LGBTQ+ History in High School Classes in the United States since 1990

This book is available as open access through the Bloomsbury Open programme and is available on www.bloomsburycollections.com. From grassroots campaigns and activism to top-down initiatives for and against curricular reform, this book investigates the movement to integrate LGBTQ+ history into high school history courses in the USA. Stacie Brensilver Berman charts the development of the movement from the founding of the Gay, Lesbian and Straight Education Network (GLSEN) and the passing of the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act in California, to the resurgence of conservative thought after the 2016 election. Based on 13 interviews with high school teachers about integrating LGBTQ+ history in their classes, the author reveals the challenges inherent to K-12 curricular reform amid the reluctance of a conservative nation and many of its school systems to consider an alternative vision. The book offers the first detailed portrait of a prophetic minority of educators and activists championing a more inclusive and accurate vision of American history. The book includes a Foreword written by Blanche Wiesen Cook, Distinguished Professor of History and Women’s Studies at the City University of New York, USA, and Robert Cohen, Professor of Social Studies, Education, at New York University, USA

LGBTQ+ History in High School Classes in the United States since 1990

This book is available as open access through the Bloomsbury Open programme and is available on www.bloomsburycollections.com. From grassroots campaigns and activism to top-down initiatives for and against curricular reform, this book investigates the movement to integrate LGBTQ+ history into high school history courses in the USA. Stacie Brensilver Berman charts the development of the movement from the founding of the Gay, Lesbian and Straight Education Network (GLSEN) and the passing of the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act in California, to the resurgence of conservative thought after the 2016 election. Based on 13 interviews with high school teachers about integrating LGBTQ+ history in their classes, the author reveals the challenges inherent to K-12 curricular reform amid the reluctance of a conservative nation and many of its school systems to consider an alternative vision. The book offers the first detailed portrait of a prophetic minority of educators and activists championing a more inclusive and accurate vision of American history. The book includes a Foreword written by Blanche Wiesen Cook, Distinguished Professor of History and Women’s Studies at the City University of New York, USA, and Robert Cohen, Professor of Social Studies, Education, at New York University, USA

Modifiable predictors of depression following childhood maltreatment: a systematic review and meta-analysis

Although maltreatment experiences in childhood increase the risk for depression, not all maltreated children become depressed. This review aims to systematically examine the existing literature to identify modifiable factors that increase vulnerability to, or act as a buffer against, depression, and could therefore inform the development of targeted interventions. Thirteen databases (including Medline, PsychINFO, SCOPUS) were searched (between 1984 and 2014) for prospective, longitudinal studies published in English that included at least 300 participants and assessed associations between childhood maltreatment and later depression. The study quality was assessed using an adapted Newcastle-Ottawa Scale checklist. Meta-analyses (random effects models) were performed on combined data to estimate the effect size of the association between maltreatment and depression. Meta-regressions were used to explore effects of study size and quality. We identified 22 eligible articles (N=12 210 participants), of which 6 examined potential modifiable predictors of depression following maltreatment. No more than two studies examined the same modifiable predictor; therefore, it was not possible to examine combined effects of modifiable predictors with meta-regression. It is thus difficult to draw firm conclusions from this study, but initial findings indicate that interpersonal relationships, cognitive vulnerabilities and behavioral difficulties may be modifiable predictors of depression following maltreatment. There is a lack of well-designed, prospective studies on modifiable predictors of depression following maltreatment. A small amount of initial research suggests that modifiable predictors of depression may be specific to maltreatment subtypes and gender. Corroboration and further investigation of causal mechanisms is required to identify novel targets for intervention, and to inform guidelines for the effective treatment of maltreated children

A systematic review and meta-analysis on the prevalence of depression in children and adolescents after exposure to trauma

Background Depression is often reported as co-occurring with post-traumatic stress disorder in children and adolescents, but its prevalence within trauma-exposed child and adolescent samples is not well understood. Methods Our meta-analyses addressed two questions: I. What is the prevalence of depression (either based on structured interview or cut-off on a self-report measure) in children and adolescents after exposure to trauma? II. Does trauma exposure increase the severity or rates of depression comparative to another comparison group of children and adolescents with milder exposure or no exposure to trauma? Results Fifty-six studies reported depression prevalence. A random effects meta-analysis suggested that 24.2% [95% CI 20.6 – 28.0] of children and adolescents exposed to a traumatic event met criteria for depression. Our second meta-analysis across 30 studies found that the effect of trauma exposure (relative to unexposed or less exposed children and adolescents) on depression scores was medium in size (d = 0.51, 95% CI 0.41 – 0.61). The odds of a diagnosis of depression were 2.6 times greater [95% CI 2.0 – 3.3] for children and adolescents exposed to trauma as compared to those unexposed or less exposed. Participants exposed to interpersonal violence (IPV) had a higher prevalence and level of depression compared with those exposed to non-IPV trauma. Limitations Results should be interpreted with caution due to high levels of heterogeneity. Conclusion Depression in trauma-exposed children and adolescents is a common response to trauma that is not solely reflective of pre-traumatic difficulties. Post-traumatic depression merits serious consideration in trauma-exposed children and adolescents

Angio-Seal™ Embolization: A Rare Etiology of an Acute Distal Limb Ischemia

We herein report a serious vascular complication of diagnostic cardiac catheterization due to an embolization of an Angio-Seal closure device causing acute lower limb ischemia. The Angio-Seal was deployed via the right femoral artery following the catheterization which embolized several hours later to the right popliteal artery. Fogarty embolectomy restored perfusion to the right lower limb; however, compartment syndrome subsequently developed which required evacuation of a hematoma and repair of right popliteal artery