This longitudinal study on 94 families examined the extent to which parent sensitivity, infant affect, and affect regulation at 4 months predicted mother-infant and father-infant attachment classifications at 1 year. Parent sensitivity was rated from face-to-face interaction episodes; infant affect and regulatory behaviors were rated from mother-infant and father-infant still-face episodes at 4 months. Infants' attachment to mothers and fathers was rated from the Strange Situation at 12 and 13 months. MANOVAs indicated that 4-month parent and infant factors were associated with infant-mother but not infant-father attachment groups. Discriminant Function Analysis further indicated that two functions, "Affect Regulation" and "Maternal Sensitivity," discriminated infant-mother attachment groups; As and B1-B2s showed more affect regulation toward mothers and fathers than B3-B4s and Cs at 4 months, and mothers of both secure groups were more sensitive than mothers of Cs. Finally, the association between maternal sensitivity and infant-mother attachment was partially mediated by infant affect regulation.

The authors obtained self-reports, peer nominations, teacher ratings, and parent reports of depression and social and academic competence on 490 3rd graders and 455 6th graders near the beginning and end of the school year. Confirmatory factor analysis and structural equation modeling revealed that (a) measures showed significant convergent and discriminant validity; (b) within-wave correlations between constructs were large and significant, although the depression-social competence correlation was larger than the depression-academic competence correlation; (c) the cross-wave stability of all constructs was remarkably high; and (d) social competence at Wave 1 predicted depression at Wave 2 for 6th graders after controlling for depression at Wave 1. Depression did not predict change in either academic or social competence over time. Implications for competence-based and failure-based models of child depression are discussed.

This laboratory study examined mothers' and fathers' sensitivity during face-to-face interactions with their infants as well as infants' affective and regulatory responses during mother-infant versus father-infant still face (SF). The degree to which infant gender and temperament as well as parental sensitivity predicted SF responses was also examined. Participants included 94 healthy, primarily White, middle-class 4-month-olds and their parents. Results indicated that mothers and fathers were equally sensitive toward their infants. Infants' affect and regulatory behaviors were also significantly stable across mother- and father-infant SF situations, although several differences in mean levels of regulation emerged. Finally, the extent to which exogenous and endogenous variables predicted infant SF responses differed as a function of which affect or regulatory variable was being examined and with which parent the infant was experiencing SF.

In a two-wave longitudinal study of third and sixth graders (N = 617), we obtained self-reports of depression and peer, teacher, parent, and self-reports of competence in five domains: academic, social, attractiveness, conduct, and athletic. Competency evaluations by others predicted change in self-perceived competence over time for girls, but not for boys. Depression predicted change in self-perceived competence over time for boys but not for girls. Among girls, the relative importance of parent, teacher, and peer appraisals shifted from third to sixth grade. For both boys and girls, self-perceptions of competence predicted change in depression scores over time. Furthermore, self-perceived competencies mediated the relation between competency appraisals by others and children's self-reported depression. Results are interpreted in light of a competency-based model of child depression.

Campbell University, a school founded by a Baptist preacher in 1887, has for its existence been involved in the task of educating church leaders in the context of a Christian liberal arts university. The decision to add a divinity school to Campbell's already existing professional programs in law, pharmacy, business, and education fulfilled a dream nurtured at the university for over twenty-five years. The school's new model of a university-based theological education, capitalizing upon the rich resources of a liberal arts environment and the contributions of other professional disciplines, seeks to educate Christian ministers for the twenty-first century who are intellectually prepared, spiritually mature, and capable of inspiring and leading churches to fulfill their unique role in the world.In the days following the appointment of Deans, we faced the large task of defining our mission and charting our course. With prayer and pencil, we strived to articulate what was so sure in our hearts. It was our aim to frame a mission statement that would express the heart of Christian theological education, one that would be simple and clear to students and churches and one that would bring students and faculty together as a spiritual family, bonded by call, and not regulated by age, race, or gender. We desired a mission statement that would hold us to our course, inspire us daily in our work, and judge us if we strayed. Those hours of prayer and work thus formed the mission statement we proudly proclaim: to provide Christ-centered, Bible-based, and Ministry10cused theological education.

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