Development and control of licking in the guinea pig (Cavia porcellus)

Guinea pigs were taught to lick an electronic lickometer by successive approximations brought about by a gradually receding lickerandum-liquid feeder mounted in their home cage. All Ss learned to lick and obtain their total liquid intake by tongue licking. An optimum deprivation schedule was determined, and the response was brought under schedule control comparable to that of the rat.     

Mediation and child custody issues in abusive relationships

Contested divorces and child custody cases have increased in number in recent years, and many have involved domestic violence. Victims of domestic violence need an informed legal system to help them achieve equitable settlements and safe arrangements. Two areas of concern presented in this article are mediation and joint custody. Professionals in the mental health, social service, criminal justice, and legal fields must understand the ramifications of joint custody and mediation in abusive relationships. The effects on the children and adults are discussed, and specific recommendations are presented for dealing with power and other issues in abusive relationships.     

Divine Transcendence and Human Transformation: Gregory of Nyssa's Anti–Apollinarian Christology

Gregory of Nyssa's treatment of the person of Christ has puzzled modern scholars, because it does not fit easily into the dogmatic categories that have been developed, in the light of the Chalcedonian definition, to distinguish orthodox from heretical or deficient Christology. This essay argues that the main focus of Gregory's Christology, even in his debate with the Apollinarian school, is not so much on the unity and distinctions to be observed in Christ's person, but on the transformation Christ has accomplished in his own humanity by irradiating it with his own divine presence, a transformation that is the "first–fruits" of a divinization which will include the whole human race.     

Factor analyses of the family assessment device

The Family Assessment Device (FAD) operationalizes the McMaster Model of Family Functioning, which has been used in numerous studies, translated into seven languages, and is regarded as one of the most researched family assessment tools available. However, exploratory and confirmatory factor analyses using the 7-by-7 matrix of subscale correlations from the original validity study on the FAD (Epstein, Baldwin, & Bishop, 1983) indicated that the FAD subscales overlap substantially and do not assess unique dimensions of family functioning. Results of our study suggest that the conservatively best use of the FAD is using the General Functioning subscale as a summary score. A model that fits the data marginally better than the General Functioning score and a Measurement Error model, however, consisted of "Collaboration" and "Commitment" latent factors. These results illustrated the need for more extensive validity research on the FAD, because interpretation of the factors and subscales had to rely heavily on face validity.     

Varieties of preschool hyperactivity: multiple pathways from risk to disorder

In this paper we examine the characteristics of preschool attention deficit hyperactivity disorder (ADHD) from both mental disorder and developmental psychopathology points of view. The equivalence of preschool and school-aged hyperactivity as a behavioral dimension is highlighted together with the potential value of extending the use of the ADHD diagnostic category to the preschool period where these behaviours take an extreme and impairing form (assuming age appropriate diagnostic items and thresholds can be developed). At the same time, the importance of identifying pathways between risk and later ADHD is emphasized. Developmental discontinuity and heterogeneity are identified as major characteristics of these pathways. We argue that models that distinguish among different developmental types of early-emerging problems are needed. An illustrative taxonomy of four developmental pathways implicating preschool hyperactivity is presented to provide a framework for future research.     

Applying the Chaos Theory of Careers as a Framework for College Career Centers

The chaos theory of careers (CTC; Pryor & Bright, 2011 ) has emerged as a career development theory to describe the reality of career development and account for the changing nature of work in the 21st century. Integrating CTC into a coherent framework accessible to practitioners is an ongoing process. In recent years, CTC has gained traction within some college career centers. Although techniques and interventions have been discussed to address some of the primary issues, no overarching framework has been conceptualized. This article proposes a model to conceptualize CTC in an accessible framework for college career centers, students, and beyond.     

BEING AND DOING: AN INQUIRY INTO THE COLONIZATION,DECOLONIZATION AND RECONSTRUCTION OF AMERICAN SOCIETY AND ITS STATE,Marcus Raskin

The emerging planetary culture is viewed from an autobiographical perspective. The author discusses the importance of complex thought (Morin) and the notions of gylany and partnership (Eisler) to address the need to develop a heterogeneous, diverse context which supports creativity and mutually beneficial relations. Systems‐theoretical and feminist approaches are brought to bear on the need to develop an ecology of creativity, which focuses not simply on individual genius but on the potential for creative collaboration. Ecological concerns are viewed in the context of our understanding of gender, creativity and progress.     

Promoting Healthy Behavior from the Pulpit: Clergy Share Their Perspectives on Effective Health Communication in the African American Church

African Americans continue to suffer disproportionately from health disparities when compared to other ethnicities (ACS 2010; CDC 2007). Research indicates that the church and the pastor in the African American community could be enlisted to increase effectiveness of health programs (Campbell et al. in Health Edu Behav 34(6):864–880, 2007; DeHaven et al. in Am J Public Health 94(6):1030–1036, 2004). The objective of this study was to investigate African American pastors’ perceptions about health promotion in the church and how these perceptions could serve as a guide for improving health communication targeting African Americans. Semi-structured interviews with African American clergy revealed that pastors feel strongly about the intersection of health, religion and spirituality; they also believe that discussing health screening and other health issues more frequently from the pulpit and their own personal experiences will ultimately impact health behavior among congregants. This study suggests that African American clergy see themselves as health promoters in the church and believe this communication (i.e., pastor-endorsed health information materials) will impact health behavior among underserved and minority populations.     

A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems

This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7 years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher–Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d = 0.53), teacher negatives to target children (d = 0.36), target child negatives towards the teacher (d = 0.42), and target child off-task behavior (d = 0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior.