Abstract and Summary Adult spatial relationships and social organization in a marked population of alpine mammals, the pika ( Ochotona princeps ), were studied over a 3‐year period in the Rocky Mountains of Colorado. Home range size, distances between centers of activity of dyads, and weighted overlaps of home ranges of dyads were used to define space use patterns. Disappearance and establishment of individuals reflected the temporal component of space use. Relative frequencies of foraging (haying and feeding), surveillance, and communication (short calling, long calling, cheek rubbing) behaviors were recorded. Social relationships among adults were defined by agonistic interactions (aggression) and affiliative behaviors (social tolerance, vocal duets, copulations). Males and females occupied individual home ranges of equal size on talus, their obligate habitat type. Adjacent home ranges were normally occupied by pikas of the opposite sex. Replacement of home ranges was always by a member of the same sex as the previous occupant. A high degree of affiliative behavior was expressed between spatially contiguous heterosexual dyads. Aggression was greater among intrasexual than heterosexual dyads, and spatial overlaps among intrasexual conspecifics were less than among heterosexual conspecifics. Ecological constraints, such as the distribution of food (primarily located in meadows adjacent to the talus) and the short summer reproductive season (placing a premium on early appropriately timed litter;;) have apparently led to a facultatively monogamous mating system. Males can neither monopolize essential resources sufficiently to attract several females, nor defend groups of females as social repulsion among females further increases their dispersion.
Journal Article Foraging Behavior of the Pika (Ochotona princeps), with Comparisons of Grazing versus Haying Get access Nancy J. Huntly, Nancy J. Huntly Department of Ecology and Evolutionary Biology, University of Arizona, Tucson, AZ 85721Rocky Mountain Biological Laboratory, Gothic, CO 81224 Search for other works by this author on: Oxford Academic Google Scholar Andrew T. Smith, Andrew T. Smith Department of Zoology, Arizona State University, Tempe, AZ 85287Rocky Mountain Biological Laboratory, Gothic, CO 81224 Search for other works by this author on: Oxford Academic Google Scholar Barbara L. Ivins Barbara L. Ivins Department of Psychology, University of California, Berkeley, CA 94720Rocky Mountain Biological Laboratory, Gothic, CO 81224 Search for other works by this author on: Oxford Academic Google Scholar Journal of Mammalogy, Volume 67, Issue 1, 25 February 1986, Pages 139–148, https://doi.org/10.2307/1381010 Published: 25 February 1986 Article history Received: 13 November 1984 Accepted: 28 March 1985 Published: 25 February 1986
In this article, the construct of centrality of relationships is framed as a new organizing principle for the field of early intervention. Centrality of relationships, broadly defined as the integration of relationship-based concepts at all service levels, exemplifies an emerging, fundamental reconceptualization of services. The changes represent a shift from developmental-deficit-based principles to relationship-based organizing principles that require reformulating intervention approaches and program models. This perspective stresses the commonalities across disciplines that unify the work of early interventionists. Key qualities of leadership, flexibility, support, and teamwork, necessary for program development, are elaborated. Finally, implications for system-level support, efficacy research, and personnel preparation are discussed.
This article articulates and defines the use of self construct in relationship-based intervention in the infant and family field. A set of descriptors is introduced that can be used in supervision with trainees and new practitioners to help operationalize clinical processes and the concepts inherent in developing reflective practice skills. Particular emphasis is given to discussing Schon's distinction of reflection in action and reflection on action. Examples derived from supervision and consultation dialogues are given to illustrate opportunities for enhancing clinical process and reflective practice skills, and concepts that can confuse practitioners are discussed. It is suggested that the practitioner's greater understanding of, and comfort with, how internal experience impacts intervention in relationship-based work allows for the development of a unique and effective "authentic voice."
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