Does it Work for Them — Does it Work for Us? Evaluating a New Model of Team Practice

This article describes a change in team practice from a model targeted at individual families to a combined model that supplements family therapy with group programs for children. Unacceptably long waiting lists for family counselling services, high levels of stress in clinicians, and consumer dissatisfaction motivated this change. Robust quantitative data and a qualitative analysis of the project confirm that the change has made a positive impact and the new treatment model deserves to be continued. The article concludes that internal team changes are insufficient in a treatment context which requires more profound changes beyond the boundaries of the team.     

REVIEWS

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Derrig-Palumbo, K., & Zeine, F. (2005). Online therapy: A therapist's guide to expanding your practice .     

Modeling Age Differences in Infant Category Learning

We used an encoder version of cascade correlation to simulate Younger and Cohen's (1983, 1986) finding that 10‐month‐olds recover attention on the basis of correlations among stimulus features, but 4‐ and 7‐month‐olds recover attention on the basis of stimulus features. We captured these effects by varying the score threshold parameter in cascade correlation, which controls how deeply training patterns are learned. When networks learned deeply, they showed more error to uncorrelated than to correlated test patterns, indicating that they abstracted correlations during familiarization. When prevented from learning deeply, networks decreased error during familiarization and showed as much error to correlated as to uncorrelated tests but less than to test items with novel features, indicating that they learned features but not correlations among features. Our explanation is that older infants learn more from the same exposure than do younger infants. Unlike previous explanations that postulate unspecified qualitative shifts in processing with age, our explanation focuses on quantitatively deeper learning with increasing age. Finally, we provide some new empirical evidence to support this explanation.     

Adult Voluntary Associations and Adolescent Socialization*

The effect of participation in extracurricular activities in high school on membership in adult voluntary associations is examined using longitudinal data from a national sample of adolescents who were followed up in 1970 at about age 30. Independent of social origins, ability, and academic performance, participation in extracurricular school activities has a relatively strong direct effect on participation in adult secondary associations, plus positive indirect effects mediated through educational attainment, occupation and income. Membership in adult voluntary associations, in turn, increases voting behavior and decreases political alienation, thus demonstrating the very broad and long term effects of adolescent socialization in ultimately linking the individual to the political order. The results were similar for men and women.