Background: This article explores the Story Stem Assessment Profile (SSAP), a narrative-based measure, for the assessment of internal representations in children between the ages of 4 and 11 years old. Methods: The findings draw upon two samples of children comprising of a sample of looked-after children at Five Rivers Child Care (FR) (n = 42) and a community-based population (n = 42). The FR group identified were suggested to have a higher level of need, as defined by scores obtained from the Strengths and Difficulties Questionnaire (SDQ) and Relationship Problems Questionnaire (RPQ). Results: Using the SSAP, the findings indicate the instrument's discriminant validity with strong differences being displayed between the two populations. Consistently children in the FR sample displayed more disorganized, avoidant and negative representations, whilst at the same time having significantly fewer representations characteristic of 'secure' attachment. Conclusion: The SSAP is successful in differentiating between 'low' and 'high' cohorts of children aged 4-11 years. The study provides strong support for the measure as a way of capturing internal and attachment representations, with further research to explore possible changes in these representations at follow-up being promising and intriguing. Continued research efforts at FR will allow for improved clinical formulations, increased understanding and therefore positive outcomes relating to the children in their care.

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The University of Vermont Environmental Program has required a senior thesis capstone for all majors since its founding in 1972. Across this long history, the proposal-writing process and thesis documentation expectations have been revised and clarified, setting well-defined expectations for students. The program has grown substantially in the last few years, pushing already stretched faculty resources beyond capacity to advise senior capstone projects effectively for all majors. High enrollment pressures have generated the need for alternative capstones that could better match student needs as well as faculty availability. In the last two years, we have pilot tested and received approval for two new capstone alternatives in addition to the traditional senior thesis: the senior internship capstone and the advanced course capstone. Here, we describe our strategies to deal with high enrollmentsmultiple options for the senior capstone, focus and encouragement on peer-learning opportunities, and establishing positive relationships with others on campus and beyond to help advise projects. The addition of the new options has relieved stress and led to different but also strong educational outcomes. Aspects of the new options still need to be clarified and streamlined to account for enrollment numbers that keep climbing while faculty resources do not. Within a few years, we should have more assessment data to see how the three options are working for students and faculty, both in terms of work load and in terms of relevance to current environmental concerns.