Maternal perceptions of and sensitivity toward very low birthweight infants with and without postnatal headmolding

To explore the attractiveness of VLBW infants with postnatal headmolding, 29 mothers of VLBW infants and 29 mothers of full-terms rated complimentary photographs of VLBW newborns with postnatal headmolding, VLBW newborns without postnatal headmolding, and full-term newborns. In a second study, facial conformation and infant attractiveness were assessed to determine the degree to which babyish head-shapes and infant attractiveness differed between VLBW and full-term infants. Finally, infant history, measures of facial conformation, and infant attractiveness ratings were regressed on maternal responsiveness scores. Overall, mothers rated photographs of VLBW newborns with postnatal headmolding as less cute; however, mothers of VLBW infants rated photographs of VLBW newborns with postnatal headmolding as more cute than did mothers of full-term infants. During the second half of the first year of life, VLBW infants had narrower mouths, their eyes were closer to the sides of the face, and there was a tendency for VLBW infants to have narrower heads; however, overall attractiveness ratings of VLBW and full-term infants did not differ. More babyish head shape (wider head shape, more babyish facial features) significantly predicted maternal responsiveness to infant cues in a freeplay session. Findings demonstrate that VLBW newborns with postnatal headmolding are more vulnerable to negative evaluations of perceived attractiveness, differences in head shape are evident in the second half of the first year of life, and babyish headshape may be one factor that affects the degree to which infants are able to elicit sensitive maternal responses.     

Rounding Out the Cube: Evolution to a Global Model for Counseling Centers

This article discusses the present realities of college and university counseling centers as the bases for proposing a more adaptive and interactive model of the original Cube developed by W. H. Morrill, E, R. Oetting, and J. C. Hurst (1974). The article conceptualizes an evolved model of the Cube, here termed the global model, which allows counseling centers to function, in light of current and future demands, with greater flexibility, interdependency, and collaboration vis-á-vis the campus community.     

Organizational factors influencing consultation in schools

A key variable in successful consultation is the consultant's skill in assessing the organization in which he is working or contemplating working. This paper presents a framework for gathering and organizing data related to organizational phenomena in a school or school district. The implications of these data for the consultant in determining priorities, assessing strengths and weaknesses, generating problem-solving strategies, and predicting consequents are discussed. In addition, the dilemma of the school psychologist, caught in complex and rapidly changing environmental pressures, is explored and some alternative role models are suggested.     

Increasing and decreasing intrinsic interest with contingent rewards: A test of cognitive evaluation theory

The study examined Deci's (Deci, E. L. Intrinsic motivation. New York: Plenum Press, 1975) hypotheses regarding the effects of contingent rewards on intrinsic task interest. Seventy-two male university students worked on a series of puzzles and were given either a high value reward ($1.50) or a low value reward ($.45). The money was given either contingent upon the simple execution of the task (task-contingent), contingent upon the ostensible attainment of a performance criterion level (criterion-contingent), or noncontingent and unexpected (control). Compared to the high payment control subjects, subjects who received the task-contingent high reward rated the task as less interesting, while subjects who received the criterion-contingent high reward rated it as more interesting. Also, subjects expressed less interest in the task after receiving the high task-contingent reward than the low task-contingent reward, but indicated greater interest after receiving the high criterion-contingent reward than the low criterion-contingent reward. It was concluded that substantial support was obtained for Deci's (1975) cognitive evaluation theory.     

Teaching the Design,Leadership, and Evaluation of Structured Groups

Although structured group formats have become increasingly popular, few articles have been written describing the training sequences or strategies for the leaders of these groups. The authors describe a class that used a structured model to teach the design, leadership, and evaluation of structured groups. Thus, the class was designed to be a model structured group experience. Specific segments of the 16 class segments are outlined and described.