Gail M. Houck, Ph.D., R.N., P.M.H.N.P.

"The roots of many problems in adulthood often can be traced to early childhood experiences. Experience as a psychiatric-mental health nurse practitioner working with women with a history of abuse and other factors that created deviations from normal development contributed to my intense interest in understanding how to help parents learn the optimal ways to foster a developmentally healthy and well-adjusted child. Existing research has focused more on how varying styles of socializing children affect compliance, rather than how they foster self-regulation, social competence, and a positive self-concept. The Mother-Toddler Project began as a 5-year longitudinal observational study of everyday mother-toddler interactions, including play, snack/eating, teaching, and limit-setting. These interactions were coded for overall interactional quality and for the balance between maternal control/directedness and the toddler's emerging autonomy. The developmental outcomes of interest—including self-regulation, social competence, and self-concept—were assessed at 12, 24, and 36 months during toddlerhood when these developments are salient. Subsequent follow-up study observed the same children at 5 years of age in a delay of gratification task. Work on this project continues in collaboration with Dr. Elizabeth LeCuyer-Maus, with plans to test a limit-setting intervention with high risk mothers, study of everyday interaction patterns in other cultures, and development of a community-based intervention with high risk families of toddlers and preschoolers to enhance school readiness. Other work has included serving as a program evaluator for a day treatment intervention with substance abusing mothers and their infants and toddlers, and for a project to improve mental health assessment and intervention skills of school nurses for prevention and early intervention with students."

TEACHING AND RESEARCH

• Director of the Academic Graduate & Interdisciplinary Programs Teaches in the doctoral program
• Continues to analyze data and disseminate findings from Mother-Toddler Research Project with Dr. Liz LeCuyer-Maus.

COMMUNITY SERVICE

• International Society for Infant Studies
• Mental Health program consultation and evaluation, Department of School Health Services, Multnomah
• Education Service District; member, Grant Committee, Oregon & SW Washington Affiliate, Susan B. Komen Foundation; ANA; Sigma Theta Tau.

SELECTED PUBLICATIONS

Houck, G.M. & LeCuyer-Maus, E.A.(2004). Maternal limit setting during toddlerhood and self-regulation at 5 years. Infant Mental Health Journal,25, 28-46.

Hootman, J., Houck, G.M., & King, M.C. (2003). Increased mental health needs and new roles in school communities. Journal of Child and Adolescent Psychiatric Nursing, 16, 93-101.

Houck, G.M. & LeCuyer-Maus, E A. (2002). Maternal limit-setting patterns and toddler development of self-concept and social competence . Issues in Comprehensive Pediatric Nursing, 25, 21-41.

LeCuyer-Maus, E.A. & Houck, G.M. (2002). Maternal characteristics and limit-setting style during toddlerhood. Public Health Nursing, 19, 336-344.

LeCuyer-Maus, E.A. & Houck, G.M. (2002). Mother-toddler interaction and the development of self-regulation in a limit-setting context. Journal of Pediatric Nursing, 17, 184-200.

Hootman, J., Houck, G.M., & King, M.C. (2002). Mental health assessment and intervention training for school nurses. Journal of School Nursing, 18, 191-195.

Houck, G.M. (1999). The measurement of child characteristics from infancy to toddlerhood: Temperament, developmental competence, self-concept, and social competence. Issues in Comprehensive Pediatric Nursing, 22), 101-127.

Houck, G.M. & Spegman, A.M. (1999). Development of self: Theoretical understandings and conceptual underpinnings. Infants and Young Children,12, 1-16.