Grief enriched us: a model of perinatal loss support

This article provides an example of the clinical application of one of the Lamaze International's Institute for Normal Birth evidence-based care practices. The practice of keeping mother and baby together, even in unusual circumstances, enhances family relationships and provides for positive lifetime memories.     

What Professional Responsibility Means to Teachers: national contexts and classroom constants

This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identified in terms of the range of professional activities undertaken; the ambiguity of the teacher's task; the style of pedagogy and the relative importance to teachers of the process as against the products of learning.

Against a background of contemporary policy changes which seem likely to render the teaching context increasingly similar in the two countries, the article argues that attempts to change teachers’ practice without due regard to those conceptions of professional responsibility which are deeply rooted in particular national traditions as well as more general classroom realities, will result in a lowering of morale and decreased effectiveness.     

Revealing the relation between temperament and behavior problem symptoms by eliminating measurement confounding: expert ratings and factor analyses

This study examined the hypothesis that item overlap, or measurement confounding, accounts for the correlation between temperament and behavior problem symptoms in children. First, a conceptual approach was taken in which 41 experts rated temperament (Children's Behavior Questionnaire, CBQ) and behavior problem symptom items (Preschool Behavior Questionnaire, PBQ) for their fit to both constructs. With this approach, 10% of temperament and 38% of symptom items were confounded. Second, an empirical approach was taken and CBQ and PBQ items were factor analyzed with data from a multi-informant longitudinal study of 451 children. Using this method, 9% of temperament and 23% of symptom items were confounded. Most importantly, removing the confounded items from the CBQ and PBQ scales did not affect the relation between temperament and symptoms, suggesting that the associations were not due to measurement confounding. In addition, the predictive power of earlier temperament for DSM-IV symptoms (Health and Behavior Questionnaire) remained high with the purified CBQ scale. The findings of this study contribute to the understanding of the relation between normal-range temperament and extreme behavior.     

Use of the WISC-R with a learning disabled population: Some diagnostic implications

A group of 41 learning disabled children in Hawaii, aged 6 to 151/2, were tested on the WISC-R. Two main questions were explored: (a) Do the separate WISC-R tests assess “g” for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? The answers to these questions were interpreted in terms of their diagnostic significance.     

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

In social work, it is believed that certain knowledge and skills are learned more effectively through experience than through didactic classroom content. Members of the faculty of a school of social work have developed a Social Action Day to reinforce curriculum and translate into practice material about advocacy and ethical responsibilities for social action; show the breadth of social work practice; and enhance the school's sense of community. The authors share their experience to inspire other social work faculty, so that they are better able to foster student interest and passion for political action that may generate social change.     

Teacher Stress: What It Is,Why It's Important,How It Can be Alleviated

Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this paper we draw on empirical evidence as well as our own professional efforts at reducing stress among novice teachers to explain the phenomenon and recommend interventions.     

Rebuttal

Abstract

The problem of the study was to investigate the relationship between maximum strength and muscular endurance; also the relationship between maximum strength and percentage of maximum strength held before and after an extended period of isometric training. The subjects (N = 60) were divided into two equal groups, control and experimental. The experimental group was further divided into two subgroups of high and low strength. The control group was tested for maximum strength and endurance once at the beginning of the experiment and once after 20 days. The subjects in the experimental group were tested for maximum strength and endurance before they embarked on a 20-day period of isometric training. They held tension for 100 sec. in the morning and again in the afternoon. Periodic tests were on the 5th, 10th, 15th, and 20th day. There was a significant relationship between maximum strength and endurance and a negative and generally significant relationship between maximum strength and percentage of maximum strength held.