Trauma-Focused Cognitive Behavioral Therapy with a Teacher Component: Outcomes Examined in a School Setting

Trauma exposure among youth is common and can result in long-term social-emotional, behavioral, and academic problems (Finkelhor, Turner, Hamby, & Ormrod, 2011; Kronenberg et al., 2010). Fortunately, there are interventions that can ameliorate these problems. In particular, trauma-focused, interventions are effective in reducing trauma related symptomatology and problems among youth (Cary & McMillen, 2012). Trauma exposure among youth is common and can result in long-term social-emotional, behavioral, and academic problems (Finkelhor, Turner, Hamby, & Ormrod, 2011). Additionally, most youth receive mental health services in schools (Green et al., 2013). Fortunately, there are school-based, trauma-focused interventions that have been found to be efficacious in reducing trauma exposure related symptomatology among youth (Cary & McMillen, 2012). Trauma-focused cognitive behavioral therapy (TF-CBT) is a rigorously, empirically supported, evidence-based intervention for treating problems associated with trauma exposure among youth ages 3-18 years (Silverman et al., 2008); yet, outcomes studies examining TF-CBT in a school setting are sparse (Stevens & Michael, 2014). Youth receive most of their mental health services in schools (Green et al., 2013), and they spend much of their day in schools (Gelkopf & Berger, 2009); therefore, schools are an ideal venue to provide trauma-focused interventions to children and adolescents. Trauma-focused cognitive behavioral therapy (TF-CBT) is a rigorously, empirically supported, evidence-based intervention for treating problems associated with trauma exposure among youth ages 3-18 years (Silverman et al., 2008). Despite rigorous empirical support, outcomes studies examining TF-CBT in a school setting are sparse (Stevens & Michael, 2014). Using a multiple-case design with a mixed methods approach, this study described how TF-CBT with a teacher component was implemented in the school setting. The study also examined student outcomes associated with participation in TF-CBT in the school setting. Lastly, the study examined how the intervention was perceived by key stakeholders. Four English-speaking students from a rural Midwestern schools participated in the study. Students received 8 individual, weekly, 45-minute sessions (Mannarino et al., 2012) of TF-CBT that included a teacher component. Adherence to the fidelity of an eight-week TF-CBT intervention, with a teacher component, was feasible in the school setting. Additionally, both students and teachers were satisfied with the intervention with some teachers noting they would have liked to have been more involved in the intervention process. Most of the student experienced reduction in posttraumatic stress (pts) symptoms. However, a similar finding was not found for anxiety and depression symptoms. Teachers reported a reduction of specific externalizing symptoms post-intervention compared to baseline. Additionally, the majority of students experienced improvement in their grades post-intervention compared to baseline

Proceed with Caution. The Pitfalls and Potential of AI and Education

The arguments for the integration of AI into education are multiple and multifaceted. AI has permeated everyday life, and there is a growing number of AI-assisted educational technologies that are now being implemented in classrooms worldwide. Like any tool, AI can be used to better society but this is not a given. From a humanistic perspective, citizens need to understand their roles and rights with respect to AI, recognize when they are unfairly disadvantaged by AI, know the avenues of recourse, and above all become conscientious users of AI products—particularly AI products designed for education. This chapter argues that what we need is to identify the right kind of AI and apply it in the right way (in particular, with an eye to human rights) if we are to leverage technology for the common good. A robust debate over the content of AI curricula and the role of AI-assisted applications in classrooms is critical. On the curriculum side, stakeholders should be consulted to ensure human, social and economic needs are met, and that the technological and humanistic dimensions are equally valued. In classrooms, rather than starting from the technologies, we should start with a genuine education for grand challenges, which educators are usually best placed to identify

Generation of high speed polarization modulated data using a monolithically integrated device

We report on the generation of high speed polarization modulated data via direct electrical binary data injection to the phase shifter section of a monolithically integrated laser diode integrated with a polarization controller. The device is fabricated on standard InP/AlGaInAs multiple quantum-well material and consists of a semiconductor laser, a passive polarization mode convertor and an active differential phase-shifter section. We demonstrate the generation of 300 Mbit/s Polarization Shift Keyed data

Teaching Online Group Counseling Skills in an On-Campus Group Counseling Course

Counselors are increasingly incorporating digital modalities into their practices. As such, counseling students must be trained to provide such types of counseling within their degree programs. This article outlines an example curriculum for an on-campus group counseling class wherein students receive training and participate in an online, videoconferencing process group

Stereotypes of Maori : influence of speaker accent and appearance

Research has consistently shown that there are a number of negative stereotypes held by Pakeha towards Maori. However, some of these studies have been flawed by low participant identification rates of Maori. Furthermore, none of these studies have examined the role of accent and appearance on evaluations when both pieces of information are presented together. The present study sought to address these limitations and to verify the current stereotypes associated with Maori. A videotape of eight speakers reading an identical short story was shown to one hundred and sixty-four high school students. Participants were assigned to one of two conditions. In the auditory presentation participants heard but did not see the speakers. In the visual presentation participants heard and saw the speakers. Of the eight speakers, half looked Pakeha and half looked Maori. Furthermore half spoke with a Maori English accent and half spoke with a Pakeha English accent. Results showed that use of Maori English speakers led to higher Maori identification rates by participants in the auditory presentation. Furthermore, for status variables and Maori in particular, accent appeared to amplify the evaluative effects of appearance. It was also found that the longstanding negative stereotypes of Maori still exist. Finally, though not the focus of the present study, it was found that overall younger and older high school students had similar evaluations of Maori and Pakeha. The implications of these results, particularly to the educational, employment and law enforcement sectors of society are discussed

Monetary costs of agitation in older adults with Alzheimer's disease in the UK: prospective cohort study

While nearly half of all people with Alzheimer's disease (AD) have agitation symptoms every month, little is known about the costs of agitation in AD. We calculated the monetary costs associated with agitation in older adults with AD in the UK from a National Health Service and personal social services perspective