Child Survivor of War: A Case Study

The history of a Bosnian survivor of war living in the U. S. is examined using the extended case method. Clinical issues related to acculturative stress, posttraumatic stress disorder, and identity are analyzed. Suggested treatment includes existential therapy and its cognitive‐behavioral applications, didactic education on trauma, client screening, and treatment effectiveness. La historia de un sobreviente bosnio de guerra en los EE.UU. se examina utilzando el prolongado metodo del caso. El tema clinico relacionado a estrés de asimilación, de trastorno de estrés postraumatíco, y la identidad se analiza. El tratamiento sugerido incluye la terapia existencial y sus applicaciones de conducta cognitiva, la educacion didáctica en el trauma, en la investigación de cliente, y en la eficacia del tratamiento.     

A General Survey of Child Study

Abstract

The Intelligence of School Children. By Lewis M. Terman. Boston, Houghton Mifflin, 1919. 317 p.

The Aims of Teaching in Jewish Schools. By Rabbi Louis Grossmann. (With an Introduction by G. Stanley Hall.) Cincinnati, Teachers' Institute of the Hebrew Union College, 1919. 245 p.

Comparative Education. Ed. by Peter Sandiford. N. Y., Dutton, 1918. 500 p.

The Gary Schools. Publ. by General Education Board of New York City. 1918.

The Gary Schools: A General Account. By Abraham Flexner and Frank P. Bachman. 265 p.

Organization and Administration. By George D. Strayer and F. P. Bachman. 126 p.

Costs. By F. P. Bachman and Ralph Bowman.

Industrial Work. By Charles R. Richards. 204 p.

Household Arts. By Eva W. White. 49 p.

Physical Training and Play. By Lee F. Hanmer. 35 p.

Science Teaching. By Otis W. Caldwell. 125 p.

Measurement of Classroom Products. By Stuart A. Courtis.

Letters to Teachers. By Hartley B. Alexander. Chicago, Open Court, 1919. 253 p.

Education and Citizenship and Other Papers. By Edward Kidder Graham. New York, Putnam, 1919. 253 p.

What the War Teaches About Education. By Ernest C. Moore. N. Y., The MacMillan Co., 1919. 334 p.     

A Child Trauma Treatment Pilot Study

We examined outcomes of a promising 21-session trauma treatment model for children aged 3 to 17 and their caregivers. All children in treatment had experienced at least one traumatic event. The treatment intervention was rooted in theories of trauma and attachment and combines parent training with cognitive behavioral therapy to form a comprehensive trauma treatment program. We report on 27 families who completed the program. Results reflect significant reductions in conduct disorder, problems in social relations, and caregiver depression at an average of a one-year post-treatment follow-up. Results from our preliminary study offer support for further evaluation of the model.     

Adult Outcomes of Child Conduct Problems: A Cohort Study

The present study assessed the mental health and criminal records of 6,449 males and 6,268 females who presented conduct problems as children by examining an unselected birth cohort followed up to age 30. Conduct problems were defined by teacher ratings of behavior problems and/or antisocial behavior in the community. There was little overlap in the children identified by teachers and by the community. These two groups of children were at differential risk for adult mental disorder. Seventy-six percent of the males and 30% of females with childhood conduct problems had either a criminal record, a mental disorder, or both by age 30. Risk ratios for adult criminality and/or mental disorders, however, were greater for females than for males with a history of childhood conduct problems. Almost all of the mental disorders were severe substance abuse. Mental disorders and crime were strongly associated among males with a history of childhood conduct problems.     

Child Involvement in Interparental Conflict and Child Adjustment Problems: A Longitudinal Study of Violent Families

This study examined whether child involvement in interparental conflict predicts child externalizing and internalizing problems in violent families. Participants were 119 families (mothers and children) recruited from domestic violence shelters. One child between the ages of 7 and 10 years in each family (50 female, 69 male) completed measures of involvement in their parents’ conflicts, externalizing problems, and internalizing problems. Mothers completed measures of child externalizing and internalizing problems, and physical intimate partner violence. Measures were completed at three assessments, spaced 6 months apart. Results indicated that children’s involvement in their parents’ conflicts was positively associated with child adjustment problems. These associations emerged in between-subjects and within-subjects analyses, and for child externalizing as well as internalizing problems, even after controlling for the influence of physical intimate partner violence. In addition, child involvement in parental conflicts predicted later child reports of externalizing problems, but child reports of externalizing problems did not predict later involvement in parental conflicts. These findings highlight the importance of considering children’s involvement in their parents’ conflicts in theory and clinical work pertaining to high-conflict families.     

Developing student social skills using restorative practices: a new framework called H.E.A.R.T

Students attending schools today not only learn about formal academic subjects, they also learn social and emotional skills. Whole-school restorative practices (RP) is an approach which can be used to address student misbehaviour when it occurs, and as a holistic method to increase social and emotional learning in students. The aim of this study was to explore the impact of RP on student behaviour from the perspectives of students and teachers. Six schools participated in interviews and focus groups. Students and teachers were asked about the use of RP and the impact on behaviour. Students and teachers identified five main themes: greater harmony, increased empathy towards others, awareness of one’s own behaviour and being accountable for that, increased respect, and reflective thinking. These aspects increase students’ social skills. This paper discusses a new framework which describes the positive impact of RP on student behaviour and thinking. The findings have broad implications for school communities and highlight the need to move towards more relational behaviour management approaches.     

Clinicians' Observations of Family Interactions in the Reunification Process: The Parent Child Checklist

The present article employed a sample of 365 families of children in foster care to conduct a validation test of a newly developed instrument, the Parent Child Checklist (PCC). The PCC is a 54-item direct observation measure assessing parent–child interactions in the context of a family session. The PCC was developed to support the effective implementation of an evidence-based intervention, Parent Management Training-Oregon model, in the Kansas child welfare system. The PCC was designed to capture two scales of child behavior (prosocial and problem behavior) and five parenting domains (encouragement, positive involvement, problem solving, communication skill, and effective discipline). A combination of exploratory and confirmatory factor analysis was used in this first stage validation of the checklist. Results indicated the PCC scales obtained adequate internal consistency and interrater reliability. The confirmatory factor analysis supported 6 of the 7 expected scale domains; however, a two-factor solution was better - supported among the discipline items, labeled as effective and ineffective discipline. Test–retest reliability ranged from 0.45 to 0.80 across child behavior and parenting domains with alpha levels ranging from 0.65 to 0.88. A behavioral observation rating scale for clinicians that is reliable and feasible to implement can represent a significant improvement to practice-as-usual.     

Defining Elemental Imitation Mechanisms: A Comparison of Cognitive and Motor-Spatial Imitation Learning Across Object- and Computer-Based Tasks

During the first 5 years of life, the versatility, breadth, and fidelity with which children imitate change dramatically. Currently, there is no model to explain what underlies such significant changes. To that end, the present study examined whether task-independent but domain-specific—elemental—imitation mechanism explains performance across imitation tasks or domains. Preschool-age children (n = 156) were tested on 4 imitation tasks, 2 object-based (animal, puzzle box) and 2 computer-based (cognitive, motor-spatial). All tasks involved 3 serial actions. The animal task involved making an animal face, and the puzzle box task involved manipulating a box to retrieve a reward. The cognitive task involved responding to 3 different pictures in a specific picture order, and the motor-spatial task involved responding to 3 identical pictures in a specific spatial order. A principal component analysis including performance on all 4 tasks produced 2 components: “cognitive imitation” (cognitive and animal tasks) and “motor-spatial imitation” (motor-spatial and puzzle box tasks). Regression analyses replicated these results. These findings provide preliminary support for the hypothesis that underlying performance across these different tasks involves multiple—elemental—imitation mechanisms for learning and copying domain-specific information across tasks.     

Psychoanalysis and the Education of the Child by Gerald H. J. Pearson

A conceptualization is presented which encourages a renewed exploration of the way in which psychiatric patients discuss their medications in the group therapy setting. It is suggested that process-oriented group therapiststend to harbor subtle prejudices which may inhibit examination of this material. If we listen to medication-related discourse more carefully, we find that patients disclose important information about hopes and fears about treatment, self-efficacy, attitudes about control and authority, and other sensitive or disowned parts of experience. The process of interactions about medicines often reveals interpersonal difficulties, particularly around intimacy. Suggestions for intervening more effectively with this type of material are presented. The importance of medication attributions in revealing curative fantasies is discussed.     

Severe Disturbance or Trauma-Induced Adaptive Reaction: A Rorschach Child Case Study

In interpreting children's Rorschachs, it is often difficult to discriminate between a severe disturbance and an adaptive reaction to a trauma. To explore this difficult differential diagnostic issue, a child was tested three times. It was suggested that complexity, references to the trauma, and evidence of psychological disturbance are associated with an attempt to master the trauma. Rorschach data were presented and were found to be consistent with these speculations. The author concluded that such "openness" to an environmental stress may allow an adaptive reaction and that understanding Rorschach data in context helps to reduce ambiguity and to recognize the test's limitations.     

脆弱儿童综合症研究

脆弱儿童综合症是指父母不管儿童实际健康状况而认定孩子死亡风险增加以及由此导致的儿童的行为问题.影响该病症发展的主要因素很多,但其可变性仍未详述.从Calkins的观点来分析脆弱儿童综合症的发展状况,可以详解其可变性及实行预先干预治疗.认识到父母的过度敏感对脆弱儿童综合症发展的危险后,一般应采取集体干预的治疗措施来预防和减轻行为障碍的后遗症.     

Born unwanted. Observations from the Prague Study

The authors followed 220 children born in 1961-1963 to women twice denied abortion for the same pregnancy in Prague (Czech Republic) and 220 pair-matched controls, whose mothers were pair-matched for age and socioeconomic status and the partner's presence in the home. They were medically, psychologically, and socially assessed at ages 9, 14-16, 21-23, 30, and 35. Although differences in psychosocial development between the unwanted study participants and pair-matched controls were not dramatic and changed over time, the differences were consistently in disfavor of the unwanted pregnancy participants. When siblings were used as controls, the findings supported the hypothesis that being born from an unwanted pregnancy is a risk factor for poor mental health in adulthood.     

成人言语输入对儿童早期单词获得影响的个案追踪

追踪观察一名婴儿(6~20个月), 分析其中看护者的言语输入特征及婴儿早期词汇获得的发展变化。主要对成人言语输入中动、名词比例、单词在句中的位置、具体环境等因素及婴儿早期动、名词理解和产生等方面进行探讨。结果显示, 成人言语输入中动词比例显著高于名词, 更多动词位于句首或句尾使得主语和宾语省略; 同时, 这种动词优势的输入特征促进儿童早期动词获得, 使得婴儿早期语言样本中动、名词理解相对比例与成人言语输入一致。这一结果表明, 婴儿词汇发展初期就已经利用言语或社会线索, 同时这种早期词汇组成中较高的动词比例进一步支持“名词优势”理论存在跨语言差异     

Observations on the behavior of gibbons (Hylobates leucogenys, H. gabriellae, and H. lar) in the presence of mirrors

Three captive gibbons (Hylobates leucogenys, H. gabriellae, and H. lar) were videotaped in the course of longitudinal exposure to mirrors introduced into their familiar cage or island housing situation. The gibbons, which differed in age, sex, species, and rearing condition, exhibited great individual differences in their behavioral reactions to mirrors, spanning from a minimal reaction dominated by social responses to a dramatic sequence of progressive behavioral change that featured a variety of contingency testing behaviors and included mirror-mediated, self-directed behavior. Additional information on the mirror competence of gibbons was provided by modified mark tests and a hidden object task. The results are discussed in relation to current criteria for self-recognition in primates and factors involved in individual and species differences in reactions to mirror exposure.