The Relationship Between Infant Holdout and Gives,and Pointing

We provide an analysis of holdout and giving (Ho&G) behaviours in prelinguistic infants and investigate their relationship with index finger pointing. The frequency of Ho&Gs at 10 and 11 months along with the length of the following social interaction correlated with index finger pointing at 12 months. We conclude that Ho&Gs are a precursor to index finger pointing and that this provides support for social‐pragmatic approaches to communicative development.     

Bar None: Extending Affirmative Action to Higher Education in Prison

Recognizing the intent of Affirmative Action to include historically marginalized citizens into institutions of higher learning, we stretch the limits of Affirmative Action to consider the role of higher education in prison. We present empirical findings of a 4-year, qualitative and quantitative participatory action research study of the impact of college in prison. Evidence is drawn from participant observations; individual and focus group interviews with participants of the college program, former inmates, prison administrators, corrections officers, and children of inmates; faculty surveys; and a quantitative analysis of recidivism rates. We address the psychological, academic, and crime-related impacts of higher education on women in prison, and document the benefits of broad-based access for inmates, prison environments, children of prisoners, and society-at-large.     

Caregivers' perspectives on the SafeCare® programme: Implementing an evidence‐based intervention for child neglect

This qualitative study examined caregivers' experiences with SafeCare®, an evidence‐based programme that focuses on child neglect through modules on health, safety, and parenting. Shortly after completing SafeCare, 30 caregivers participated in a semi‐structured interview about their experiences with the programme. Overall, caregivers indicated that the programme helped with improvements in their parenting skills. Among the factors that contributed to a positive experience were the simplicity of language, the skills‐based approach, and the quality of the relationship with the SafeCare provider. Caregivers also noted several factors that made it difficult to fully benefit from the programme, including financial constraints, removal of their child from the home, and general distrust towards the child welfare system. Findings provide relevant information for SafeCare providers in terms of identifying areas that work well for caregivers completing the programme, as well as areas that might serve as impediments. Implications for contemporary child welfare practice are also considered.     

The Ruins of the New Argentina: Peronism and the Remaking of San Juan after the 1944 Earthquake

Ted Robert Gurr, Rogues, Rebels, and Reformers. A Political History of Urban Crime and Conflict (1977), xii+192 (Sage, Beverly Hills and London, £7.50)     

Listening to the voices of children: understanding the human rights priorities of children with disability in Vanuatu and Papua New Guinea

In developing countries, children with disability lack basic services yet their voices are missing in the development agenda. This article reports on research to investigate the human rights needs and priorities of 89 children with disability aged 5–18 years in Vanuatu and Papua New Guinea. An accessible and inclusive research method was developed to enable children with diverse disabilities to communicate their own views via visual, audio and tactile means. Data were analysed in relation to the Articles of the Convention on the Rights of Persons with Disabilities, identifying a wide range of priority areas including recreation, leisure and cultural life; employment; home and family life; and education. It is proposed that policy and programme responses must take a holistic view of children and their needs, affirming but thinking beyond the importance of education, to address the complexity of the systemic disadvantage faced by children with disability.     

Changing Social Work Students’ Perceptions of the Role of Government in a Policy Class

Understanding student political attitudes—feelings about government and perceptions of its role—has long been of interest to social scientists. One factor that may influence political attitudes is belief in a just world, a complex psychological construct well established in the literature. Our study explores changes in social work students’ perception of a supportive role of government and their beliefs in a just world after one policy course using a pretest and posttest design. Student perceptions changed toward a more supportive government role, but there was no significant change for belief in a just world. The study contributes to empirical evaluation of the social work education policy class in terms of the Council on Social Work Education competencies.