For-profit/nonprofit differences in center-based child care quality: Results from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development

In secondary analyses of National Institute of Child Health and Human Development Study of Early Child Care and Youth Development data, multiple indicators of quality (caregiver wages and turnover; child/staff ratio; caregiver education and professionalism; positive caregiving) were compared between child care centers by sector (for-profit/nonprofit) and subsector (for-profit independent/chain, nonprofit church/nonchurch) at multiple points from infancy through prekindergarten. Nonprofit centers evidenced higher caregiver wages and education at most ages and better quality child/staff ratios, turnover, caregiver professionalism, and positive caregiving for toddlers and preschoolers. Subsector differences in preschool classrooms were more complex. In general, quality was higher in nonprofit non-religiously affiliated centers, intermediate in nonprofit religiously affiliated and for-profit independent centers, and lower in for-profit chains, but differences were not found on every indicator or between every group. Further, for-profit chain status predicted lower quality positive caregiving, controlling for family characteristics, staff, and structural quality, at 54 months, but not 36 months. Results support and extend prior research by controlling for family characteristics. Policy implications regarding supply- and demand-side quality-improvement strategies that address market competition and parent choice across subsectors are discussed.     

An Information‐processing Perspective on Leadership and Culture: A Case for Connectionist Architecture

Un mode`le de la relation entre la culture et le leadership est pre´sente´ dans cet article; ce mode`le est centre´ sur le traitement de l'information. Nous estimons qu'un re´seau connectionniste s'impose pour une bonne compre´hension de la faµon dont la culture et le leadership influencent les re´actions et la comprotement du suiveur, ce qui nous diffe´rencie des travaux ante´rieurs dans ce domaine. On examine brie`vement les structure connectionnistes en remarquant qu'il y a recouvrement entre la conceptualisation des sche´mas inclus dans ces structures et les re´flexions actuelles sur les sche´mas concernant la culture et le leadership. Ce mode`le est suffisamment souple pour expliquer les processus cognitivement efficients qui e´mergent consciemment ou subconsciemment. En outre, il peut rendre compte de la sensibilite´ a` l'information (provenant de la situation) des sche´mas du leadership et des syste`mes culturels. On traite enfin du caracte`re critique de la notion de concept de soi dans la compre´hension des processus a` travers lesquels culture et leadership interagissent pour influencer les re´action et la conduite des suiveurs.     

Teaching the Psychology of Women: Examination of a Teaching-Learning Model

A teaching-learning model for teaching courses on the psychology of women is presented and illustrated by the psychology of women course offered at the University of Tennessee. The general approach and structure of the course are described and the basic assumptions underlying the teaching-learning approach are explained. The ultimate goal of the course is to develop women (and men) who behave in an active, healthy, assertive manner and who can assume responsibility for themselves.     

Systemic work with clients with a diagnosis of Borderline Personality Disorder

Clients who are diagnosed with Borderline Personality Disorder are likely to engage with clinicians in compelling ways. They challenge us with an urgency that helps us to define ourselves as we work with them. They confront us with the limitations of our treatment approaches, requiring a genuineness of interaction and a flexibility that can be both challenging and uncomfortable. While therapists have made great strides over the past few decades in their treatment approaches with this population, there is a gap in the literature on the use of systemic approaches with these clients. This article examines some of the issues that arise in work with people with a diagnosis of Borderline Personality Disorder and offers an application of a larger systems perspective to the development of viable treatment options for these clients.