New Releases by Laura Kay

The incidence of conduct and behavioral disorders is steadily on the rise. Externalizing problems in the preschool years are considerable predictors of problems in later childhood, even in adulthood. There is a growing need for effective prevention programs for young children that can be implemented in school environments. Prevention efforts with young children often focus on self-control training for the reduction of impulsive behaviors. Impulsivity is an early presenting behavior pattern that can lead to a variety of disorders. The present study had two goals: (1) to measure the effects of a package intervention containing cognitive and behavioral treatment techniques on self-control in preschoolers, and (2) to use both cognitive and behavioral outcome measures to demonstrate where the changes, if any, would be most clearly seen. Thirst-one 4-year-old children in a preschool program for "at risk" children were randomly assigned to a treatment or control group. The treatment group received a five-week self-control training program that incorporated cognitive and behavioral techniques. Dependent measures were assessed before and after intervention, and included Conners'' Rating Scales (CPRS, CTRS), Self-Control Rating Scale (SCRS), Matching Familiar Figures Test, classroom behavior observations, and a waiting task.

As the millennium ended, little has changed in the way higher education conducts itself. Extensive search of the literature revealed a dearth of research or theory attempting to explain the relative inability of higher education to embrace innovation and change. This research addresses what academic leaders perceive as the barriers to innovation and change in higher education. Based upon the model of three classes of social change, it was hypothesized that innovation in higher education was not widely successful due to faculty control of higher educational administration, as well as other barriers such as external regulation by accreditation and licensure, and governing bodies. A structured interview was constructed and a sample size target and stratification strategy were adopted. the interviews identified the type of institution (Carnegie designation), the position of the individual completing the survey and whether the institution was public, independent, not-for-profit or for-profit. the primary research questions were what factors or elements do academic leaders perceive to be the biggest barriers to innovation, what are the primary drivers of change and what changes would these individuals make to foster innovation. After structured interviews with 48 key decision-makers in higher education, the results of the study showed that the primary barriers to innovation, as perceived by academic and administrative leaders in higher education, were related to faculty, faculty governance and a culture resistant to change. the results support the original hypothesis that the academic structure of higher education, especially as it relates to the role of faculty, are perceived to be the primary barriers to innovation. This study has implications for any higher education administrator who seeks to implement change or attempts to create a culture of innovation within a higher educational institution.

This study was an examination of an intervention called the baby think it over doll in a small sample of teenagers. The study attempted to ascertain the impact of the doll on attitudes and beliefs surrounding early parenthood and a teen''s future hopes.

At first glance the two actors seem worlds apart: pere Osgood the last word in worldly sophistication and fils Anthony the ultimate in incorrigible boyishness. Yet beneath the surface run common currents--a penchant for choosing risky projects, recurring problems with typecasting, a gift for fleshing out underwritten roles. Even the famous twitch runs in the family. Illustrated with more than 100 photos, this comprehensive, chronological survey of the careers of Osgood and Anthony Perkins includes not only all of their film and Broadway performances but also virtually all road, summer stock, radio and television work. Even their formative years in college productions are covered, as are Anthony''s brief stints as pop singer, director, screenwriter and songwriter. Extensive credits are cited for each work. Quotes and reminiscences are interwoven into the text, written in an essay format.