CAREGIVER–CHILD INTERACTION,CAREGIVER TRANSITIONS,AND GROUP SIZE AS MEDIATORS BETWEEN INTERVENTION CONDITION AND ATTACHMENT AND PHYSICAL GROWTH OUTCOMES IN INSTITUTIONALIZED CHILDREN

This report describes a secondary analysis of data from a comprehensive intervention project which included training and structural changes in three Baby Homes in St. Petersburg, Russian Federation. Multiple mediator models were tested according to the R.M. Baron and D.A. Kenny ( 1986 ) causal‐steps approach to examine whether caregiver–child interaction quality, number of caregiver transitions, and group size mediated the effects of the intervention on children's attachment behaviors and physical growth. The study utilized a subsample of 163 children from the original Russian Baby Home project, who were between 11 and 19 months at the time of assessment. Results from comparisons of the training and structural changes versus no intervention conditions are presented. Caregiver–child interaction quality and number of caregiver transitions fully mediated the association between intervention condition and attachment behavior. No other mediation was found. Results suggest that the quality of interaction between caregivers and children in institutional care is of primary importance to children's development, but relationship context may play a less direct mediational role, supporting caregiver–child interactions.     

Psychiatry and Psychology in the Writings of L. Ron Hubbard

Objectives: Celebrity followers of the Church of Scientology have recently used their public forum to attack the modern practice of mental health. The practice of Scientology is rooted in the religious writings of its founder, L. Ron Hubbard. This paper will review the religious writings of L Ron Hubbard to understand Scientology’s position on mental health. Method: This paper reviews four of the major religious books written by L Ron Hubbard, in addition to a comprehensive overview of Scientology compiled by Scientology staff. Results: Hubbard’s theory of mind borrowed heavily from the earlier writings of Freud, until Hubbard’s psychological theory extended to include a spiritual existence that goes beyond the material world. The goal of Hubbard’s psychology and religion were to optimize the freedom of the individual, and he viewed psychiatry and psychology as inherently anti-spiritual and opposed to personal freedom and self-realization. Ultimately Hubbard presents a world view of potential nuclear world cataclysm, fueled by the geopolitical climate and mental health theories that dominated the mid 20th century. Conclusions: Hubbard’s writings mirrored the times in which he lived. His views that mental health practices are inherently anti-religious, freedom-inhibiting, and brain damaging do not reflect the modern-day practices of mental health. Dr. McCall is presently Professor and Chairman of the Department of Psychiatry and Behavioral Medicine at the Wake Forest University School of Medicine. He completed his medical degree and post-graduate psychiatric training at Duke University. He completed a Masters degree in Epidemiology from Wake Forest University. He is board certified in general psychiatry, geriatric psychiatry, and sleep disorders medicine. His research interests include depression, electroconvulsive therapy, quality of life, and insomnia. His research has been continuously funded by the National Institute of Mental Health since 1995, and he is author of more than 100 peer-reviewed journal articles. He is Editor of the Journal of ECT, Immediate-Past President of the Association for Convulsive Therapy, and a prior Director of the Board of the American Academy of Sleep Medicine.     

A caregiver–child socioemotional and relationship rating scale

This article reports the construction and pilot reliability, validity, and psychometric properties of a new caregiver–child rating scale that emphasizes caregiver–child socioemotional interactions and relationships. While the scale was developed and studied in orphanages for young children, it potentially could be used in nonresidential early care and education settings as well as for parent–child interactions in the home. The intent was to assess a few dimensions that comprehensively cover the range of caregiver–child socioemotional interactions and relationships, by means of a scale that could be administered in a relatively short time period in a variety of situations and would not require extensive coder training, manuals, or materials. Results showed that the scale can be reliably administered even using observation periods as short as 5 min, that inter‐rater reliability was acceptable (based on data from two raters working in two orphanages, and five raters working in another), and that ratings of caregivers were similar across different types of caregiving activities (i.e., feeding, dressing/bathing, free play) and for caregivers attending to children birth to 4 and 4 to 8 years of age. In the orphanage context, factor analyses showed that the scale primarily reflects caregiver–child mutual engagement and relationship with subordinate components of caregiver punitiveness and caregiver‐ versus child‐directed behaviors and intrusiveness.     

An experiment promoting interdisciplinary applied human development: The University of Pittsburgh model

The University of Pittsburgh Office of Child Development is an unusual university facilitative and administrative unit that promotes, funds, plans, implements, manages, and conducts interdisciplinary applied education, research, service demonstration, program evaluation, and policy projects pertaining to children, youth, and families. In the 9+ years of its existence, its soft-money budget has grown more than 34 times, its number of employees has increased 27-fold, and it has played a major role $75 million worth of collaborative projects. This article describes the Office's rationale, structure, purposes, principles of operation, projects, evaluation, and positive and negative factors in its development so that others may benefit from this case-study experiment in interdisciplinary applied human development programming.