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The local field potential from the mammalian olfactory system displays several oscillatory modes. Gamma oscillations (40–100 Hz) are associated with odor stimulation in the olfactory bulb (OB) and are enhanced with odor discrimination learning in a 2-alternative choice task when odors are very similar. Beta oscillations (15–30 Hz) are associated with learning in a go/no-go task. These two oscillatory modes represent different cognitive states, and different networks appear to support them. Gamma oscillations are produced locally within the OB, while beta oscillations rely on bidirectional connections with the rest of the olfactory and limbic systems. These results help elucidate the context-dependent sensory representation seen at every neurophysiological level in the OB. [ABSTRACT FROM AUTHOR]

Chapter 13 of the book "Living Through Loss: Interventions Across the Life Span" is presented. It explores the multiple losses experienced by older people including physical changes, health problems, deaths of others and social and environmental losses. It highlights the general techniques and interventions for older people on reminiscence and life review, counseling and psychotherapy, group work and spiritually attentive interventions.

Chapter 9 of the book "Living Through Loss: Interventions Across the Life Span" is presented. It explores the interventions that are based on the family and draw on the strengths of social support systems and web-based supports to help them cope with their losses particularly with family life, finances, home ownership and career advancement. It highlights the adoption of the interventions model that was developed for working with the bereaved.

Chapter 7 of the book "Living Through Loss: Interventions Across the Life Span" is presented. It explores the interventions that help address the adolescents' need for understanding and compassion in their bereavement. It highlights the general techniques and interventions regarding death education and grief such as group-based interventions, expressing grief through music and practical strategies for counseling male adolescents.

Chapter 5 of the book "Living Through Loss: Interventions Across the Life Span" is presented. It discusses the assessment areas that are useful to explore with caregivers and other relatives of children bereaved by death. It highlights the general techniques and interventions that help children face with greater confidence the losses that they will experience in the future.

This chapter presents a list of books relevant to the discussion of intervention and social change, including The Evaluation of Therapeutic Outcomes, by A. Bergin, Problems of Organic Growth, by L. von Betalanffy, and Evaluating Practice: Guidelines for the Accountable Professional, by M. Bloom and J. Fischer.

This chapter focuses on two concepts that are important for a publication whose goal is to describe different forms of welfare work, the concepts of change and intervention. The description of action required in order to bring about change is presented. A metaphor to illustrate the relationship between change and intervention is offered.

The GIG¹ is an innovative community based intervention which offers education regarding pregnancy and sexually transmitted infection (STI) risks and prevention in the context of a social event l hat is open to the adolescent community. This intensive, six hour intervention features live and recorded music, celebrities from local radio stations, raffles and prizes, and a number of educational activities providing instruction regarding pregnancy and STI risks and prevention. A total of 609 Latino adolescents completed matched pre and post test measures. The increase in the total mean score from pretest to posttest was found to be statistically significant, as were the separate analyses for items related to pregnancy and those related to STIs. Information regarding specific attitudes and areas of knowledge are provided. Important intervention components related to the research literature are discussed along with areas of success, especially with regard to risk factors, and those in need of further attention in future intervention events. Recommendations for reinforcing and enhancing the GIG messages are presented along with implications of the findings for social work and health care professionals responsible for designing interventions for at-risk youth. [ABSTRACT FROM AUTHOR]

The article examines the women's accounts of contact with the child protection and criminal justice systems and other state agencies. While the majority of women sought help from informal sources first, and the responses they met, statutory agencies also became involved in all cases but one. Not all of this 'help' or intervention was actively sought by the women. The child herself or others who found out about the abuse also reported to agencies, and where the mother herself made the first contact, she often had little control over who became involved after this. Whether they sought intervention themselves or had it imposed upon them, women approached agencies with specific goals in mind, although often with continuing ambivalence. They did not necessarily abandon either their goals or their ambivalence once the 'referral' was made but continued to negotiate with social workers over both aims and responsibilities. The social control role of statutory agencies however added to both their aims and their fears.

This article focuses on concept of troubled masculinities in social policy discourses. The attempt to reconstitute a sense of what it means to be a man is in progress in a wide range of political arenas-in social policies; in political debates; in personal quests and narratives; in law and legal contestations; through academic research and writing; through feminism and backlashes to it; through cultural representations; and through the diverse organizations that represent men, such as divorced and separated fathers, anti-sexist, gay and bisexual men, as well as the multitude of organizations composed of or dominated by men that do not quite explicitly say they are men's mouthpieces for men. There are perhaps three main elements to these developing political discourses of masculinity--the naming of masculinity or masculinities; the identification of masculinity or masculinities as problematic or potentially problematic--constructing the problem in terms of what is called troubled masculinities; the conscious understanding of the possibility of devising relevant policies to respond to these troubled masculinities, and thus constituting the right for intervention.

The article focuses on the behavioural and cognitive interventions within the context of social service. In recent years in the Great Britain, Canada and many states in the U.S., the cognitive-behavioural model has been at the forefront of evidence-based practice with people who persistently offend. It is a form of intervention that utilizes a collection of methods drawn from behavioural and cognitive psychology, such as social skills training, self-reinforcement and systematic desensitization. The change to the goals of diversion and punishment, and the concomitant growth in pessimism about the potential of social work intervention to reduce crime referred to above, was stimulated by researchers in the United Kingdom and the U.S. The negative and generalized message of this research was that nothing could be done by community-based projects to reduce levels of off ending. The approach has been criticized for encouraging a focus on the individual to the exclusion of socio-economic, political and cultural contexts. This criticism has been applied most rigorously by those who characterize it as a throwback to individualized and positivistic criminology in which crime is associated with abnormality in the individual, who nevertheless has unconstrained choices.

The article focuses on the single-system evaluation within the context of social service. The basics of single-system evaluation are clear and simple, and they are also potentially very useful to practitioners. This is the reason for their rapid increase in use over the past two decades. The steps of this procedure are: Establishing a trusting relationship that evaluation of service will help in monitoring and assessing the process and outcomes of the intervention process; Conceptualizing (in order to make explicit the relevant guiding theory) and translating client problems/strengths into targets of intervention (to decrease or increase, respectively); Operationalizing objectives and goals as an alternative way of stating targets of intervention; Introducing notion of evaluation to client like physician using a thermometer to measure client states of health, at the same time as the intervention is introduced; Measure baseline conditions as reference point for subsequent changes, using any/all of behavioral observations, individualized rating scales, standardized questionnaires, logs, or non-reactive measures.

The article focuses on the service evaluation in social work settings and empowerment. Service evaluation in social work settings is typically a managerially driven enterprise emphasizing techniques of measurement and monitoring, rather than an empowering value base. This is not inevitable. There are evaluatory traditions far more in tune with the philosophy of social work--even overlapping with some areas of practice intervention, notably group and community work--which draw those on the receiving end of services into full participation at every stage of the process, from deciding what should be evaluated to working out how this should be done, what the resulting information means, and what should happen as a result. Both social work intervention and its evaluation get caught within systems of top down authoritative knowledge. Whenever social work and health professionals paternalistically take care of people or judge the outcomes of the services they receive, believing they know what is best, they collude with keeping people in a position of supposed inferiority.

The article focuses on the qualitative practice evaluation. One definition of evaluation given by the Oxford English Dictionary is, "to express in terms of the known," and so qualitative evaluation might be broadly understood as the expression of that which can be known through the analysis of spoken words, texts or observable behavior. It seeks to interpret and find meaning within these phenomena as means towards the assessment of intervention. The focus of analysis will depend upon judgment, choice and interpretation as part of an inferential process by which categories, typologies and explanations are derived from phenomena which are usually studied in natural environments. Social work practice is itself strongly characterized by such forms of procedure. It would be premature to argue that anything exists as tangible or capable of delineation as a qualitative practice movement. In contrast, the emergence and history of the empirical practice movement is something which can be described in terms of its institutional base, intellectual antecedents, key personnel, methodological contributions, relationship to practice and knowledge building.

The article discusses the relation between theory and practice that is central to sociology. Theory is the realization and construction of the world in thought. The theoretical life is not simply one of contemplation for the anticipation is that theory constitutes changes in human conditions and particularly critical theory and action theory which are dedicated to the production of social change. Practice is seen as human intervention in the social process, a dynamic involvement and commitment on the part of people to change their circumstances. It is difficult to conceive of practice uninformed by theory, but also vice versa. Marxist theory proposes a dichotomy between theory and practice which, in many respects, parallels and offers an interesting instance of that between idealism and materialism, not least because where revolutions have occurred that have matched the theoretical order of communism in practice, they have been brought about by causes other than the structural contradictions of capitalism.

This chapter outlines a module which introduces a variety of approaches to intervention with the goal of implementing changes in the social situation of individuals, groups and organizations. Key words used in this book are listed. The expected learning outcomes from this module are outlined. Topics discussed in this module are provided.

This section provides information on the authors of the January 2003 issue of Theories of Intervention & Social Change, including Bengt Eriksson, Sandor Lisznyai and Magda Ritoók.

This chapter presents an overview of topics discussed in the January 2003 issue of Theories of Intervention & Social Change. They include a chapter about social change and intervention, a chapter on strategies for social change and a chapter on professional help and human communication.

This section presents a preface of the book Theories of Intervention & Social Change. European universities that collaborated for the book are presented. The benefits of the work to researchers are discussed.