THE IMPLEMENTATION OF SOLUTION-FOCUSED BRIEF THERAPY (SFBT) WITH AT-RISK YOUTH IN AN ALTERNATIVE SCHOOL ENVIRONMENT

Research indicates the potential utility of schools as sites for service delivery of mental health interventions. The application of solution-focused brief therapy (SFBT) within the school domain is reflected in the child psychotherapy literature. Findings on the use of SFBT in school settings suggest that it may be well suited to school contexts given its time-efficient, goal-directed, and strengths-based behavioral approach. The primary purpose of this study was to determine the effectiveness of SFBT with at-risk youth in an alternative school setting. The researcher utilized a multiple case study design to examine the impact of a 6-session SFBT intervention on adolescent behavioral outcomes. Six students were randomized to one of three baseline conditions and received the SFBT intervention following baseline data collection. Data were obtained from multiple raters at baseline, posttest, and 6-week follow-up. In addition, students completed self-reported ratings at the beginning of each SFBT intervention session. Data were evaluated using non-regression approaches and visual analyses. Preliminary results indicated that four out of six students exhibited reliable change (6-point increase in post-ORS mean scores), and four out of the six students demonstrated clinically significant change (baseline ORS mean scores below the adolescent clinical cutoff of \u3c28). Results also indicated a decrease in total problem behavior scores at posttest for all informants on a normed assessment of emotional and behavioral functioning. Follow-up data were collected for four out of six students, and results suggested that this decrease in ratings was maintained or decreased further across all raters for three out of the four student participants. Overall, preliminary results indicated the potential utility of SFBT with at-risk youth in an alternative school environment. Strengths and limitations of the current study, as well as additional research aims (e.g., impact of therapist alliance, fidelity monitoring in SFBT) and future research areas are also presented

Challenges of Developing New Classes of NASA Self-Managing Mission

NASA is proposing increasingly complex missions that will require a high degree of autonomy and autonomicity. These missions pose hereto unforeseen problems and raise issues that have not been well-addressed by the community. Assuring success of such missions will require new software development techniques and tools. This paper discusses some of the challenges that NASA and the rest of the software development community are facing in developing these ever-increasingly complex systems. We give an overview of a proposed NASA mission as well as techniques and tools that are being developed to address autonomic management and the complexity issues inherent in these missions

Requirements of an Integrated Formal Method for Intelligent Swarms

NASA is investigating new paradigms for future space exploration, heavily focused on the (still) emerging technologies of autonomous and autonomic systems [47, 48, 49]. Missions that rely on multiple, smaller, collaborating spacecraft, analogous to swarms in nature, are being investigated to supplement and complement traditional missions that rely on one large spacecraft [16]. The small spacecraft in such missions would each be able to operate on their own to accomplish a part of a mission, but would need to interact and exchange information with the other spacecraft to successfully execute the mission

A Public Health Service-Learning Capstone: Ideal for Students, Academia and Community

Undergraduate public health degree programs strive to educate students to improve the health of communities. As such we have an obligation to develop curricula that push students to think critically about their perspectives, examine assumptions, and provide supported opportunities to apply their academic learning. In addition, curricula ideally develop and nurture students' sense of civic responsibility. Community-engaged learning provides opportunities for students to interact with populations with a range of needs and different perspectives. Students need to be prepared to engage ethically and respectfully, while thinking critically about and reflecting on their roles in these communities. Service-learning is a high-impact practice that combines community service with structured academic learning, including preparation, and reflection. In line with public health community-based work, a key aspect of service-learning is the intentional development of community partnerships to ensure that students are filling the needs defined by the communities themselves. Accreditation criteria may guide what is taught but say little about how it should be taught. However, how we teach matters. Service-learning is a high impact practice that not only aligns well with the goals and objectives of an accreditation required culminating senior experience but shares many of the values of the discipline of public health. This paper analyzes the use of service-learning in the development and delivery of the University of Washington School of Public Health undergraduate Public Health-Global Health majors' culminating experience. We describe the course learning objectives, structure, and assessment tools. In addition, we present quantitative and qualitative results on the impact of the course. We argue that it is feasible, sustainable, and beneficial to students and communities when the high impact practice of service-learning is used in delivery of a culminating senior experience

Pharmacological And Genetic Reversal Of Age-Dependent Cognitive Deficits Attributable To Decreased Presenilin Function

Alzheimer\u27s disease (AD) is the leading cause of cognitive loss and neurodegeneration in the developed world. Although its genetic and environmental causes are not generally known, familial forms of the disease (FAD) are attributable to mutations in a single copy of the Presenilin (PS) and amyloid precursor protein genes. The dominant inheritance pattern of FAD indicates that it may be attributable to gain or change of function mutations. Studies of FAD-linked forms of presenilin (psn) in model organisms, however, indicate that they are loss of function, leading to the possibility that a reduction in PS activity might contribute to FAD and that proper psn levels are important for maintaining normal cognition throughout life. To explore this issue further, we have tested the effect of reducing psn activity during aging in Drosophila melanogaster males. We have found that flies in which the dosage of psn function is reduced by 50% display age-onset impairments in learning and memory. Treatment with metabotropic glutamate receptor (mGluR) antagonists or lithium during the aging process prevented the onset of these deficits, and treatment of aged flies reversed the age-dependent deficits. Genetic reduction of Drosophila metabotropic glutamate receptor (DmGluRA), the inositol trisphosphate receptor (InsP(3)R), or inositol polyphosphate 1-phosphatase also prevented these age-onset cognitive deficits. These findings suggest that reduced psn activity may contribute to the age-onset cognitive loss observed with FAD. They also indicate that enhanced mGluR signaling and calcium release regulated by InsP(3)R as underlying causes of the age-dependent cognitive phenotypes observed when psn activity is reduced

Toward the adaptation of component-based architectures by model transformation: behind smart user interfaces

Graphical user interfaces are not always developed for remaining static. There are GUIs with the need of implementing some variability mechanisms. Component-based GUIs are an ideal target for incorporating this kind of operations, because they can adapt their functionality at run-time when their structure is updated by adding or removing components or by modifying the relationships between them. Mashup user interfaces are a good example of this type of GUI, and they allow to combine services through the assembly of graphical components. We intend to adapt component based user interfaces for obtaining smart user interfaces. With this goal, our proposal attempts to adapt abstract component-based architectures by using model transformation. Our aim is to generate at run-time a dynamic model transformation, because the rules describing their behavior are not pre set but are selected from a repository depending on the context. The proposal describes an adaptation schema based on model transformation providing a solution to this dynamic transformation. Context information is processed to select at run-time a rule subset from a repository. Selected rules are used to generate, through a higher-order transformation, the dynamic model transformation. This approach has been tested through a case study which applies different repositories to the same architecture and context. Moreover, a web tool has been developed for validation and demonstration of its applicability. The novelty of our proposal arises from the adaptation schema that creates a non pre-set transformation, which enables the dynamic adaptation of component-based architectures