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Hispanics are the fastest growing ethnic group in the United States. Sixty-three percent of all Hispanics self-identify as Mexican, and 41% of these individuals were born outside of the United States. The purpose of this article is to introduce mental health professionals to the use of the genogram as an intervention to help Mexican immigrants identify traditional resources that they can modify or adapt for success in a new culture. Suggestions for constructing a genogram with Mexican immigrants and Spanish translations of basic genogram jargon are provided. (Contains 2 figures.)

This study aims to provide teachers with ways and means to facilitate learners to develop nomenclature knowledge of family trees through the establishment of resource-based learning environments (RBLEs). It discusses the design of an RBLE in the classroom by selecting an appropriate context with the assistance of computer-mediated learning resources and tools and employing the inquiry learning approach as the pedagogy. This study reports on the creation of the RBLE within the learning context of family trees. The computer-mediated learning resources and tools comprise three components: an audio-visual database for guided and coupled inquiry, an interactive interface for conceptualising the nomenclature and a tool for learners to construct their own family trees. Scaffolds were designed for an inquiry mode of learning and teaching to support the use of the resources and tools in learning about family trees. The learning and teaching process, including the outcomes for learners, through the RBLE with inquiry learning approach are studied. The findings of an interview and a pre-test/post-test study indicate that the RBLE can assist learners to build knowledge of family trees. The role of teachers in such an environment is to guide and encourage learners to inquire during the learning process.

In some circles, even in the early twenty-first century, there is still the perception that women keep memories and that men use archives. Women, it is believed, are more apt to hold private records and pass the first accounts of local and national stories to their children. Men, on the other hand, are more likely to be seen as the authors of larger public accounts. In the specific example of the Borgarskjalasafn Reykjavikur/the Reykjavik City Archives, male historians and male building inspectors are more frequent users than their female colleagues. Women are more apt to donate papers, but the papers tend to be those of their husbands and fathers. This article reports on an exploration of these examples in Iceland. Through a qualitative study involving interviews with archival researchers, the authors sought first to document examples of the passing of memories in specific acts involving research and publications, and second to record opinions about memory, history, and gender. These interviews were followed by a quantitative study involving surveys of Icelandic households in order to determine if either men or women had more frequently used Icelandic archives and if either men or women were more apt to be the keepers of family records. The findings from this two-part study document for the first time in any culture that women are gaining parity with men as memory seekers in archives, and that they are only slightly more often assigned the role of memory keepers in the home. On the other hand, the interviews suggest the rich complexity of memory studies for archivists, particularly so in an environment in which the worlds of evolving technologies and repositories, both real and virtual, meet. (Contains 44 notes and 1 table.)

Parents of children conceived by gamete (sperm or egg) donation often find it challenging to share donor conception stories with their children. This study reports findings of a qualitative study of families with children conceived by donor insemination in New Zealand, a country where the policy and practice of sharing information in donor insemination is advanced. Almost all parents had told, or planned to tell, their children about their origins, but some parents faced considerable dilemmas around disclosure. Parents need to be given support and guidance as they inform their children about their donor family history.

The author lives in a place filled with opportunities for girls like her. She is fortunate to attend school and enjoy activities like other young ladies. Her third- and fourth-generation parents encouraged her to attend Japanese Cultural School to learn about her heritage and to be proud of being Japanese-American. Her life has been filled with personal triumphs in academics and athletics, and aside from the normal issues a young person faces (illnesses and family deaths), tragedies have been minimal. However, were it not for the struggles endured and choices made by the generations of Japanese women before her, she would not be experiencing the life she has today. In this article, the author presents a story about Japanese women's triumphs in the midst of the tragedies of racial discrimination and immigration in America. The story is presented through the four generations of women in the author's family. These are: (1) Issei (first generation); (2) Americanized Nisei (second generation); (3) "Sansei" (third generation); and (4) Yonsei (fourth generation). Through these four generations of women, the author has learned that the attitude, "Shigate ga nai," "that which cannot be helped," is the foundation which has allowed them to persevere. Four appendixes include family documents and photographs, and an annotated bibliography. Contains 41 endnotes.)

History instructors working in a community college face two major challenges. First, to make history interesting and relevant to the students, many of whom have to take history courses as a requirement. And second, to fulfill one of the missions of a community college which is to forge a connection between the school and the people in the local area. Since the spring of 2002, the author relates that he tried to accomplish these dual demands by assigning an oral history project in his United States History Since 1865 course, which he teaches at Joliet Junior College in Illinois. As part of the project, students conduct a tape recorded interview with their oldest living relative and with the information they obtain they write an essay that seeks to show how their family shaped, and was shaped by, United States history. The author then deposits the tapes in the Joliet Area History Museum archives where the tapes can be used by historians studying the local area. The project offers a wonderful window into the lives of the diverse group of people who live in the Joliet area. While conducting the interviews, students have shown a greater interest in United States history, and links have been forged between the college and the students' families, the local historical society, and historians in the community. (Contains 36 notes.)

Purpose: This study compared parents with histories of speech sound disorders (SSD) to parents without known histories on measures of speech sound production, phonological processing, language, reading, and spelling. Familial aggregation for speech and language disorders was also examined. Method: The participants were 147 parents of children with SSD (58 fathers and 89 mothers) who were directly tested and interviewed for family history of disorders. Results: Thirty-six parents (18 mothers and 18 fathers) reported enrollment in speech therapy as children for SSD. Parents with a history of speech therapy obtained lower scores on the Multisyllabic Word Repetition, Nonword Repetition, and Tongue Twister tasks than parents without such histories. These parents also had poorer reading, spelling, and receptive language skills. Parents with histories of SSD and additional language impairments (LI) performed worse than parents with isolated SSD on all measures except Pig Latin and oral motor skills. Familial aggregation for SSD and LI was supported. In addition, the likelihood of SSD in a family member increased by a factor of 1.9 over rates of SSD found in individuals without additional family members with SSD, and the odds of LI increased by a factor of 4.1 over rates of LI found in individuals without additional family members with LI for each additional family member with SSD or LI, respectively. Conclusions: The results documented both residual effects in adulthood of childhood SSD and familial aggregation for SSD. These residual difficulties do not appear to affect educational and occupational outcomes. (Contains 7 tables.)

An infant's ability to process auditory signals presented in rapid succession (i.e. rapid auditory processing abilities [RAP]) has been shown to predict differences in language outcomes in toddlers and preschool children. Early deficits in RAP abilities may serve as a behavioral marker for language-based learning disabilities. The purpose of this study is to determine if performance on infant information processing measures designed to tap RAP and global processing skills differ as a function of family history of specific language impairment (SLI) and/or the particular demand characteristics of the paradigm used. Seventeen 6- to 9-month-old infants from families with a history of specific language impairment (FH+) and 29 control infants (FH-) participated in this study. Infants' performance on two different RAP paradigms (head-turn procedure [HT] and auditory-visual habituation/recognition memory [AVH/RM]) and on a global processing task (visual habituation/recognition memory [VH/RM]) was assessed at 6 and 9 months. Toddler language and cognitive skills were evaluated at 12 and 16 months. A number of significant group differences were seen: FH+ infants showed significantly poorer discrimination of fast rate stimuli on both RAP tasks, took longer to habituate on both habituation/recognition memory measures, and had lower novelty preference scores on the visual habituation/recognition memory task. Infants' performance on the two RAP measures provided independent but converging contributions to outcome. Thus, different mechanisms appear to underlie performance on operantly conditioned tasks as compared to habituation/recognition memory paradigms. Further, infant RAP processing abilities predicted to 12- and 16-month language scores above and beyond family history of SLI. The results of this study provide additional support for the validity of infant RAP abilities as a behavioral marker for later language outcome. Finally, this is the first study to use a battery of infant tasks to demonstrate multi-modal processing deficits in infants at risk for SLI.

Since college undergraduates tend to increase their use of alcohol to match what they perceive to be normative, the assumption has been that students who believe that others on campus drink more than they do (a common misperception) are in a vulnerable position. Taking a different perspective, we consider large other-self discrepancies in levels of alcohol consumption as indicative of a capacity to resist situational pressures that favor drinking. OLS regression was used to assess the relationship between student background characteristics, self-presentational tendencies, and a gender-specific other-self gap measure. Overall, those individuals who drank closest to what they regarded as typical for same-sex peers at their school were students high in public self-consciousness with a family history of alcohol abuse and males who exhibited a tendency toward cross-situational variability. Students not affiliated with the Greek system who consciously limited their alcohol intake to avoid negative outcomes, on the other hand, drank substantially below what they perceived to be normative for their gender, suggesting that they were the most able to resist peer pressure. (Contains 3 tables and 3 figures.)

Increasingly, Blacks are turning to science and not assumptions to put "Africa" back in "African-American." The eagerness to reconnect is understandable. People robbed of their history innately want to know where they come from. Blacks are now using DNA testing to determine their African lineage. Veteran genealogists say the PBS special, "African American Lives," in which Harvard University professor Henry Louis Gates, Jr. revealed the family histories and African lineages of such celebrities as Oprah Winfrey and comedian Chris Tucker, certainly created a spike in interest in genealogy and DNA testing. Furthermore, genealogical research has become more accessible because of Web sites like Ancestry.com, which has made detailed pre-1930s U.S. Census Bureau records and vital documents available online. Out of Blacks' desire to know where they come from, African Ancestry, Inc. was born. For $299, the company offers to analyze a person's DNA and compares it with the DNA samples of present-day Africans. But can this actually be done? This article profiles African Ancestry, Inc., discusses the controversy over its results, and describes the author's personal experience using the service.

The main goal of this work is to place the Regional History of Education into the broader context of general history and to create a theoretical structure that includes its main approaches and characteristics while avoiding the frequent confusions and oversights with which it is often associated. Our outline of regional history alludes to its conceptual foundations, defines the object of its analysis and also identifies the convergence of factors that shape this area of study, such as genealogy, multicentrism, comparison and social synthesis. Once these different aspects have been described it will be easier to understand that the past is not only a dependent variable of time but also, to a great degree, of space (understood as a cornerstone of human life and of the social relations that shape and give meaning to the past, present and future).

This paper responds to Trohler's charge that my paper "As if by Machinery: The levelling of educational research" takes Francis Bacon's vision of scientific research out of context. I distinguish four senses of "decontextualisation": as ignorance, as belief in "timeless truths", as comparison of contexts, and as genealogy. I argue that Trohler has a case against the first sense and aspects of the second, but that his argument against the last two makes philosophy and philosophical conversation impossible and his own case self-annulling.

For American Indian scholars, securing a job in higher education can sometimes be as simple as checking a box. Most of the country's colleges and universities do not require proof of tribal enrollment from faculty or staff who identify themselves as American Indians. Students looking to receive financial aid, however, must submit proof that they are members of federally recognized tribes. Tribal scholars say some faculty are falsely claiming American Indian heritage to boost their job prospects. In response, the Association of American Indian and Alaska Native Professors issued a statement on what they call, "ethnic fraud" to assist universities wanting to develop culturally diverse campuses. The association's statement, released in 2003, recommends that colleges and universities: (1) Require documentation of enrollment in a state or federally recognized nation/tribe with preference given to those who meet this criterion; (2) Establish a case-by-case review process for those unable to meet the first criterion; (3) Include American Indian/Alaska Native faculty in the selection process; (4) Require a statement from the applicant that demonstrates past and future commitment to American Indian/Alaska Native concerns; (5) Require higher education administrators to attend workshops on tribal sovereignty and meet with local tribal officials; and (6) Advertise vacancies at all levels and on a broad scale and in tribal publications.

Women use legacies to help family members articulate family identity, learn family history, and provide succeeding generations with information about family culture. Using feminist standpoint theory and the life-course perspective, this qualitative study examined the intergenerational transmissions that 30 older Armenian American mothers received and transmitted to succeeding generations within the sociohistorical experience of genocide. Mothers passed on legacies that included family stories, rituals/activities, and possessions. Because of multiple losses during the Armenian Genocide, they emphasized legacies that symbolized connection to family, underscored family cohesion, and accentuated ethnic identity. Tensions were evident as well because women's sense of responsibility for legacies clashed with their limited cultural knowledge, few inherited possessions, and the inevitable assimilation of their children and grandchildren into the dominant U.S. culture.

Our earlier family history studies of individuals with autism found a high incidence of major affective disorder, especially bipolar disorder, and unusual talents or intellectual abilities among family members. We now describe a subgroup of such families, selected from a large clinical experience, illustrating specific features of major affective disorder, special talents or intellectual ability, and familial patterns of trait transmission, with the additional feature of oculocutaneous albinism in some cases. These observations, suggesting parent-of-origin and gain-of-function effects, considered together with recent genetic findings in the literature, suggest a genetic hypothesis possibly unifying disparate observations found in families of individuals with autism. (Contains 1 table and 1 figure.)

This article discusses a Foucauldian-inspired strategy applied to the analysis of the production of truths about psychopathology, sexuality and young people. Drawing on an interpretation of Foucault's genealogical tactics, this strategy involves the deployment of four angles of scrutiny: discontinuity, contingency, emergences and subjugated knowledges. The authors discuss how these angles can be drawn on to scrutinize those practices that diagnose young people with behavior disorders--or that make essentialist claims about a young person's sexual identity. Drawing on examples from their own research in education relating to the construction of psychopathology and sexualities, the authors consider how these angles of scrutiny can be applied to critiquing essentializing truths, and thereby inform the task of qualitative data analysis. (Contains 19 notes.)

Family therapists have used genograms as an assessment tool for years to examine the interactions and relationships of family members across generations. This article discusses how a therapist can use a genogram creatively to help clients examine the impact of family relationships on healthy and unhealthy lifestyle patterns and how those relationships may be influencing the manner in which clients are currently managing their lives. The integration of a creative genogram can assist clients in recognizing inherited health-disease risks, learned lifestyle patterns, and parental behavior modeling. This technique can assist clients in developing a healthier lifestyle. (Contains 2 figures.)

Both the broad and narrow phenotypes of autism have been consistently observed in family members of affected individuals. Additionally, autism spectrum disorders (ASDs) present four times more often in males than in females, for reasons that are currently unknown. In this study, we examined whether there were differences in familial loading of ASD among families of male versus female probands. Analyses were conducted with existing data from two distinct samples. The first sample contained 417 individuals with autism and Asperger's disorder and included information on the ASD diagnoses of their first- and second-degree relatives. The second sample consisted of 405 sibships participating in the Autism Genetic Resource Exchange, of which one or more siblings had an ASD diagnosis. Results from both samples did not suggest significant differences in the prevalence of ASD among relatives of affected males versus females. (Contains 3 tables and 2 notes.)

Context: Research is limited regarding the potential of genetic testing for cancer risk in rural Appalachia. Purpose: This study examined perceptions of genetic testing in a population sample of Kentuckians, with a focus on Appalachian and rural differences. The goals were to examine cultural and psychosocial factors that may predict intentions to test for hereditary cancer, need for help with information seeking for decision making about genetic testing for hereditary cancer, and amount of help needed with information seeking for decision making about genetic testing for hereditary cancer in this population. Methods: Analysis of data from a general social survey of adults using random-digit dialing in Kentucky (N 882). Findings: An ordinal regression found that younger age, having a family history of cancer, and greater worry predicted greater intentions to seek genetic testing. A logistic regression found that having more education, excellent subjective knowledge of genetics, and less worry about cancer predicted less need for help in seeking information about testing. An ordinal regression found that less subjective knowledge of genetics and greater worry predicted greater amount of help needed. Conclusions: Additional counseling to explain limitations of genetic testing may be needed. Further, those with less knowledge about genetics and more worry about hereditary cancer may have greater need for help with information seeking for decision making, a need that may be further exacerbated by the lack of medical professionals, particularly genetic counselors, who may provide information about genetic testing in rural, Appalachian Kentucky.

Background: Family history of mood disorders and stressful life events are both established risk factors for childhood depression. However, the role of mediators in risk trajectories, which are potential targets for intervention, remains understudied. To date, there have been no investigations of mediating relationships between risk factors and very early onset depression, a developmental period during which intervention may be more effective. The current study used regression analyses to examine the relationships between family history of mood disorders and stressful life events as risk factors for depression in a preschool sample. Method: Preschoolers 3.0 to 5.6 years of age participated in a comprehensive mental health assessment. Caregivers were interviewed about their children using a structured diagnostic measure to derive DSM-IV major depressive disorder (MDD) diagnoses and dimensional depression severity scores. Family history of psychiatric disorders and preschoolers' stressful life events was obtained. Results: Both family history and stressful life events predicted depression severity scores 6 months later. Analyses examining the influence of family history of mood disorders and stressful life events on preschoolers' depression severity demonstrated that stressful life events mediated the relationship between family history and preschoolers' depression. Conclusions: Findings outline the key role of exposure to early stressful life events as a mediator of familial mood disorder risk in preschool onset depression. This finding in a preschool sample provides support for the hypothesis that psychosocial factors may have increased importance as mediators of risk in younger age groups. Findings suggest that psychosocial factors should be considered key targets for early intervention in depression.

This somatic genealogy of Dramatism's core terms--symbolic action, attitude, identification--argues for the importance of keeping rhetoric, rhetorical theory, and rhetorical pedagogy more closely tied to bodies that generate, induce, and respond to rhetoric. It does so by examining Burke's use of Sir Richard Paget's theory that spoken language derives from the use and development of bodily gestures. An examination of Paget's theory in Burke's early work serves as a jarring reminder that rhetoric is always a joint performance of body and mind. (Contains 124 notes.)

The purpose of this study was to explore individual differences in children's tense onset growth trajectories and to determine whether any within- or between-child predictors could account for these differences. Twenty-two children with expressive vocabulary abilities in the low-average to below-average range participated. Sixteen children were at risk for specific language impairment (SLI), and 6 children had low-average language abilities. Spontaneous language samples, obtained at 3-month intervals between 2;0 and 3;0, were analyzed to examine change in a cumulative productivity score for 5 tense morphemes: third person singular present, past tense, copula BE, auxiliary BE, and auxiliary DO. Hierarchical linear modeling was used to model intercept and linear growth at 30 months and quadratic growth overall. A growth model that included mean length of utterance (MLU) and MLU growth better explained within-child productivity score growth trajectories than a parallel model with vocabulary and vocabulary growth. Significant linear growth in productivity scores remained even after a control for MLU was in place. When between-child predictors were added in the final conditional model, only positive family history approached statistical significance, improving the overall estimation of the model's growth parameters. The findings support theoretical models of language acquisition that claim relative independence of tense marking from other more general aspects of vocabulary development and sentence length. The trends for family history are also consistent with proposals implicating faulty genetic mechanisms underlying developmental language disorders. Systematic use of familial risk data is recommended in future investigations examining the relationship between late-talking children and children at risk for SLI.

It is unclear how objective risk factors influence the factors associated with colorectal cancer (CRC) risk perception. The goals of this study were to investigate factors associated with perceived risk of CRC and to explore how these relationships were modified by personal history of polyps or family history of CRC. The study involved a mailed questionnaire completed by 1646 men and women aged 50-75 years, which assessed perceived risk, demographic and health history variables and CRC worry. Participants were patients of primary care providers in a community medical group in central Massachusetts. The study sample seemed to have a generally accurate perception of CRC risk, which was appropriately increased in the presence of known risk factors. In multivariable analyses that controlled for all measured covariates, financial situation modified the association between perceived risk and a personal history of polyps, while age and insurance status modified the association between perceived risk and family history of CRC. CRC worry, self-reported health, personal history of other cancer and compliance with screening guidelines remained significant predictors of perceived risk. Potential interactions between objective risk factors and socioeconomic characteristics should be further explored in longitudinal studies. (Contains 2 tables.)

Objective: To test for gene-environment interaction with depressive symptoms and family conflict. Specifically, to first examine whether the influence of family conflict in predicting depressive symptoms is increased in individuals at genetic risk of depression. Second, to test whether the genetic component of variance in depressive symptoms increases as levels of family conflict increase. Method: A longitudinal twin design was used. Children ages 5 to 16 were reassessed approximately 3 years later to test whether the influence of family conflict in predicting depressive symptoms varied according to genetic liability. The conflict subscale of the Family Environment Scale was used to assess family conflict and the Mood and Feelings Questionnaire was used to assess depressive symptoms. The response rate to the questionnaire at time 1 was 73% and 65% at time 2. Controlling for initial symptoms levels (i.e., internalizing at time 1), primary analyses were conducted using ordinary least-squares multiple regression. Structural equation models, using raw score maximum likelihood estimation, were also fit to the data for the purpose of model fit comparison. Results: Results suggested significant gene-environment interaction specifically with depressive symptoms and family conflict. Genetic factors were of greater importance in the etiology of depressive symptoms where levels of family conflict were high. The effects of family conflict on depressive symptoms were greater in children and adolescents at genetic risk of depression. Conclusions: The present results suggest that children with a family history of depression may be at an increased risk of developing depressive symptoms in response to family conflict. Intervention programs that incorporate one or more family systems may be of benefit in alleviating the adverse effect of negative family factors on children. (Contains 2 figures and 3 tables.)

Background: Traditionally, autism and specific language impairment (SLI) have been regarded as distinct disorders but, more recently, evidence has been put forward for a closer link between them: a common set of language problems, in particular receptive language difficulties and the existence of intermediate cases including pragmatic language impairment. The present study aimed to examine the prevalence of autism spectrum disorders in a large sample of adolescents with a history of SLI. Method: The presence of autism spectrum disorders was examined in seventy-six 14-year-olds with a confirmed history of SLI. A variety of instruments were employed, including the Autism Diagnostic Interview-Revised (ADI-R), the Autism Diagnostic Observation Schedule (ADOS) and the Family History Interview (FHI). Results: The prevalence of autism spectrum disorders in young people with SLI was found to be 3.9%, about 10 times what would be expected from the general population. In addition, a much larger number of young people with a history of SLI showed only some autism spectrum symptoms or showed them in a mild form. Conclusions: Young people with SLI have an increased risk of autism. The magnitude of this risk is considerable. In addition, a larger proportion (a quarter of individuals) present with a number of behaviours consistent with autism spectrum disorders.

A multicenter study of 308 children with Autism Spectrum Disorder (ASD) was conducted through the Collaborative Programs of Excellence in Autism (CPEA), sponsored by the National Institute of Child Health and Human Development, to compare the family history of autoimmune disorders in children with ASD with and without a history of regression. A history of regression was determined from the results of the Autism Diagnostic Interview-Revised (ADI-R). Family history of autoimmune disorders was obtained by telephone interview. Regression was significantly associated with a family history of autoimmune disorders (adjusted OR=1.89; 95% CI: 1.17, 3.10). The only specific autoimmune disorder found to be associated with regression was autoimmune thyroid disease (adjusted OR=2.09; 95% CI: 1.28, 3.41).

This article examines the feminist historiography of the progressive education movement over the past 25 years using the Foucauldian conception of genealogy and the theoretical approach of critical feminism. Gender has largely been ignored as a significant category of historical analysis in the historiography of progressive education in the United States. The defining history of progressive education in the United States is still Lawrence Cremin's 1961 work, The Transformation of the School. For Cremin, gender is not a significant question. Later historians of the progressive education movement have tended to follow Cremin's approach and have failed to address the gendered nature of progressive ideas of citizenship and democratic education. Early responses to this historiographic tradition by feminist historians of education influenced by the women's movement sought to rescue and celebrate the women of the progressive education movement. They followed what might be called the "women's recovery project." This body of work has made an important contribution in uncovering the contributions of women educators but in many cases these studies have taken an uncritical and even romantic approach to their subjects. Moreover, they have tended to replicate a kind of individualistic biographical history, focusing on the achievements of individual women and ignoring the ways in which male/female binaries have worked to create difference and gendered structures of power. Although there are some significant exceptions to this feminist approach, much feminist history of education has failed to consider this process of difference-making or to challenge an empiricist model of history. This article examines the way historians have examined gender in the progressive education movement by looking at two areas: the role of gender in John Dewey's life and work and the lives and work of progressive women school leaders. It argues that gender difference, like race and other subject positions, should not be understood as referring to fixed categories and unchanging reality, but as reflecting the work of difference-making. This entails looking not only at how difference is constructed in the institutional practices of the state and the legal system, but also how it is called forth in the scholarly interpretation of the past. The article suggests that historians of education need to go beyond the recovery project of writing the stories of those who have been "hidden from history", in Sheila Rowbotham's words, to an analysis of the process of gendering--in the educational sites we study and in the writing of history as an intellectual enterprise.

This study evaluated a model of reading skills among early adolescents (N=174). Measures of family history, achievement, cognitive processes and self-perceptions of abilities were obtained. Significant relationships were found between family history and children's single-word reading skills, spelling, reading comprehension, orthographic processing and children's perceived reading competence. While children with poor reading skills were five times more likely to come from a family with a history of reading difficulties, this measure did not account for additional variance in reading performance after other variables were included. Phonological, orthographic, rapid sequencing and children's perceived reading competence made significant independent contributions towards reading and spelling outcomes. Reading comprehension was explained by orthographic processing, nonverbal ability, children's attitudes towards reading and word identification. Thus, knowledge of family history and children's attitudes and perceptions towards reading provides important additional information when evaluating reading skills among a normative sample of early adolescents.

In 1980, on behalf of the Gros Ventre people, George P. Horse Capture published "The Seven Visions of Bull Lodge, as Told by His Daughter, Garter Snake." "The Seven Visions" describes a lifetime of personal encounters with Powerful other-than-human Persons by the noted Gros Ventre warrior and ritual leader, Bull Lodge (ca. 1802-86). Bull Lodge recounted his life experiences to his daughter during the latter half of the nineteenth century, who then "gave" her father's "life story" to tribal member Fred Gone during her own old age. The significance of "Bull Lodge's Life" for the study of pre-reservation northern plains Indian history and culture would seem self-evident on several grounds, not the least of which is the unusual ceremonial detail recounted through the life and times of one of the most accomplished and renowned religious leaders on the northern plains in the past two centuries. The author, as a research psychologist is interested in the cultural construction of self, identity, and personhood. Together with his colleagues, they have suggested within past personal (that is, autobiographical) narrative, the discursive fusion of constructed self and intentional world is evident: "the convergence of the individual actor engaged in meaningful activity and the constituent practices embraced by a cultural community is explicit in the narrative events themselves." The author details Bull Lodge's experiences as an ambitious youth, accomplished warrior, powerful healer, and an elderly holy man. This article attempts to recontextualize the mediated events of narration that ultimately gave rise to the text in an effort to trace the genealogy of Frederick Peter Gone's unusual literary contribution. (Contains 32 notes.)

Objective: To compare the pattern of familial aggregation of psychopathology in children who are good responders (GR) to methylphenidate (MPH) versus those who are poor responders (PR). Method: A total of 118 clinically referred children ages 6 to 12 years, diagnosed with ADHD participated in a double-blind, placebo-controlled, randomized 2-week crossover trial of MPH from 1999 to 2004. A low dose of 0.5 mg/kg of body weight of MPH divided in two equal doses was used. Family history was obtained by interviewing at least one key historian relative of each subject using Family Interview for Genetic Studies. Information was collected on 342 first-degree and 1,151 second-degree relatives of children with attention-deficit/hyperactivity disorder. Results: Forty-four subjects showed mild or no improvement (PR) and 74 showed moderate or very much improvement (GR) on MPH over placebo. First-degree relatives of GR subjects were at significantly higher risk of attention-deficit/hyperactivity disorder than the relatives of PR subjects (p less than 0.05). Second-degree relatives of the GR were at significantly higher risk of antisocial personality disorder compared to the relatives of PR subjects (p less than 0.05). Conclusions: The significantly higher presence of attention-deficit/hyperactivity disorder in the first-degree relatives and of antisocial personality disorder in the second-degree relatives of GR children suggests that this group may, at least partially, be distinct from the PR group on the basis of genetic determinants. (Contains 2 tables.)

This article discusses how students in a college-entry-level CAD course researched four generations of their family histories and documented cultural and symbolic influences within their family backgrounds. AutoCAD software was then used to manipulate those cultural and symbolic images to create the design for a multicultural area rug. AutoCAD was also used by all the students to capture slides of their CAD design progression as they manipulated these images into the final area-rug layout. By introducing an aspect of self-identity (personal history) into a CAD course, students challenged themselves much more than in a similar assignment that did not include the element of personal history. Their technology skills improved exponentially due to increased time spent on the project and personal demands on limited skills beyond current knowledge. Furthermore, student feedback and assessment from the course indicated an increase in awareness of multicultural issues and acceptance of others.

Using intensive qualitative interviews with 40 homeless youth, this study examined their early family histories for abuse, neglect, and other family problems and the number and types of transitions that youth experienced. Multiple forms of child maltreatment, family alcoholism, drug use, and criminal activity characterized early family histories of many youth. Leaving home because of either running away or being removed by child protective services often resulted in multiple transitions, which regularly included moving from foster care homes to a group home, back to their parents, and then again returning to the streets. Although having experienced family disorganization set youth on trajectories for early independence, there were many unique paths that youth traveled prior to ending up on the streets.

This article is an expansion of an earlier investigation that the authors undertook in the wake of the democratization process in South Africa while universities were struggling to redefine their aims, roles, and identities toward the end of the twentieth century. The authors' research commenced in 1994 as a genealogy, tracing individuals on an institution-by-institution basis and collecting information on courses taught in comparative education and related fields at South African universities. The conceptual framework of this paper is built around the concepts of embeddedness and representations of knowledge within institutional, national, and international contexts. A major point of departure is the notion of discourses as complex fields of speech and action in social arenas, which both act and are acted upon--discourses therefore form and reform academic fields of study to become products of processes of re-embedding. For this article, the authors chose comparative education as a discursive arena for seeking to make sense of how South African academic discourses, the character formation of disciplines, and their institutionalized forms took shape as a result of practices and ideas transposed from North America and Europe during the last half of the twentieth century. In their analysis of re-embedding processes, the authors drew strongly on the work of Wagner and Wittrock for identifying three kinds of reembedding: epistemic alliances that characterize the development of the social sciences in the Western university tradition, discourse coalitions among the educational subsystem and other social systems, and the mediation of the development of individual intellectuals and divergences of academic traditions through institutional discourses. In seeking to explicate the re-embedding processes that have developed, they contend that comparative education, as part of the social sciences arena, became embedded in academic and public discourses in South Africa through the development of different comparative education traditions as a result of different "epistemic alliances." These alliances were infused with and formed as a result of traditions assimilated from continental Europe and the Anglo-Saxon world (including North American traditions).(Contains 2 tables, 4 figures and 1 note.)

To theorize the "becoming child" this article presents desire rather than identity, following Deleuze and Guattari. For desire to proliferate differently, everything that social, religious and moral identities try to control and police, following Foucault, must be deconstructed, reconceptualized and enabled. To show how this is possible the article exemplifies contemporary and historical practices from France, using the author's 30 years of experience as a researcher and a transdisciplinary sociologist there. The article thus transcends languages and normalized genres of English-language academic writing. In doing so it provides new directions for identity theory, from European genealogies and from a history of French early childhood from birth to age three. Arguing that identity is a keystone in modern capitalist society and that individualized processes come from micro-processes of subjugation, the article describes how institutions are organized not to operate or function but to "assign" status, identities and functions. Hence when you are a child in a preschool your identity must conform to what is demanded, and be limited to that of a preschooler or day-care child. Nevertheless, uncontrollable and unconscious desires operate. To make such theorizations, the article builds from sociology, anthropology, history and psychology. The author contends that Deleuze and Guattari's use of desire is akin to agency, and that those adults still close to childhood keep this alive.

"White men are saving brown women from brown men." Gayatri Spivak suggests that this phrase is for her as fundamental for an investigation of colonial dynamics as Freud's formulation "a child is being beaten" was for his inquiry into sexuality. Through a deconstructive interrogation of elementary Hawaiian history textbooks, Hawaiian studies curricula and Hawaiian studies classroom conversations, this paper examines how the colonial myth of oppressed indigenous women who were liberated through colonization continues to be perpetuated and sustained in postcolonial classrooms today. Drawing from traditional Hawaiian and Foucaultian methods of genealogy, the author disrupts the dominant narrative of progress and increased civilization for Hawaiian women through colonization, and proposes a counter-narrative of traditionally powerful Hawaiian women, whose political and domestic autonomy were severely challenged and gradually eroded with the imposition of Euro-American forms of government and Christian-American domestication. (Contains 2 notes.)

This paper invokes a poststructuralist lens--and, in particular, Foucauldian ideas--in conceptualizing teacher emotions as "discursive practices." It is also argued that within this theoretical framework, teacher identity is theorized as constantly becoming in a context embedded in power relations, ideology, and culture. In terms of the methodology used when studying teacher identity and emotion through this lens, it is shown that long-term ethnographic investigations offer important advantages. This is shown through an ethnographic study of the emotions of teaching with one teacher over three years (1997-1999) and a semester long follow-up study with the same teacher four years later (spring 2003). The contribution of this study in what is presently known about teacher emotions in educational settings consists in the following three ideas: first, that emotional rules in teaching are historically contingent; second, that a teacher plays a part in her own emotional control; and third, that a teacher's identity is constituted in relation to the emotional rules in the context in which she/he teaches. The contribution of a poststructuralist perspective in research on teacher emotion is discussed and analyzed.

This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the adult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed consists of Swedish official documents published between 1948 and 2004. We draw on two concepts from the Foucauldian toolbox: genealogy and governmentality. The result shows that this technique for governing and fabricating the adult subject is not new. It has been present during all periods analysed. However, there is a difference in how the ideas of competence and knowledge are stressed. Today the focus is on the subject's specific experience, which means competence. You are constructed as an adult with experiences that are to be evaluated. During the 1960s and 1970s the focus was rather on general experience. There was also discussion concerning the subject's ability to study. During the 1950s this figure of thought focused on ability was dominant. Those with the talent/ability to study were to be accepted for adult education.

This article outlines a provisional evidence-based approach to the assessment of pediatric bipolar disorder (PBD). Public attention to PBD and the rate of diagnosis have both increased substantially in the past decade. Accurate diagnosis is crucial to avoid harm due to mislabeling or unnecessary medication exposure. Because there are no proven efficacious or effective treatments for PBD, the role of assessment is heightened to demonstrate efficacy in individual cases as well as to identify cases for participation in clinical trials. This review discusses (a) the state of psychopathology research regarding PBD; (b) the likely base rate of PBD in multiple clinical settings; (c) the diagnostic value of family history; (d) challenges to differential diagnosis, including comorbidity and symptom overlap with other diagnoses, shortcomings in contemporary assessment methods, and the cyclical nature of PBD; (e) practical methods for improving diagnosis, focusing on the most discriminative symptoms, extending the temporal window of assessment to capture mood changes, and using screening tools within an actuarial framework; and (f) monitoring response to treatment using a variety of assessment methods. Twelve recommendations are offered to move toward an evidence-based assessment model for PBD.

We aim to provide a starting point toward the development of an evidence-based assessment of depression in children and adolescents. We begin by discussing issues relevant to the diagnosis and classification of child and adolescent depression. Next, we review the prevalence, selected clinical correlates, course, and treatment of juvenile depression. Along with some general considerations in assessment, we discuss specific approaches to assessing depression in youth (i.e., interviews, rating scales) and briefly summarize evidence on the reliability and validity of a few selected instruments. In addition, we touch on the assessment of several other constructs that are important in a comprehensive evaluation of depression (i.e., social functioning, life stress, and family history of psychopathology). Last, we highlight areas in which further research is necessary and conclude with some broad recommendations for clinical practice given the current state of the knowledge.

This study focuses on everyday or lay understandings of inheritance. In the northeastern Brazil, 100 individuals were interviewed in order to describe how they explain the origin of genetic disorders affecting their relatives for several generations. There were involved 60 individuals from a large consanguineous family with many members affected with a neurodegenerative disorder, SPOAN syndrome (spastic paraplegia, optic atrophy and neuropathy), and 40 individuals of another family living with neurofibromatosis type 1 (NF1). The results indicate that families here studied have built narratives to explain the origin of genetic diseases, saying that an ancestor infected with syphilis gave rise to disorders and birthmarks transmitted to descendents.

Genograms have been used successfully in career counseling with adults; however, there has been limited use of genograms in career counseling with elementary, middle, and high school children. This article focuses on the benefits of using genograms and the reasons for them to be integrated into the comprehensive developmental guidance programs used by professional school counselors. (Contains 2 figures.)

This paper notes how Jim influenced my own use of Foucault and also focuses on two of James Marshall's New Zealand oriented texts. In the first, "Discipline and Punishment in New Zealand Education" (Marshall & Marshall, 1997) he provides a Foucauldian genealogy of New Zealand approaches to both punishment and discipline, in particular corporal punishment. The second, his 1996 book co-written with Michael Peters, "Individualism and Community: Education and Social Policy in the Postmodern Condition", analyses political philosophy and social and educational policy as New Zealand changed from being a welfare state since the 1930s to a neoliberal one since the mid 1980s. Foucauldian understandings about power, bio-power, governmentality, autonomy and subjectivity are brought to bear in their analysis.

This paper is informed by a DfES funded research project, Creative Connections, initiated and directed by the Institute of Education (IoE) and Victoria and Albert Museum (V&A) as part of the DfES Museums and Galleries Education Programme 1999-2003. The concern is to focus on an unexpected finding concerning art and design teachers' negligible engagement with, and understanding of, curatorial issues and practices. This is set against a backdrop of the recent proliferation of literature addressing curatorial matters. The etymology and genealogy of the curator are discussed in order to establish the curatorial role as a symbolic (modernist) location where discourses pertaining to post-structuralism, postmodernism, post-colonialism and critical pedagogy currently coincide. By highlighting some of the main concerns that art and design teachers experience when taking pupils to galleries and museums, I suggest that engaging with curating has the potential not only to facilitate critical engagement with galleries and museums but also to empower and inform teachers' use of these venues as learning resources. Through references to the research questionnaire findings, focus group interviews and evaluations of pilot CPD initiatives, a case for more teacher engagement and understanding of the frameworks in which art and artefacts are encountered is argued. First, as an important dimension for learning and teaching about art and design, and second, to counteract the generally uncritical and compliant approach to using galleries and museums that can result from a lack of opportunity to engage with cultural concerns.

This article examined some of the reasons for confusion and controversy surrounding the frequency of diagnosis of bipolar disorder, especially in prepubertal children. Four case vignettes are used to articulate questions surrounding manifestations of euphoria and grandiosity, informant variance, diagnostic implications of medication-induced behavioral toxicity, and treatment implications of family history. Although extant literature cited addresses some of the issues, specific research is needed for definitive answers.

This paper explores the notion of "whakapapa" as providing a legitimate research framework for engaging in research with Maori communities. By exploring the tradition and meaning of "whakapapa", the paper will legitimate how "whakapapa" and an understanding of "whakapapa" can be used by Maori researchers working among Maori communities. Therefore, emphasis is placed on a research methodology framed by "whakapapa" that not only authenticates Maori epistemology in comparison with Western traditions, but that also supports the notion of a "whakapapa" research methodology being transplanted across the Indigenous world; Indigenous peoples researching among their Indigenous communities. Consequently, Indigenous identity is strengthened as is the contribution of the concept of "whakapapa" to Indigenous research paradigms worldwide.

Objective: The current research was designed to develop a health education programme for type 2 diabetes mellitus based on the Taba-Tyler model and to evaluate its effect. Design: The study was quasi-experimental in design. Setting: Fifty-five patients from the Endocrinology and Metabolism Unit, University Hospital of Ankara. Method: An education programme was developed on the basis of the Taba-Tyler model. Subjects received two educational sequential forty-minute sessions. The objectives of the education programme covered knowledge about type 2 diabetes mellitus. To assess the effect of the programme, a test was developed which was applied at the beginning and at the end of each session. The mean of the correct answers of pre- and post-tests were analysed to assess the effect of the programme. The results were also analysed across the independent variables demographic and medical characteristics. Results: In every content area, the percentage of correct answers increased approximately from 45.0 per cent to 75.0 per cent. The score of pre-test was 11.7 [plus or minus] 4.7 and the score of post-test was 17.8 [plus or minus] 3.5. The difference between two scores was statistically significant. Independent variables such as employment status and having a family history of diabetes, influenced the level of knowledge of diabetes ("p less than 0.05"). Conclusion: This study reported a change in knowledge, but no evidence was collected to determine whether any behaviour changes occurred.