scholarly journals The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study

2022 ◽  
Vol 19 (2) ◽  
pp. 941
Author(s):  
Simona Scaini ◽  
Federica Rossi ◽  
Ronald M. Rapee ◽  
Francesca Bonomi ◽  
Giovanni M. Ruggiero ◽  
...  
Keyword(s):  
Intervention Program ◽  
Separation Anxiety ◽  
School Context ◽  
Childhood Anxiety ◽  
Evidence Base ◽  
Future Research ◽  
Depression Symptoms ◽  
First Year ◽  
Universal Program ◽  
Italian Children

The efficacy of the Cool Kids program has been consistently demonstrated both within Australia and internationally, but limited data are available on the use of Cool Kids as a universal program. The purpose of the study is to evaluate Cool Kids as a universal program for preventing childhood anxiety in the school context. There were 73 Italian children (35 boys and 36 girls, ages 10–13 years) attending the last year of primary school and the first year of middle school who participated in an active intervention based on a school adaptation of the Cool Kids protocol. Results of t-test analyses highlighted a downward trend of anxiety symptoms, especially in total anxiety, somatic anxiety, generalized anxiety, separation anxiety, social anxiety and school phobia at post-treatment assessed by children. Even the score of depression symptoms, measured as a second outcome measure, decreased after the treatment. This study contributes to the evidence base for the Cool Kids program as a universal program for preventing childhood anxiety in the school context. Although these preliminary results show some promise, their replication in future research is necessary given current study limitations.

Efficacy of a School-Based Comprehensive Intervention Program for Adolescents With Autism

2021 ◽  
pp. 001440292110625
Author(s):  
Kara Hume ◽  
Samuel L. Odom ◽  
Jessica R. Steinbrenner ◽  
Leann Smith DaWalt ◽  
Laura J. Hall ◽  
...  
Keyword(s):  
High School Students ◽  
Intervention Program ◽  
School Context ◽  
Autism Spectrum ◽  
Future Research ◽  
Educational Goals ◽  
School Students ◽  
Cluster Randomized Control Trial ◽  
Comprehensive Intervention ◽  
Cluster Randomized

We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring over a 2-year period. We examined outcomes for the schools, students ( N = 547), and families. At the conclusion of the study, CSESA schools had significantly higher program quality than the services-as-usual (SAU) schools. In addition, students in the CSESA schools had significantly higher total attainment of educational goals than students in SAU schools. There were not significant differences between the two groups on standardized assessment outcomes. We discuss implications for intervention implementation and future research with this population in the public school context.

scholarly journals First-Year College Students' Homesickness and Separation Anxiety

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Robyn D. Claborn ◽  
Steven T. Kane
Keyword(s):  
College Students ◽  
Student Retention ◽  
Separation Anxiety ◽  
Future Research ◽  
First Year ◽  
Orientation Programs ◽  
College Student Retention ◽  
Mental Health Clinicians ◽  
First Year College ◽  
First Year College Students

Severe homesickness in college students is considered by many mental health clinicians to be a manifestation of adult separation axiety disorder (ASAD). Recent research suggests that while approximately 7% of adults have ASAD, as many as 21% of college students may suffer from the disorder. In this article, we examine the psychological characteristics of ASAD and review the literature relating ASAD to student retention. Surprisingly, relatively little research has examined ASAD as a risk factor for college student retention, especially given its frequent occurrence. In this literature review, we also discuss current university practices and orientation programs that would help retain students with ASAD, along with recommendations for future research.

Link for Schools: A System to Prevent Trauma and Its Adverse Impacts

2018 ◽  
Vol 34 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Sally J. Immerfall ◽  
Marizen R. Ramirez
Keyword(s):  
Intervention Program ◽  
Evidence Base ◽  
Educational Process ◽  
School Age Children ◽  
School Staff ◽  
Future Research ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Trained Staff ◽  
And Training

School-age children experience trauma at alarming rates. Children’s ability to attend, concentrate, and participate in the educational process can be adversely impacted by trauma. How can school staff, especially school nurses, best listen, support, and encourage a student with trauma in their lives? Link for Schools is an evidence-informed intervention program that provides information and training for school staff. Link provides tools for listening or responding to a traumatized student with a focus on the principles of trauma-informed care, psychological first aid, and elements of motivational interviewing. Link-trained staff are better equipped to develop a relationship with a student, but future research is recommended to supports its evidence base.

Using corpora in depth psychology: a trigram-based analysis of a corpus of fetish fantasies

Corpora ◽  
2012 ◽  
Vol 7 (1) ◽  
pp. 69-90 ◽  
Author(s):  
Andrew Wilson
Keyword(s):  
Depth Psychology ◽  
Constant Pressure ◽  
Psychological Theory ◽  
Evidence Base ◽  
Future Research ◽  
German Language ◽  
Alternative Theory ◽  
Depth Psychological ◽  
Psychological Constructs ◽  
Quantitative Linguistics

Contemporary depth psychology is under constant pressure to demonstrate and strengthen its evidence base. In this paper, I show how the analysis of large corpora can contribute to this goal of developing and testing depth-psychological theory. To provide a basis for evaluating statements about foot and shoe fetishism, I analyse the thirty-six most frequent three-word phrases (or trigrams) in a corpus of about 1.6 million words of amateur fetish stories written in the German language. Zipfian methods from quantitative linguistics are used to specify the number of phrases for analysis and I argue that these reflect the core themes of the corpus. The analysis reveals three main dimensions. First, it corroborates the observations of the early sexologists that foot and shoe fetishism is very closely intertwined with sadomasochism. Secondly, it shows that genitalia-related phrases are also common, but an examination of their contexts questions Freud's theory that fetishism results from an assumption of female castration. Thirdly, it reveals that the mouth also plays a key role; however, the frequent co-presence of genitalia references in the same texts does not seem to support straightforwardly the most common alternative theory of fetishism based on object relations. Future research could valuably extend this approach to other fetishes and, in due course, to other depth-psychological constructs.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Vicarious trauma: Strategies for legal practice and law schools

2021 ◽  
pp. 1037969X2199985
Author(s):  
Kelley Burton ◽  
Amanda Paton
Keyword(s):  
Mental Health ◽  
Vicarious Trauma ◽  
Health Workers ◽  
Mental Health Workers ◽  
Future Research ◽  
First Year ◽  
Helping Professionals ◽  
Legal Practice ◽  
Law Schools ◽  
Individual Level

We examine the effect of vicarious trauma on various stakeholders in the legal profession. Criminal lawyers are likely to experience higher levels of vicarious trauma than other lawyers. Additionally, lawyers are at a heightened risk of vicarious trauma compared to other helping professionals such as mental health workers. We identify a range of strategies that can be implemented at an organisational or individual level to address vicarious trauma. Future research should evaluate the effectiveness of vicarious trauma strategies and initiatives. Importantly, we argue that vicarious trauma initiatives should begin in first-year law courses and continue over a career.

The quality of research exploring in-session measures of CBT competence: a systematic review

2021 ◽  
pp. 1-17
Author(s):  
Kathryn Rayson ◽  
Louise Waddington ◽  
Dougal Julian Hare
Keyword(s):  
English Language ◽  
Research Training ◽  
Evidence Base ◽  
Small Sample ◽  
Measurement Properties ◽  
Future Research ◽  
Sample Sizes ◽  
Fidelity Assessment ◽  
Quality Of Research

Abstract Background: Cognitive behavioural therapy (CBT) is in high demand due to its strong evidence base and cost effectiveness. To ensure CBT is delivered as intended in research, training and practice, fidelity assessment is needed. Fidelity is commonly measured by assessors rating treatment sessions, using CBT competence scales (CCSs). Aims: The current review assessed the quality of the literature examining the measurement properties of CCSs and makes recommendations for future research, training and practice. Method: Medline, PsychINFO, Scopus and Web of Science databases were systematically searched to identify relevant peer-reviewed, English language studies from 1980 onwards. Relevant studies were those that were primarily examining the measurement properties of CCSs used to assess adult 1:1 CBT treatment sessions. The quality of studies was assessed using a novel tool created for this study, following which a narrative synthesis is presented. Results: Ten studies met inclusion criteria, most of which were assessed as being ‘fair’ methodological quality, primarily due to small sample sizes. Construct validity and responsiveness definitions were applied inconsistently in the studies, leading to confusion over what was being measured. Conclusions: Although CCSs are widely used, we need to pay careful attention to the quality of research exploring their measurement properties. Consistent definitions of measurement properties, consensus about adequate sample sizes and improved reporting of individual properties are required to ensure the quality of future research.

Social Norms Sustaining Intimate Partner Violence: A Systematic Review of Methodologies for Proxy Measures

2021 ◽  
pp. 152483802110131
Author(s):  
Ilana Seff
Keyword(s):  
Systematic Review ◽  
Intimate Partner Violence ◽  
Social Norms ◽  
Partner Violence ◽  
Evidence Base ◽  
Intimate Partner ◽  
Future Research ◽  
Data Sets ◽  
Boolean Search ◽  
The Many

In light of the many robust quantitative data sets that include information on attitudes and behaviors related to intimate partner violence (IPV), and in an effort to expand the evidence base around social norms and IPV, many researchers construct proxy measures of norms within and across groups embedded in the data. While this strategy has become increasingly popular, there is no standardized approach for assessing and constructing these norm proxies, and no review of these approaches has been undertaken to date. This study presents the results of a systematic review of methods used to construct quantitative proxy measures for social norms related to IPV. PubMed, Embase, Popline, and Scopus, and PsycINFO were searched using Boolean search techniques. Inclusion criteria comprised studies published since 2000 in English that either (i) examined a norm proxy related to gender or IPV or (ii) analyzed the relationship between a norm proxy and perpetration of, experiences of, or attitudes toward IPV. Studies that employed qualitative methods or that elicited direct measures of descriptive or injunctive norms were not included. Twenty-six studies were eligible for review. Evidence from this review highlights inconsistencies in how proxies are constructed, how they are assessed to ensure valid representation of norms, and how researchers acknowledge their respective method’s limitations. Key processes and reflections employed by some of the studies are identified and recommended for future research inquiries.

Development and initial validation of the Subjective Academic Wellbeing Measure: A new tool of youth wellbeing in school

2021 ◽  
Vol 6 (1) ◽  
pp. 3-11
Author(s):  
Gökmen Arslan ◽  
Murat Yıldırım ◽  
Silvia Majercakova Albertova
Keyword(s):  
Factor Analysis ◽  
Convergent Validity ◽  
Mental Health Problems ◽  
School Context ◽  
Measurement Model ◽  
Academic Functioning ◽  
Self Report ◽  
Future Research ◽  
Internal Reliability ◽  
Gender Groups

The purpose of the current study was to investigate the preliminary development and validation of the Subjective Academic Wellbeing Measure (SAWM), which is a six-item self-report rating measure intended for use as a screening tool to assess the positive academic functioning of young people within the elementary and high school context. Exploratory factor analysis was performed with Sample 1 (N= 161), indicating that the SAWM was characterized by a unidimensional measurement model and had strong factor loadings. Results from confirmatory factor analysis, which was carried out with Sample 2 (N= 199), confirmed the measurement model by yielding good data-model fit statistics that were characterized by strong latent construct and internal reliability estimates. Further analyses showed that the scale had good convergent validity considering scores from several self-reported scales of student mental health problems and positive school functioning. Further analyses also showed that configural, metric, and scalar measurement invariance were observed across gender groups. These results provide initial evidence suggesting that the SAWM is a reliable and valid measure that can be used to assess the positive academic functioning of students within the school context. Implications are discussed, and some suggestions are provided for future research and practice

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