Is treatment too late: what ten years of evaluative research tell us

Since 1974, the U.S. federal government has funded four major multiyear evaluation studies to determine the relative effectiveness of different approaches to the treatment of child abuse and neglect. A total of 89 different demonstration treatment programs were studied, and data on 3,253 families experiencing difficulties with abuse and neglect were gathered. Collectively, the studies document treatment approaches which improve clients' functioning (notably lay counseling and various group services including Parents Anonymous, group therapy, and parent evaluation) and suggest greater success with clients experiencing difficulty with sexual abuse than other forms of maltreatment. However, overall the studies show that one-third or more of the parents served by these intensive demonstration efforts maltreated their children while in treatment, and over one-half of the families served continued to be judged likely to mistreat their children following termination.     

A Combination of Vocal f0 Dynamic and Summary Features Discriminates between Three Pragmatic Categories of Infant-Directed Speech

To assess the relative contribution of dynamic and summary features of vocal fundamental frequency (f₀) to the statistical discrimination of pragmatic categories in infant-directed speech, 49 mothers were instructed to use their voice to get their 4-month-old baby's attention, show approval, and provide comfort. Vocal f₀ from 621 tokens was extracted using a Computerized Speech Laboratory and custom software. Dynamic features were measured with convergent methods (visual judgment and quantitative modeling of f₀ contour shape). Summary features were f₀ mean, standard deviation, and duration. Dynamic and summary features both individually and in combination statistically discriminated between each of the pragmatic categories. Classification rates were 69% and 62% in initial and cross-validation DFAs, respectively.     

Torture of children: An investigation of Chilean immigrant children in Denmark: Preliminary report

Torture of children occurs in many different ways: children may be forcibly adopted by strangers; children may be arrested and imprisoned; they may witness torture of their parents or may be tortured in the presence of their parents; and, similarly several reports of mass executions of children are available.The Danish Medical Group under Amnesty International has investigated 88 Chilean children now living in Denmark, whose parents had been tortured. Approximately $\text{1}\text{3}$ of the children were abnormally anxious and approximately $\text{1}\text{3}$ had disturbances of sleep in the form of difficulty falling asleep accompanied by broken sleep with nightmares. Approximately $\text{1}\text{4}$ of the children developed secondary nocturnal enuresis. Seventeen percent of the children showed behaviour difficulties in the form of aggression while 16% became introverted and depressed and had difficulties in establishing contact with children of the same age-group.     

Child-Mother Attachment of Six-Year-Olds and Social Competence at School

89 children and their mothers participated in a study examining the association between attachment and peer social competence. During the summer following kindergarten, quality of attachment was assessed from reunion episodes following a 1-hour separation. In the fall, measures of sociometric status, peer behavior nominations, and peer liking ratings were collected. Teachers completed liking ratings and ratings of behavior problems and competence. Consistent with longitudinal studies of infant attachment and peer relations, insecurely attached boys were less well liked by peers and teachers, were perceived as more aggressive by classmates, and were rated by teachers as less competent and as having more behavior problems than were their secure counterparts. No such associations emerged for girls. Possible explanations for unanticipated differences in the pattern of results for boys and girls are discussed.     

Individual Differences in Mastery Motivation in Infants

Potential sources of individual differences in mastery motivation are the attachment relationship (hypothesis 1) and specific features of infant engagement with persons and objects (hypothesis 2). We reviewed studies pertaining to both hypotheses. We distinguished between three types of mastery motivation measures and measures conceptually related to mastery motivation. In studies of infants older but not younger than 20 months, hypothesis 1 was generally supported. Consistent with hypothesis 2, amount and contingency of stimulation were related to increased mastery motivation in infants as young as 6 months. Maternal affect during mastery motivation tasks and withdrawal or intrusiveness during mother-infant interactions may also influence mastery motivation. For neither hypothesis did study designs support inferences about causality. Future studies should support causal inferences about main effects and interactions among these various factors; and evaluate how developmental level or prior experience may constrain or facilitate change in mastery motivation.     

Indigenous ways—fruits of our ancestors

In this paper the human-nature relationship is recognized as a major field of interest and a platform of ideas linked with it is explored. A ‘new’ source to inform an alternative paradigm for outdoor education is proposed; it is millennia old, has roots all over the globe and is a living, breathing, and evolving tradition—indigenous ways. While recognizing the diversity of indigenous people, the paper explores common characteristics of thought and practice within indigenous traditions. Indigenous ways are defined and their connection with outdoor education is explored. The author concludes that indigenous ways have the potential to inspire a fundamental change in outdoor education, while providing working models for theory and practice.