Early childhood education and crime

This article presents new evidence on the crime-reducing impacts of a high-quality, intensive early childhood program with long-term follow-up, evaluated by a randomized controlled trial. Proportionately, more women than men decrease their criminal activity after participating in the program. This gender difference arises because of the worse home environments for girls, with corresponding greater scope for improvement by the program. For both genders, treatment effects are larger for the least-advantaged children, as measured by their mother's education at baseline. The dollar value of the social cost of criminal activity averted is higher for men because they commit more costly violent crimes.     

Más Allá De Las Barreras: Competency and Practice Considerations in Language,Cultural, and Social Issues When Delivering Group CPT to Hispanic Immigrants

ABSTRACT

High rates of underassessed trauma and psychiatric disorders, particularly post-traumatic stress disorder (PTSD) have been reported among Hispanic immigrants, especially as related to immigration trauma. Multiple studies have shown group cognitive processing therapy (CPT) to be an effective evidence-based practice (EBP) for treatment of PTSD across a number of clinical populations. To date, however, no studies have examined important competency and practice issues in linguistic, cultural, and ethical areas that group CPT providers should consider when delivering group CPT to Hispanic immigrants. This article aims to outline these and provide future directions for research.     

Blocking with serial compound stimuli: The role of local context and second-order associations

Blocking was studied with rats in two serial conditioning experiments in which CS1 was followed by CS2 and then shock. Experiment 1 demonstrated that pretraining with CS1 was able to block conditioning to CS2 when the pretraining consisted of trace conditioning. But when serial conditioning was used for pretraining, with a third stimulus as the second element of the compound, then blocking was not detected during the subsequent phase. In Experiment 2 the effect of pretraining with CS2 on blocking with CS1 was examined. Blocking was effective, but only when steps were taken to minimize the growth of second-order associations resulting from the pairing of CS1 with CS2. These results are consistent with a principle stating that the ability of a pretrained stimulus to block the added stimulus in a compound depends on the relative contiguity of each stimulus to the US.