Contrasts in Infant Classical Eyeblink Conditioning as a Function of Premature Birth

The impact of premature birth on associative learning was evaluated using simple delay eyeblink conditioning in which a tone conditional stimulus was paired with an air puff unconditional stimulus. Fourteen preterm (28–31 weeks gestation) and 11 full‐term infants completed at least 3 conditioning sessions, 1 week apart, at 5 months of age (corrected age). Preterm and full‐term groups demonstrated associative learning, as confirmed by comparison with an unpaired control group. Preterm infants, however, exhibited more variability in their learning rates. The majority of full‐term infants and half the preterm infants exhibited rapid acquisition and gradual extinction of conditional responding. A greater proportion of preterm than full‐term infants failed to acquire conditional responding within 2 training sessions. Differences in associative learning rates were not the result of differences in arousal or attentional processes. Diversity in acquisition rates exposed an increased risk for disrupted infant learning due to premature birth.     

Successfully exiting homelessness: experiences of formerly homeless mentally ill individuals

This study aims to identify and describe processes of change enabling achievement of stable housing among homeless individuals. Twelve previously homeless individuals who had maintained stable housing for a period of at least 24 consecutive months provided information through semi-structured interviews on the following topics: (1) the personal experience of homelessness, (2) the process of becoming housed, and (3) the role of significant life relationships. Only the second and third topic areas were included in this discussion. Eight categories were developed and analyzed from the qualitative interviews, including: work/employment difficulties, substance use and/or mental illness, cyclical nature of homelessness, personal motivation, housing-related issues, lessons learned, relationships with family/friends and relationships with service providers. The participants highlighted relationships with family, friends and service providers as central in the processes of achieving stable housing.     

The Triple P‐Positive Parenting Programme: a universal population‐level approach to the prevention of child abuse

The Triple P‐Positive Parenting Programme is described as an example of an evidence‐based universal parenting initiative that provides a tiered continuum of interventions of increasing strength but narrowing reach in an effort to make parenting programmes more accessible to parents. Interventions within the system range from the use of the media and brief messages to intensive family interventions for parents where parenting problems are complicated by multiple additional sources of family adversity. Several issues concerning the role of training and organizational factors that influence the successful uptake and implementation of the programme are discussed. Copyright © 2003 John Wiley & Sons, Ltd.     

The Use of Self from a Relational Perspective

This article explores the implications of a contemporary relational perspective on the use of self in social work practice. The author is responding to an article by Andrea Reupert, who interviewed social workers and reported they tended to see their concept of self as individualistic, autonomous, and only partially defined by others, even though social work practice focuses on person-in-environment. In this article, the author expands the concept of self and argues that a contemporary view of the therapist’s self is one that is dialogic, contextualized, decentered, and multiple. Additionally, the author suggests that this relational perspective has implications for teaching and supervision. Several clinical vignettes are provided to illustrate the concepts under discussion.     

Impact of Disability and Other Physical Health Issues on Academic Outcomes Among American Indian and Alaskan Native College Students: An Exploratory Analysis

This study investigated whether self-identified disabilities among American Indian and Alaskan Native college students impact academic performance and persistence to graduation and explored the differences in health and academic grades between American Indian and Alaskan Native students and students of other racial and ethnic identities using the National College Health Assessment. Findings indicate that American Indian or Alaskan Native students have significantly lower grades than White and Asian students, and American Indian and Alaskan Native women report the highest incidence of health problems of any demographic group. Exploratory results point to future research to determine the full impact of disabilities and poor health on academic success.