Effects of imprinting and isolation on aggressive responses in chicks

The importance of isolation and imprinting as separate factors influencing early aggressive responses in chicks (Gallus gallus) was studied in two separate experiments. In addition the effect of the presence or absence of the imprinting stimulus in the test situation was examined in Experiment 1. Neither imprinting per se, nor the presence of the imprinting stimulus significantly affected aggressiveness. Rearing conditions (isolation vs social rearing) did, however, influence aggressive responses. Isolated chicks were significantly more aggressive than socially reared buds. The adaptedness of selective aggression in socially (naturally) reared chicks, as well as the indiscriminant aggressiveness caused by social deprivation is discussed.     

Early development program: Collaborative structures and processes

The Early Development Program (EDP) provides and coordinates interdisciplinary mental health and developmental assessment/intervention for children ages zero through 3 years and their families. EDP's interdisciplinary team includes faculty in child and adolescent psychiatry, developmental pediatrics, pediatrics, psychology, developmental psychology, education, nursing, social service, speech and language, and occupational and physical therapy plus trainees in psychiatry, pediatrics, psychology, and education. Children are referred largely by pediatrics; two-thirds are insured by Medicaid and one-third by HMOs and private insurance. Local foundations help support ongoing assessment/intervention. Disruptive behavior is the most frequent referral problem; almost half of those presenting with disruptive behavior also have delays. Using the Diagnostic Classification: 0-3 (DC: 0-3), Disorders of affect, regulatory disorders, traumatic stress disorder, and relationship disorders are most often diagnosed; comorbid diagnoses are common. Family-centered intervention includes family-psychodynamic and interactional approaches and facilitated use and development of community resources. © 1997 Michigan Association for Infant Mental Health     

Defining the caregiving system: Toward a theory of caregiving

The purpose of this paper is to present a preliminary framework for conceptualizing the caregiving behavioral system. Following Bowlby (1982), we propose that caregiving is organized within a goal-corrected behavioral system that is reciprocal to attachment. The set-goal of the system is to keep dependent offspring close or safe; its adaptive function is protection of the young. The caregiving system is designed to provide changing levels and forms of protection depending upon the developmental and individual requirements of the young. However, the evolutionary interests of the parent are not entirely overlapping with that of the child because the parent's evolutionary fitness depends on the fitness of all her offspring. Caregiving is one of several motivational systems in the parent. Depending upon circumstances, parents may select from a range of caregiving strategies, which are believed to correspond to the continuum of child attachment relationships (secure, avoidant, ambivalent). The adult caregiving system is believed to be guided by an internal representation or mental model of caregiving. This system has its roots in early attachment—caregiver experiences, but is distinct from them. We suggest that the caregiving representational system becomes consolidated initially in adolescence and undergoes change during the transition to parenthood and as a function of interaction with the child. Once this development is complete, situations of danger and safety should activate the caregiving behavioral system. Under normal circumstances, if the parent's own attachment system is aroused she would appeal to her own attachment figures rather than to the child. However, situations that engender feelings of helplessness in the mother (i.e., which cause her to perceive herself as unable to protect the child) may disorganize or disable the caregiving system on both the behavioral and representational levels.     

Dyadic processes between mothers and preterm infants: Development at ages 2 to 5 years

In order to identify antecedents to cognitive, language, and social competence from 2 to 5 years of age in preterm children at biological and social risk, this study used multiple procedures, administered in the laboratory, at 13 and 20 months, to measure components of the social interactions between 51 mothers and their preterm infants. Two variables, maternal responsiveness to infant vocalization and infant irritability, were found to be significant predictors of later competence. Whereas greater maternal responsiveness, as expected, led to increased language and social skills, greater infant irritability during stressful situations also foretold later increased competence in expressive and receptive language and social cognition. Children born at higher birthweights and with longer gestations were more likely to be more irritable than those born at very low birthweights. The findings suggest different implications for negative affect in preterms who have experienced respiratory distress as contrasted to full-term children, but indicate similar positive consequences for maternal verbal responsiveness.     

Descriptive analysis of the nature and extent of bullying behavior in a maximum‐security prison

This aim of this study was to investigate the nature and extent of direct and indirect bullying in a maximum‐security prison and to assess prisoners' attitudes toward victims of bullying. A total of 194 adult male prisoners completed the Direct and Indirect Prisoner Behavior Checklist (DIPC) [Ireland (1998): University of Central Lancashire; Ireland (1999a): Aggressive Behavior] and a modified version of the Rigby and Slee [1991: J Social Psychol 131:615–627] provictim scale. The results showed that more than half of the prisoners sampled had been bullied in the past week. Only a small number of prisoners could be classified as either a pure bully or a pure victim, with almost half classified as both a bully and a victim. The most frequent types of bullying used were psychological/verbal and indirect forms. No significant differences were found between pure bullies, bully/victims, pure victims, and the not involved groups' attitudes toward the victims of bullying. These findings hold implications for anti‐bullying programs that fail to fully consider the prevalence of indirect forms of bullying and that an individual can be both a bully and a victim. Aggr. Behav. 26:213–223, 2000. © 2000 Wiley‐Liss, Inc.     

Psychosocial mediation of fruit and vegetable consumption in the body and soul effectiveness trial.

In this study the authors examined psychosocial variables as mediators for fruit and vegetable (FV) intake in a clustered, randomized effectiveness trial conducted in African American churches. The study sample included 14 churches (8 intervention and 6 control) with 470 participants from the intervention churches and 285 participants from the control churches. The outcome of FV intake and the proposed mediators were measured at baseline and at 6-month follow-up. Structural equation modeling indicated that the intervention had direct effects on social support, self-efficacy, and autonomous motivation; these variables also had direct effects on FV intake. Applying the M. E. Sobel (1982) formula to test significant mediated effects, the authors confirmed that social support and self-efficacy were significant mediators but that autonomous motivation was not. Social support and self-efficacy partially mediated 20.9% of the total effect of the intervention on changes in FV intake. The results support the use of strategies to increase social support and self-efficacy in dietary intervention programs.     

ACCESS DECISIONS BY PERSONNEL DIRECTORS: SUBTLE FORMS OF SEX BIAS IN HIRING

Midwestern personnel and management association members rated bogus job applications which had identical background qualifications but varied by sex of applicant, sex-role related attributes of applicant, and degree of fit of applicant credentials to job demands. The applicants were rated on their qualifications and likelihood of being considered for the position, expected performance, and expected success in the job. A significant triple interaction was found for the variable that measured the likelihood of the applicant being considered for the position (i.e., access to the position). Higher access ratings were given to the sex–stereotypical applicant when the applicant's credentials matched job demands. When the applicant's credentials did not fit the job demands, raters tended to favor non–stereotypical applicants. Practical and research implications are discussed.