Impact of a System of Care on a Community's Children's Social Services System

Researchers and practitioners have questioned how the implementation of a system of care influences the broader context of children's social services within a community. We examined the impact that the Dawn Project system of care had on children's services in Marion County, Indiana. A series of semi-structured interviews were conducted in order to gain a broad understanding of stakeholder perspectives related to how system-level and other community leaders viewed system of care influences. Qualitative analyses uncovered several common themes including positive impact at the community level, challenges to implementation, and feelings of ambivalence related to program impact. Results were generally positive and suggested that most respondents saw core system of care principles beginning to emerge within the community related to the establishment of the care system. In addition, challenges to implementing the system of care also were uncovered, including some underlying resistance to system-level changes. Implications from our study highlight the importance of continuously working to enhance strengths and collaboration among systems, integrate and coordinate across systems and services, and authentically involve families at all levels.     

An oscillator model of the timing of turn-taking

When humans talk without conventionalized arrangements, they engage in conversation—that is, a continuous and largely nonsimultaneous exchange in which speakers take turns. Turn-taking is ubiquitous in conversation and is the normal case against which alternatives, such as interruptions, are treated as violations that warrant repair. Furthermore, turn-taking involves highly coordinated timing, including a cyclic rise and fall in the probability of initiating speech during brief silences, and involves the notable rarity, especially in two-party conversations, of two speakers’ breaking a silence at once. These phenomena, reported by conversation analysts, have been neglected by cognitive psychologists, and to date there has been no adequate cognitive explanation. Here, we propose that, during conversation, endogenous oscillators in the brains of the speaker and the listeners become mutually entrained, on the basis of the speaker’s rate of syllable production. This entrained cyclic pattern governs the potential for initiating speech at any given instant for the speaker and also for the listeners (as potential next speakers). Furthermore, the readiness functions of the listeners are counterphased with that of the speaker, minimizing the likelihood of simultaneous starts by a listener and the previous speaker. This mutual entrainment continues for a brief period when the speech stream ceases, accounting for the cyclic property of silences. This model not only captures the timing phenomena observed in the literature on conversation analysis, but also converges with findings from the literatures on phoneme timing, syllable organization, and interpersonal coordination.     

A new technique for measuring thermoregulatory behavior in the rat

A tracking procedure was used to investigate the ability of rats to regulate their ambient temperature. Rats were placed in a chamber with two levers; depressions of one lever controlled a cold-water flow (11 degrees C) and the other controlled the flow of hot water (57 +/- 1 degrees C). If it alternated responses, the rat could regulate temperature within these two extremes. With training, this regulatory behavior resulted in a narrow environmental temperature range that approximated normal body temperature.     

COVID-19 attitudes,cognitions, and behaviors in association with personal ideology and social media exposure: Findings from emerging adults in the Southern United States

In the U.S., the COVID-19 pandemic has been highly politicized and has been the subject of large-scale media misinformation. Personal ideologies—including religiosity and political leanings (i.e., conservative, liberal)—have heavily guided responses to the pandemic, particularly in the Southern United States. However, microenvironments like Southern U.S. universities provide a unique perspective into the juxtaposition of larger societal conservatism and the liberalism associated with higher education. In the current study, we examined Southern university students' political beliefs, religiosity, and social media exposure in association with their COVID-19 attitudes, cognitions, and behaviors. Participants' political beliefs were associated with their COVID-19 concern, myth acceptance, vaccination status, and likelihood to receive a future vaccination. Religiosity and social media exposure were more nuanced. Future research into personal ideologies as emerging adults develop their independent identities away from their parents, and how this process can impact health behaviors, is needed.     

FIXED-TIME SCHEDULES ATTENUATE EXTINCTION-INDUCED PHENOMENA IN THE TREATMENT OF SEVERE ABERRANT BEHAVIOR

We compared the effects of extinction (EXT) and fixed-time (FT) schedules as treatment for severe problem behavior displayed by 3 individuals with developmental disabilities. First, functional analyses identified the reinforcers maintaining aberrant behavior for all 3 individuals. Next, EXT and FT schedules were compared using a multielement design. During EXT, the reinforcer maintaining problem behavior was withheld. During FT, the reinforcers were presented response independently at preset intervals. Results showed that FT schedules were generally more effective than EXT schedules in reducing aberrant behavior. FT schedules may be used in situations when extinction-induced phenomena are problematic.     

How Children with Head Injury Represent Real and Deceptive Emotion in Short Narratives

Narratives are not only about events, but also about the emotions those events elicit. Understanding a narrative involves not just the affective valence of implied emotional states, but the formation of an explicit mental representation of those states. In turn, this representation provides a mechanism that particularizes emotion and modulates its display, which then allows emotional expression to be modified according to particular contexts. This includes understanding that a character may feel an emotion but inhibit its display or even express a deceptive emotion. We studied how 59 school-aged children with head injury and 87 normally-developing age-matched controls understand real and deceptive emotions in brief narratives. Children with head injury showed less sensitivity than controls to how emotions are expressed in narratives. While they understood the real emotions in the text, and could recall what provoked the emotion and the reason for concealing it, they were less able than controls to identify deceptive emotions. Within the head injury group, factors such as an earlier age at head injury and frontal lobe contusions were associated with poor understanding of deceptive emotions. The results are discussed in terms of the distinction between emotions as felt and emotions as a cognitive framework for understanding other people's actions and mental states. We conclude that children with head injury understand emotional communication, the spontaneous externalization of real affect, but not emotive communication, the conscious, strategic modification of affective signals to influence others through deceptive facial expressions.     

Implicit learning of complex structures: active adaptation and selective processing in acquisition and application

Subjects exposed to members of a structured domain become sensitive to the general structure of that domain, even when they are unaware that the domain has such structure (e.g., Reber, 1993). Numerous investigators have attempted to characterize this learning as unselective in acquisition and automatic in application. However, we contend that this characterization miscasts the fundamental nature of learning. In a series of experiments, we demonstrate that what subjects learn implicitly about the structure of a domain critically depends on decisions they make about how to organize the structural components. Similarly, the application of knowledge gained implicitly is not stable, but may be selected or even created under the demands of the test task. We conclude that implicit learning, just like explicit learning, proceeds through active organization of the stimulus complex, rather than by passively absorbing any level of structure. We propose a synthesis, in which learning, with and without awareness, is understood through a common set of principles.     

The Relationship Between Multicultural Counseling Training and the Evaluation of Culturally Sensitive and Culturally Insensitive Counselors

In a study, multicultural counseling training contributed significantly to the variance in ratings of a culturally sensitive counselor. No significant contribution was made to the variance in ratings of the culturally insensitive counselor. Possible explanations and implications of these results in multicultural counseling supervision are discussed.     

Joachim Wach's “Master and Disciple” Revisited: A Contemporary Symposium

Joachim Wach's classic 1924 treatment of two types of teaching and learning relationships is summarized by Professor Denny and commented on from three contemporary perspectives by three teaching scholars who raise the basic question, “Are Wach's models of student and disciple adequate for the nineties?” Following an introduction by Frederick M. Denny, the contributions presented are: I. Are Wach's Models of Student and disciple Adequate for the Nineties?, by Margaret R. Miles, II. Response to Joachim Wach's “Master and Disciple: Two Religio-Sociological Studies”: Buddhism, by Charles Hallisey and III. Wach and the Double Truth, by Earle H. Waugh.