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By the late 1960s the balance between child guidance and educational psychology was beginning to change. The Child Guidance Clinic had changed to Child Guidance Centre, and although much of the work was still clinic based, the time spent by psychologists visiting schools had changed little from the 1950s -- on average one day a week. However, pressures were increasing for a more school focused service. The Summerfield Report on the role of Educational Psychology was published in 1968. The profile of educational psychology was developing, and with the retirement in 1970 of Noel Whilde, the Principal Psychologist and head of the Child Guidance Service since 1940, the stage was set for major changes. Judy Bennison, who joined the service in 1967, and Kathleen Cox who joined in 1969 bridged the period of rapid change when David Loxley arrived as the new Principal Educational Psychologist in 1970. He had been appointed by the Chief Education Officer, Michael Harrison, to develop a broadly based Psychological Service, applying psychology not just to schools, but to the whole education department. This was a time of major upheavals in Sheffield schools as Sheffield became one of the first LEAs in the country to complete the move to a comprehensive secondary sector. First, Judy Bennison recalls her time in Newbould Lane, and the pervasive influence of Jungian psychology with its emphasis on the spiritual rather than the material, with a disinterest in the immediate environment in terms of comfort and aesthetics. The goal of Jungian analysis was to reconcile personal experiences with the collective unconscious to attain wisdom.

The trend toward adopting a strengths approach to mental health practice with children and adolescents amounts to a paradigm shift from an emphasis on diagnosing disorders to tapping child capacities and assets toward the achievement of treatment goals. While the potential value and challenges associated with this shift has received ample attention in the literature, minimal research has been conducted to assess the benefits and barriers related to the use of strength-based strategies with youth. Utilizing an experimental design, this author examined the impact of strength-based assessment using the Behavioral and Emotional Rating Scale (BERS) with seriously emotionally or behaviorally disturbed children and adolescents. Results revealed that child functioning outcomes were significantly better for youth who received BERS-guided assessment versus the usual deficit-based assessment protocol only when the treating therapist reported an orientation toward service that reflects highly strength-based attitudes and practices. Furthermore, high adherence to the strength-based assessment protocol was associated with significantly higher parent satisfaction with services and lower rates of missed appointments. These findings highlight the importance of accounting for practitioner effects and treatment fidelity in future studies of strength-based practice effectiveness.

Social network intervention aimed at bolstering the informal supports of high risk families is recognized as a common element of community-based, family-focused practice models, such as intensive family preservation services (IFPS), multisystemic therapy (MST), and the wraparound process. The empirical research basis for these practice models is examined, with an eye toward discerning the extent to which network intervention is identified as a critical component of comprehensive service. Results reveal that few studies make clear the degree to which treatment adhered to a focus on natural network enhancement or the development of informal resources. Those that did, suggest that relatively few families received this form of ecologically-oriented intervention. Consequently, this body of practice research offers insufficient evidence of the benefits or limitations associated with network facilitation with multi-need families. Explanations for these findings are explored and directions for future research are recommended.

Students' self-reports of involvement in mathematics were related to instructional strategies observed in their upper-elementary classrooms. Results imply that involvement can be socially constructed through whole-class instruction and that researchers should give more attention to measuring and understanding situated motivation. (Author/GCP)

ABSTRACT With globalization and major immigration flows, intercultural teaching encounters are likely to increase, along with the need to assure intercultural teaching effectiveness. Thus, the purpose of this article is [...]

ABSTRACT This paper reports the results of a survey conducted to explore the perceptions of Japanese graduate nursing students about the teaching performance of an American teacher. The impact of [...]

Various type of multiple polypeptides ranging from 95 to 112 kilo dalton in chicken kidney are recognized by antibodies peculiar to the chicken erythroid AE1 anion exchanger. The recognition process is associated with a complicated pattern of differential RNA splicing and alternative transcriptional initiation.

Mass resolution obtained with the commonly employed stretched quadrupole ion trap geometry is shown to be dependent upon scan direction when resonance ejection is used as the mass analysis method. Data are also presented showing that the energy absorption profile for ions subjected to resonance excitation broadens with the amplitude of ion oscillation and shifts to higher frequencies, an observation consistent with behavior predicted for ion motion in a quadrupole electric field with relatively small higher-order field components. The observed effect of scan direction on mass resolution is therefore reasoned to arise from an effect analogous to Doppler focusing or defocusing, depending on scan direction relative to the direction of the ion frequency shift with oscillatory amplitude.

Background: The delivery of specialized pediatric oncology care between multiple sites requires effective communication and coordination of care. Patient care may suffer when patients transition between sites and different providers without proper guidance. Moreover, breakdowns in communication can result in patient and provider dissatisfaction and may negatively impact cost efficiency. Objective: To develop a patient navigation program to address gaps in the coordination of patient care and communication in our pediatric oncology network. Methods: We used a quality improvement approach to develop a nonclinical patient navigation program as an intervention to improve patient care transitions and communication. We evaluated the intervention with process, outcome, and balance measures. Results: Within 2 years of instituting the patient navigation program, it was used for nearly 80% of all patient transitions. Communication improved among patients and providers, and providers reported improved coordination of care between sites. Conclusions: The nonclinical patient navigator improved communication and fostered a culture of understanding for patients and families transitioning between multiple healthcare facilities in our pediatric oncology network. This model may apply to other healthcare systems that treat children with complex medical conditions requiring coordination of care. [ABSTRACT FROM AUTHOR]