reported. The project extended from 1965 to 1973 and attempted to determine experimentally the value of social work undertaken in secondary schools. Significant reductions in juvenile maladjustment and misbehaviour, both short- and long-term, were achieved. While children sent to court showed some behavioural improvement, this was accompanied by a deterioration in measures of adjustment; whereas treatment of a matched sample by school social workers was associated with sustained improvement both in behaviour and in test measures of social adjustment. The school setting was shown to have impeded the workers in a variety of ways: teachers' judgements of what were suitable cases to refer were biassed towards certain kinds of behaviour, and the teachers expected the social workers to achieve unrealistically rapid behavioural improvement. There was also pressure upon the workers to over-identify with the school, its ethos and its staff, and to become too generously involved in school activities, which interfered with their relationships with the children and the time available for social work — especially home visiting. These handicaps, however, were more than offset by the advantages of the school setting in aiding the identification of needy cases at an early stage in the development of their problems, and in undertaking sustained, beneficial casework Furthermore, there were indications that the presence of the worker in itself tended to change the ethos of the school.