Women residing at domestic violence shelters (S group) were nearly 11 times more likely to report that their partner had hurt or killed pets than a comparison group of women who said they had not experienced intimate violence (NS group). Reports of threatened harm to pets were more than 4 times higher for the S group. Using the Conflict Tactics Scale, the authors demonstrated that severe physical violence was a significant predictor of pet abuse. The vast majority of shelter women described being emotionally close to their pets and distraught by the abuse family pets experienced. Children were often exposed to pet abuse, and most reported being distressed by these experiences. A substantial minority of S-group women reported that their concern for their pets' welfare prevented them from seeking shelter sooner. This seemed truer for women without children, who may have had stronger pet attachments. This obstacle to seeking safety should be addressed by domestic violence agencies.

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The maltreatment of animals, usually companion animals, may occur in homes where there is domestic violence, yet we have limited information about the prevalence of such maltreatment. We surveyed the largest shelters for women who are battered in 49 states and the District of Columbia. Shelters were selected if they provided overnight facilities and programs or services for children. Ninety-six percent of the shelters responded. Analysis revealed that it is common for shelters to serve women and children who talk about companion animal abuse. However, only a minority of respondents indicated that they systematically ask about companion animal maltreatment in their intake interview. We discuss the implications of these results for domestic violence programs, animal welfare organizations, and programs serving children of women who are battered by their partners.

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This study longitudinally compares the costs and language functioning, the primary area of delay effects of two alternative forms of early inter-for all subjects, as well as on measures of general vention that differed with respect to the roles development and family functioning. The assumed by parents and professionals: a home comparable longitudinal effects of the two interparent training intervention and a clinic-based, ventions examined in this study support the low parent involvement intervention. Results of viability of programs that offer options to parfollow-up testing 42 months after the initiation ents and the need for interventionists to be of the interventions indicated that the home par-trained broadly enough to be able to assume a ent training group performed as well as the variety of roles and to provide a range of serclinic-based group on measures of speech and vices.Parents' and professionals' roles in early intervention are in flux as programs are adapted to meet the demands of rising enrollments, budget cuts, and changing expectations related to effective practices. When attempting to determine the most efficient use of professionals' limited time, many program staff stress the superiority of approaches that emphasize parent responsibility in the provision of services. As a result, parents* roles are expanding to include being trained to provide developmental intervention to their child, while professionals, who were most likely trained to work directly with children, are primarily working with adults, facilitating parents-as-therapists programs or training other professionals in the context of a transdisciplinary approach. Recommended early intervention practices, such as those that emphasize parent involvement in service provision, may be informed by a variety of sources, including empirical research, maxims, and values and beliefs about what is ethically or morally right (Bailey & Wolery, 1992; Shulman, 1986). Although empiri-

Suicide is the second leading cause of death among adolescents. The peer survivors of an adolescent suicide experience a normal but individually variant grieving process. It is important that the survivors be understood and that they receive appropriate ameliorative affective attention through postvention efforts by significant adults in their environment. An important setting for this postvention is the school, where adolescents spend many of their waking hours. Components of a grief time frame for adolescent suicide survivors, referral guidelines, and factors to consider when implementing a school postvention program are discussed.