An experiment promoting interdisciplinary applied human development: The University of Pittsburgh model

The University of Pittsburgh Office of Child Development is an unusual university facilitative and administrative unit that promotes, funds, plans, implements, manages, and conducts interdisciplinary applied education, research, service demonstration, program evaluation, and policy projects pertaining to children, youth, and families. In the 9+ years of its existence, its soft-money budget has grown more than 34 times, its number of employees has increased 27-fold, and it has played a major role $75 million worth of collaborative projects. This article describes the Office's rationale, structure, purposes, principles of operation, projects, evaluation, and positive and negative factors in its development so that others may benefit from this case-study experiment in interdisciplinary applied human development programming.     

Family Relationships and Counselling

During the last ten years, family therapy has developed a number of distinctive schools of work. Four such schools—structural, strategic, the Milan school, and psychoanalysis - are described, and their importance to British workers is examined. Comments are offered on a variety of issues likely to face those engaged in family therapy in the coming decade.     

Concurrent validation of Hutt's Bender Gestalt screening method for schizophrenia, depression, and brain damage

The effectiveness of Hutt's Bender Gestalt scoring system in screening for schizophrenia, depression, and brain damage was investigated in a sample of mixed, psychiatric inpatients. Fifteen patients represented each diagnostic category. After an examination of each patient's Bender Gestalt protocol according to Hutt's criteria, it was found that the true positive and true negative success rates of the screening procedures for depression and brain damage were significantly higher than corresponding base rates. The Lacks Bender Gestalt screening method for brain damage was no more successful than the Hutt method in identifying true positives and true negatives. With the brain-damaged patients excluded, Hutt's screening procedures for both depression and schizophrenia resulted in significantly high rates of successful identification of true positives and true negatives. Moreover, these rates did not significantly differ from those determined by patients' Minnesota Multiphasic Personality Inventory (MMPI) T scores on corresponding scales.     

Representation of linguistic rules in the brain: evidence from training an aphasic patient to produce past tense verb morphology.

We trained a patient with expressive aphasia and a deficit in phoneme-to-grapheme conversion to produce spoken English verbs with correct tense morphology. After training, he showed evidence of generalization to production of written regular, but not irregular, verbs in a sentence completion task. These data support dual-route, rule-based models within the brain for morphosyntactic operations.     

What's Not to Love? Rethinking Appeals to Tradition in Contemporary Debates in Trinitarian Theology

Contemporary discussions of the doctrine of the Trinity are sometimes centered on debates between ‘Social Trinitarians’ and ‘Classical Trinitarians.’ Those who align with ‘Social Trinitarianism’ usually insist that an adequate doctrine of the Trinity demands an affirmation of intra-Trinitarian mutual love – and thus reject the doctrine of divine simplicity and numerical sameness out of a commitment to being fully Trinitarian. Meanwhile, those who want to recover ‘Classical Trinitarianism’ insist that the doctrine of divine simplicity is true and salutary – and thus reject any notion of love shared between the Father and Son within the divine life. I argue that both alternatives are profoundly out of step with the theological tradition they claim to retrieve and represent, for simultaneous affirmations of divine simplicity and mutual love are found all across the tradition of Latin scholastic theology. Constructive Trinitarian theology that makes appeal to the ‘classical’ tradition should take this diversity and complexity into account.     

Improvements in early care in Russian orphanages and their relationship to observed behaviors

This article describes a unique study that attempts to promote positive social‐emotional relationships and attachment between caregivers and children in orphanages in St. Petersburg, Russia. The children who reside in these orphanages are typically between birth and 48 months of age; approximately 50% are diagnosed with disabilities, and approximately 60% leave through foreign adoption. Initially, their orphanage caregivers showed a high level of current anxiety and depression and were detached from and communicated little with the children. Likewise, during baseline observations, the children demonstrated poor attachment behaviors such as indiscriminant friendliness, lack of eye contact with adults, aggression, and impulsive behavior. Two interventions were used in a quasiexperimental design: (a) training of caregivers to promote warm, responsive caregiving and (b) staffing and structural alterations to support relationship building, especially increasing the consistency of caregivers. The methodology required that both the training and staffing interventions be provided to one orphanage, only the training to a second, and neither to a third. (At any one time, ns = 80–120 in each condition.) Initial informal observations reveal positive behaviors for both the caregivers and the children, such as increased two‐way conversations, animated and enthusiastic emotional responses, and positive social and language interactions. Early data analyses show an increase in the consistency and stability of caregivers and increased scores for caregivers on every subscale of the HOME Scales. Children showed improvements in physical growth, cognition, language, motor, personal‐social, and affect, with children having severe disabilities improving the most. The implications of these findings suggest that training staff with modest educational backgrounds and structural changes are effective, can increase socially responsive caregiving behaviors, and improves social interactions of children, at least temporarily. ©2005 Michigan Association for Infant Mental Health.