This article was downloaded by: [134.117.10.200] On: 29 December 2014, At: 09:53 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Journal of Child & Adolescent Mental Health Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rcmh20
Journal abstracts from current research in the field of child and adolescent mental health Erhabor S Idemudia Published online: 06 Jul 2010.
To cite this article: Erhabor S Idemudia (2010) Journal abstracts from current research in the field of child and adolescent mental health, Journal of Child & Adolescent Mental Health, 22:1, 67-71, DOI: 10.2989/17280583.2010.496944 To link to this article: http://dx.doi.org/10.2989/17280583.2010.496944
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/ terms-and-conditions
Journal of Child and Adolescent Mental Health 2010, 22(1): 67–71 Printed in South Africa — All rights reserved
Copyright © NISC Pty Ltd
JOURNAL OF CHILD AND ADOLESCENT MENTAL HEALTH ISSN 1728–0583 EISSN 1728–0591 DOI: 10.2989/17280583.2010.496944
Abstracts
Downloaded by [134.117.10.200] at 09:53 29 December 2014
Journal abstracts from current research in the field of child and adolescent mental health
Schwartz SJ, Zamboanga BL, Weisskirch RS and Wang SC (2010) The relationships of personal and cultural identity to adaptive and maladaptive psychosocial functioning in emerging adults. Journal of Social Psychology 150(1): 1–33 Introduction: The present study examined the extent to which cultural identity would be associated with adaptive and maladaptive psychosocial functioning, both directly and indirectly, through a personal identity consolidation. Method: A sample of 773 white, black, and Hispanic university students completed measures of cultural identity, personal identity consolidation, adaptive psychosocial functioning, internalising symptoms, and proclivity toward externalising symptoms. Results: Both heritage and American cultural identity were positively related to adaptive psychosocial functioning; American-culture identity was negatively associated with internalising symptoms; and heritage-culture identity was negatively related to proclivity toward externalising symptoms. All of these findings were mediated by personal identity consolidation and were fully consistent across ethnic groups. Conclusion: We discuss implications in terms of broadening the study of identity to include both personal and cultural dimensions of self. Lowinger RJ (2009) Chinese American parental attitudes toward seeking help for children’s emotional/behavioral problems in school. North American Journal of Psychology 11(3): 523–542 Introduction: The purpose of this study was to determine to what extent Chinese parents were willing to seek psychological help for children’s emotional/behavioral problems manifesting in school and to explore factors that affect their willingness to seek help. Method: Participants were 157 Chinese American parents of elementary school children. Participants’ intentions to seek help were ascertained with hypothetical vignettes of a child with an externalising or internalising problem. Results: Results indicated that parents perceived the child as in need of immediate professional help; help was not perceived to be conditional upon the family first being given a chance to address the problem; the problem manifesting in the home; or the child’s school performance. The child with the externalising problem was considered to be more in need of immediate help than the one with the internalising problem. The most preferred referral source was the school psychologist and the most preferred treatment modality was psychological counselling. Parents did not express a preference for providers of Chinese ethnicity.
68
Abstracts
Downloaded by [134.117.10.200] at 09:53 29 December 2014
Melnyk BM, Jacobson D, Kelly S, O’Haver J, Small L, Mays MZ (2009) Improving the mental health, healthy lifestyle choices, and physical health of Hispanic adolescents: a randomized controlled pilot study. Journal of School Health 79(12): 575–584 (DOI: 10.1111/j.1746-1561.2009.00451.x) Introduction: Obesity and mental health disorders are two major public health problems in American adolescents, with prevalence even higher in Hispanic teens. Despite the rapidly increasing incidence and adverse health outcomes associated with overweight and mental health problems, very few intervention studies have been conducted with adolescents to improve both their healthy lifestyles and mental health outcomes. Even fewer studies have been conducted with Hispanic youth. The purpose of this study was to evaluate the preliminary efficacy of the COPE (Creating Opportunities for Personal Empowerment) Healthy Lifestyles TEEN (Thinking, Emotions, Exercise and Nutrition) programme, a manualised educational and cognitive behavioural skillsbuilding programme, on Hispanic adolescents’ healthy lifestyle choices as well as mental and physical health outcomes. Method: A cluster randomised controlled pilot study was conducted with 19 Hispanic adolescents enrolled in two health classes in a south-western high school. One class received COPE and the other received an attention control programme. Results: Adolescents in the COPE programme increased their healthy lifestyle choices and reported a decrease in depressive and anxiety symptoms from baseline to post-intervention follow-up. A subset of seven overweight adolescents in the COPE programme had a decrease in triglycerides and an increase in high-density lipoproteins. In addition, these overweight adolescents reported increases in healthy lifestyle beliefs and nutrition knowledge along with a decrease in depressive symptoms. Conclusion: The COPE TEEN programme is a promising school-based strategy for improving both physical and mental health outcomes in adolescents. Mellin EA and Pertuit TL (2009) Research priorities for mental health counselling with youth: implications for counsellor preparation, professional development and research. Counselor Education & Supervision 49(2): 137–155 Introduction: Counsellors encounter the needs of youth (3–17 years) in a variety of settings: however, outside of school counselling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Method: Using the Delphi method, 12 counsellor educators and 15 practicing counsellors were polled regarding research priorities for mental health counselling with youth. Results: Research that considers how varying developmental stages and systems (e.g. families, schools, communities) affect the mental health of youth was identified as a priority. Conclusions: Implications for counsellor preparation, professional development and research are offered on the basis of these results. Sanetti LM, Hagermoser and Kratochwill TR (2009) Toward developing a science of treatment integrity: introduction to the special series. School Psychology Review 38(4): 445–459 Introduction: Treatment integrity (also referred to as ‘treatment fidelity’, ‘intervention integrity’ and ‘procedural reliability’) is an important methodological concern in both research and practice because treatment integrity data are essential to making valid conclusions regarding treatment outcomes. Despite its relationship to validity, treatment integrity has been largely overlooked in education research and related fields. Influences over the past five years have increased attention to this construct, yet many questions remain in regard to how it should be addressed. Method: The purpose of this article is twofold. First, we provide a brief overview of the current state of (a) conceptual models of treatment integrity; (b) research on assessment, promotion, and
Journal of Child and Adolescent Mental Health 2010, 22(1): 67–71
69
relationship to student outcomes; and (c) treatment integrity related to response to intervention models of service delivery. Second, we suggest future directions for research, practice, and policy related to treatment integrity as we move toward a better scientific understanding of this construct. Conclusion: The article concludes with a description of the purposes of this special series.
Downloaded by [134.117.10.200] at 09:53 29 December 2014
Sng R (2009) Family therapy for kids without families: working systemically with children and young people in residential care. Australian & New Zealand Journal of Family Therapy 30(4): 247–259 A significant proportion (4%) (Australian Institute of Health and Welfare 2008) of children and young people in Australia live in some form of residential care, usually in small group-homes staffed by residential care workers in shifts. However, as Hawkins-Rodgers (2007) points out, these placements are often not resourced to heal the effects of trauma and multiple attachment disruptions in their residents. The lack of an archetypal family has led in the past to family therapists considering that there is little work to be done with such clients. This leaves such placements to be supported most frequently by clinicians who specialise in behaviour management and other linearly founded models of practice. The Alternate Care Clinic (ACC) is the first mental health service in New South Wales dedicated entirely to children and young people in out-of-home care with a high level of complex needs. This article examines the systemic therapeutic model the clinic has developed in the last two years. In particular the article seeks to explore the importance of ‘meaning making’ in a diffuse parental system, particularly with regards to the term ‘family’. The complexities of working in this area and possible ways forward are illustrated with a closely worked case study. MacDonald C and Mikes-Liu K (2009) Is there a place for biopsychosocial formulation in a systemic practice? Australian & New Zealand Journal of Family Therapy 30(4): 269–283 There is a long history of literature concerning integrative practice and how a systemic practice can fit with other models of therapy. Much of this literature has focused on establishing a space for systemic therapy within the dominant medical paradigm, and exploring how the medical model can be enhanced by systemic ideas. The outcome has been better practice, especially in child and adolescent mental health. Interestingly, however, there has been less discussion of the converse: the family therapy literature has rarely considered whether or not systemic practice itself can be enhanced by ideas from the dominant medical model. This article proposes that a biopsychosocial formulation can enhance systemic practice by: (I) holding clinicians accountable for their thinking; (2) facilitating a rigour and attention to detail that may prove useful when therapy falters; (3) opening up other possibilities for intervention; and (4) providing a way to engage with the dominant medical paradigm and support clients in negotiating their way through this system. Potential problems nevertheless arise when integrating a biopsychosocial formulation into a systemic framework. This article identifies these problems and presents ideas for how they can be managed in practice. Goldfinch M (2009) ‘Putting Humpty together again’: working with parents to help children who have experienced early trauma. Australian & New Zealand Journal of Family Therapy 30(4): 284–299 Early interpersonal trauma can have a profound impact on young children’s emotional, cognitive and physical function, and on their ongoing development. This article outlines the diverse effects of trauma and how they might present in school or childcare settings. It considers the role of the family in the development of children’s emotion regulation, especially if trauma occurs in the context of the family, and how trauma affects family dynamics. A therapeutic approach is then outlined to help address the multiple areas of difficulty. Work with parents and the whole family is aimed at maintaining physical and emotional safety and building trust between parent and child. Work with
70
Abstracts
the parents, teachers and the child individually is directed at helping the child develop emotion regulation and competence physically, cognitively and interpersonally.
Downloaded by [134.117.10.200] at 09:53 29 December 2014
Sanetti LM, Hagermoser and Kratochwill TR (2009) Toward developing a science of treatment integrity: introduction to the special series. School Psychology Review 38(4): 445–459 Introduction: Treatment integrity (also referred to as ‘treatment fidelity’, ‘intervention integrity’ and ‘procedural reliability’) is an important methodological concern in both research and practice because treatment integrity data are essential to making valid conclusions regarding treatment outcomes. Despite its relationship to validity, treatment integrity has been largely overlooked in education research and related fields. Influences over the past five years have increased attention to this construct, yet many questions remain in regard to how it should be addressed. Method: The purpose of this article is twofold. First, we provide a brief overview of the current state of (a) conceptual models of treatment integrity; (b) research on assessment, promotion, and relationship to student outcomes; and (c) treatment integrity related to response to intervention models of service delivery. Second, we suggest future directions for research, practice, and policy related to treatment integrity as we move toward a better scientific understanding of this construct. Conclusion: The article concludes with a description of the purposes of this special 512 Shankland R, França LR, Genolini CM, Guelfi J-D and Ionescu S (2009) Preliminary study on the role of alternative educational pathways in promoting the use of problem-focused coping strategies. European Journal of Psychology of Education – EJPE 24(4): 499 Introduction: Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences. However, some studies underline the effect of educational settings on the development of problem-focused coping strategies. Consistently with previous reports on the enhancement of autonomy and problem-solving in alternative schools, and the relationship established by self-determination theory between autonomy-supportive climates and positive coping, we hypothesised that alternative school students develop more problem-focused coping styles. Method: This hypothesis was tested on 80 traditional school students and 50 alternative school students (Steiner, Montessori and New schools), during their last secondary school year, using the Coping Inventory for Stressful Situations (Endler and Parker 1990a). We also assessed psychological factors which can influence coping styles measures (anxiety and depression), using the State-Trait Anxiety Inventory (Spielberger 1983), and the Beck Depression Inventory (Beck et al. 1961). Results: The proportion of problem-focused coping strategies was compared in traditional and alternative settings, adjusting for potential confounding factors, using logistic regression and results show that the proportion of students using predominantly problem-focused coping strategies is higher in the population of alternative schools. Conclusions: Directions for further research on alternative schools are highlighted concerning coping as well as autonomy-supportive class climates. Waters SK, Cross DS and Runions K (2009). Social and ecological structures supporting adolescent connectedness to school: a theoretical model. Journal of School Health, 79(11): 516–524 (DOI: 10.1111/j.1746-1561.2009.00443.x) Introduction: Adolescence is a time of great change. For most young people, this is a healthy and happy experience; however, for some it is characterised by many health, social, and academic challenges. A student’s feeling of connectedness to school helps meet these challenges. Little
Journal of Child and Adolescent Mental Health 2010, 22(1): 67–71
71
Downloaded by [134.117.10.200] at 09:53 29 December 2014
is known, however, about the school characteristics that promote this connection and, more importantly, how this connection occurs. This article reviews the connectedness literature and integrates health promotion, adolescent development, and ecological frameworks to describe how a school context fosters this connection. Method: A systematic search and review process was used to retrieve scholarly articles pertaining to the research topic. Results: Each retrieved article was summarised, and a subsequent model was developed to define a school ecology and describe how this ecology influences a student’s need to feel connected to school and the positive influence this connection has on adolescent health and well-being. Conclusions: Integrating developmental, ecological and health promotion intervention theories and frameworks assists in the identification of interpersonal and organisational aspects of a school environment, which satisfy an individual’s needs to feel autonomous, competent and connected, and to improve health and well-being outcomes for adolescents. Ghazinour M and Richter J (2009). Anger related to psychopathology, temperament, and character in healthy individuals – an explorative study. Social Behavior & Personality: An International Journal 37(9): 1197–1212 Introduction: We investigated relationships between temperament, character and anger experience, control and expression. Method: Police trainees (n = 103) completed the Temperament and Character Inventory (Cloninger et al. 1994), the Symptom Checklist 90-R (SCR-90-R, Derogatis 1994), and the State Trait Anger Expression Inventory (STAXI-2, Spielberger 1999). Results: Personality scores were of greater significance compared to SCL-90-R scores for most of the STAXI-2 subscales while the scores of both personality and mental health contributed by a similar amount to trait anger. Temperament subscales explained a much greater amount of anger expression-in variance while variance of character subscales explained more of the variance in anger V, angry reaction, state, and trait anger. Conclusion: Character was found to be superior to temperament in the determination of anger, supporting a cognitively focused definition of anger. Cherkasova MV and Hechtman L (2009). Neuroimaging in attention-deficit hyperactivity disorder: beyond the frontostriatal circuitry. Canadian Journal of Psychiatry 54(10): 651–664 Introduction: To review the findings of structural and functional neuroimaging studies in attentiondeficit hyperactivity disorder (ADHD), with a focus on abnormalities reported in brain regions that lie outside the frontostriatal circuitry, which is currently believed to play a central role in the pathophysiology of ADHD. Methods: Relevant publications were found primarily by searching the MEDLINE and PubMed databases using the keywords ADHD and the abbreviations of magnetic resonance imaging (MRI), functional MRI, positron emission tomography, and single photon emission computed tomography. The reference lists of the articles found through the databases were then reviewed for the purpose of finding additional articles. Results: There is now substantial evidence of structural and functional alterations in regions outside the frontostriatal circuitry in ADHD, most notably in the cerebellum and the parietal lobes. Conclusions: Although there is compelling evidence suggesting that frontostriatal dysfunction may be central to the pathophysiology of ADHD, the neuroimaging findings point to distributed neural substrates rather than a single one. Conclusion: More research is needed to elucidate the nature of contributions of nonfrontostriatal regions to the pathophysiology of ADHD.
Journal of Child & Adolescent Mental Health Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rcmh20
Journal abstracts from current research in the field of child and adolescent mental health Erhabor S Idemudia Published online: 06 Jul 2010.
To cite this article: Erhabor S Idemudia (2010) Journal abstracts from current research in the field of child and adolescent mental health, Journal of Child & Adolescent Mental Health, 22:1, 67-71, DOI: 10.2989/17280583.2010.496944 To link to this article: http://dx.doi.org/10.2989/17280583.2010.496944
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/ terms-and-conditions
Journal of Child and Adolescent Mental Health 2010, 22(1): 67–71 Printed in South Africa — All rights reserved
Copyright © NISC Pty Ltd
JOURNAL OF CHILD AND ADOLESCENT MENTAL HEALTH ISSN 1728–0583 EISSN 1728–0591 DOI: 10.2989/17280583.2010.496944
Abstracts
Downloaded by [134.117.10.200] at 09:53 29 December 2014
Journal abstracts from current research in the field of child and adolescent mental health
Schwartz SJ, Zamboanga BL, Weisskirch RS and Wang SC (2010) The relationships of personal and cultural identity to adaptive and maladaptive psychosocial functioning in emerging adults. Journal of Social Psychology 150(1): 1–33 Introduction: The present study examined the extent to which cultural identity would be associated with adaptive and maladaptive psychosocial functioning, both directly and indirectly, through a personal identity consolidation. Method: A sample of 773 white, black, and Hispanic university students completed measures of cultural identity, personal identity consolidation, adaptive psychosocial functioning, internalising symptoms, and proclivity toward externalising symptoms. Results: Both heritage and American cultural identity were positively related to adaptive psychosocial functioning; American-culture identity was negatively associated with internalising symptoms; and heritage-culture identity was negatively related to proclivity toward externalising symptoms. All of these findings were mediated by personal identity consolidation and were fully consistent across ethnic groups. Conclusion: We discuss implications in terms of broadening the study of identity to include both personal and cultural dimensions of self. Lowinger RJ (2009) Chinese American parental attitudes toward seeking help for children’s emotional/behavioral problems in school. North American Journal of Psychology 11(3): 523–542 Introduction: The purpose of this study was to determine to what extent Chinese parents were willing to seek psychological help for children’s emotional/behavioral problems manifesting in school and to explore factors that affect their willingness to seek help. Method: Participants were 157 Chinese American parents of elementary school children. Participants’ intentions to seek help were ascertained with hypothetical vignettes of a child with an externalising or internalising problem. Results: Results indicated that parents perceived the child as in need of immediate professional help; help was not perceived to be conditional upon the family first being given a chance to address the problem; the problem manifesting in the home; or the child’s school performance. The child with the externalising problem was considered to be more in need of immediate help than the one with the internalising problem. The most preferred referral source was the school psychologist and the most preferred treatment modality was psychological counselling. Parents did not express a preference for providers of Chinese ethnicity.
68
Abstracts
Downloaded by [134.117.10.200] at 09:53 29 December 2014
Melnyk BM, Jacobson D, Kelly S, O’Haver J, Small L, Mays MZ (2009) Improving the mental health, healthy lifestyle choices, and physical health of Hispanic adolescents: a randomized controlled pilot study. Journal of School Health 79(12): 575–584 (DOI: 10.1111/j.1746-1561.2009.00451.x) Introduction: Obesity and mental health disorders are two major public health problems in American adolescents, with prevalence even higher in Hispanic teens. Despite the rapidly increasing incidence and adverse health outcomes associated with overweight and mental health problems, very few intervention studies have been conducted with adolescents to improve both their healthy lifestyles and mental health outcomes. Even fewer studies have been conducted with Hispanic youth. The purpose of this study was to evaluate the preliminary efficacy of the COPE (Creating Opportunities for Personal Empowerment) Healthy Lifestyles TEEN (Thinking, Emotions, Exercise and Nutrition) programme, a manualised educational and cognitive behavioural skillsbuilding programme, on Hispanic adolescents’ healthy lifestyle choices as well as mental and physical health outcomes. Method: A cluster randomised controlled pilot study was conducted with 19 Hispanic adolescents enrolled in two health classes in a south-western high school. One class received COPE and the other received an attention control programme. Results: Adolescents in the COPE programme increased their healthy lifestyle choices and reported a decrease in depressive and anxiety symptoms from baseline to post-intervention follow-up. A subset of seven overweight adolescents in the COPE programme had a decrease in triglycerides and an increase in high-density lipoproteins. In addition, these overweight adolescents reported increases in healthy lifestyle beliefs and nutrition knowledge along with a decrease in depressive symptoms. Conclusion: The COPE TEEN programme is a promising school-based strategy for improving both physical and mental health outcomes in adolescents. Mellin EA and Pertuit TL (2009) Research priorities for mental health counselling with youth: implications for counsellor preparation, professional development and research. Counselor Education & Supervision 49(2): 137–155 Introduction: Counsellors encounter the needs of youth (3–17 years) in a variety of settings: however, outside of school counselling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Method: Using the Delphi method, 12 counsellor educators and 15 practicing counsellors were polled regarding research priorities for mental health counselling with youth. Results: Research that considers how varying developmental stages and systems (e.g. families, schools, communities) affect the mental health of youth was identified as a priority. Conclusions: Implications for counsellor preparation, professional development and research are offered on the basis of these results. Sanetti LM, Hagermoser and Kratochwill TR (2009) Toward developing a science of treatment integrity: introduction to the special series. School Psychology Review 38(4): 445–459 Introduction: Treatment integrity (also referred to as ‘treatment fidelity’, ‘intervention integrity’ and ‘procedural reliability’) is an important methodological concern in both research and practice because treatment integrity data are essential to making valid conclusions regarding treatment outcomes. Despite its relationship to validity, treatment integrity has been largely overlooked in education research and related fields. Influences over the past five years have increased attention to this construct, yet many questions remain in regard to how it should be addressed. Method: The purpose of this article is twofold. First, we provide a brief overview of the current state of (a) conceptual models of treatment integrity; (b) research on assessment, promotion, and
Journal of Child and Adolescent Mental Health 2010, 22(1): 67–71
69
relationship to student outcomes; and (c) treatment integrity related to response to intervention models of service delivery. Second, we suggest future directions for research, practice, and policy related to treatment integrity as we move toward a better scientific understanding of this construct. Conclusion: The article concludes with a description of the purposes of this special series.
Downloaded by [134.117.10.200] at 09:53 29 December 2014
Sng R (2009) Family therapy for kids without families: working systemically with children and young people in residential care. Australian & New Zealand Journal of Family Therapy 30(4): 247–259 A significant proportion (4%) (Australian Institute of Health and Welfare 2008) of children and young people in Australia live in some form of residential care, usually in small group-homes staffed by residential care workers in shifts. However, as Hawkins-Rodgers (2007) points out, these placements are often not resourced to heal the effects of trauma and multiple attachment disruptions in their residents. The lack of an archetypal family has led in the past to family therapists considering that there is little work to be done with such clients. This leaves such placements to be supported most frequently by clinicians who specialise in behaviour management and other linearly founded models of practice. The Alternate Care Clinic (ACC) is the first mental health service in New South Wales dedicated entirely to children and young people in out-of-home care with a high level of complex needs. This article examines the systemic therapeutic model the clinic has developed in the last two years. In particular the article seeks to explore the importance of ‘meaning making’ in a diffuse parental system, particularly with regards to the term ‘family’. The complexities of working in this area and possible ways forward are illustrated with a closely worked case study. MacDonald C and Mikes-Liu K (2009) Is there a place for biopsychosocial formulation in a systemic practice? Australian & New Zealand Journal of Family Therapy 30(4): 269–283 There is a long history of literature concerning integrative practice and how a systemic practice can fit with other models of therapy. Much of this literature has focused on establishing a space for systemic therapy within the dominant medical paradigm, and exploring how the medical model can be enhanced by systemic ideas. The outcome has been better practice, especially in child and adolescent mental health. Interestingly, however, there has been less discussion of the converse: the family therapy literature has rarely considered whether or not systemic practice itself can be enhanced by ideas from the dominant medical model. This article proposes that a biopsychosocial formulation can enhance systemic practice by: (I) holding clinicians accountable for their thinking; (2) facilitating a rigour and attention to detail that may prove useful when therapy falters; (3) opening up other possibilities for intervention; and (4) providing a way to engage with the dominant medical paradigm and support clients in negotiating their way through this system. Potential problems nevertheless arise when integrating a biopsychosocial formulation into a systemic framework. This article identifies these problems and presents ideas for how they can be managed in practice. Goldfinch M (2009) ‘Putting Humpty together again’: working with parents to help children who have experienced early trauma. Australian & New Zealand Journal of Family Therapy 30(4): 284–299 Early interpersonal trauma can have a profound impact on young children’s emotional, cognitive and physical function, and on their ongoing development. This article outlines the diverse effects of trauma and how they might present in school or childcare settings. It considers the role of the family in the development of children’s emotion regulation, especially if trauma occurs in the context of the family, and how trauma affects family dynamics. A therapeutic approach is then outlined to help address the multiple areas of difficulty. Work with parents and the whole family is aimed at maintaining physical and emotional safety and building trust between parent and child. Work with
70
Abstracts
the parents, teachers and the child individually is directed at helping the child develop emotion regulation and competence physically, cognitively and interpersonally.
Downloaded by [134.117.10.200] at 09:53 29 December 2014
Sanetti LM, Hagermoser and Kratochwill TR (2009) Toward developing a science of treatment integrity: introduction to the special series. School Psychology Review 38(4): 445–459 Introduction: Treatment integrity (also referred to as ‘treatment fidelity’, ‘intervention integrity’ and ‘procedural reliability’) is an important methodological concern in both research and practice because treatment integrity data are essential to making valid conclusions regarding treatment outcomes. Despite its relationship to validity, treatment integrity has been largely overlooked in education research and related fields. Influences over the past five years have increased attention to this construct, yet many questions remain in regard to how it should be addressed. Method: The purpose of this article is twofold. First, we provide a brief overview of the current state of (a) conceptual models of treatment integrity; (b) research on assessment, promotion, and relationship to student outcomes; and (c) treatment integrity related to response to intervention models of service delivery. Second, we suggest future directions for research, practice, and policy related to treatment integrity as we move toward a better scientific understanding of this construct. Conclusion: The article concludes with a description of the purposes of this special 512 Shankland R, França LR, Genolini CM, Guelfi J-D and Ionescu S (2009) Preliminary study on the role of alternative educational pathways in promoting the use of problem-focused coping strategies. European Journal of Psychology of Education – EJPE 24(4): 499 Introduction: Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences. However, some studies underline the effect of educational settings on the development of problem-focused coping strategies. Consistently with previous reports on the enhancement of autonomy and problem-solving in alternative schools, and the relationship established by self-determination theory between autonomy-supportive climates and positive coping, we hypothesised that alternative school students develop more problem-focused coping styles. Method: This hypothesis was tested on 80 traditional school students and 50 alternative school students (Steiner, Montessori and New schools), during their last secondary school year, using the Coping Inventory for Stressful Situations (Endler and Parker 1990a). We also assessed psychological factors which can influence coping styles measures (anxiety and depression), using the State-Trait Anxiety Inventory (Spielberger 1983), and the Beck Depression Inventory (Beck et al. 1961). Results: The proportion of problem-focused coping strategies was compared in traditional and alternative settings, adjusting for potential confounding factors, using logistic regression and results show that the proportion of students using predominantly problem-focused coping strategies is higher in the population of alternative schools. Conclusions: Directions for further research on alternative schools are highlighted concerning coping as well as autonomy-supportive class climates. Waters SK, Cross DS and Runions K (2009). Social and ecological structures supporting adolescent connectedness to school: a theoretical model. Journal of School Health, 79(11): 516–524 (DOI: 10.1111/j.1746-1561.2009.00443.x) Introduction: Adolescence is a time of great change. For most young people, this is a healthy and happy experience; however, for some it is characterised by many health, social, and academic challenges. A student’s feeling of connectedness to school helps meet these challenges. Little
Journal of Child and Adolescent Mental Health 2010, 22(1): 67–71
71
Downloaded by [134.117.10.200] at 09:53 29 December 2014
is known, however, about the school characteristics that promote this connection and, more importantly, how this connection occurs. This article reviews the connectedness literature and integrates health promotion, adolescent development, and ecological frameworks to describe how a school context fosters this connection. Method: A systematic search and review process was used to retrieve scholarly articles pertaining to the research topic. Results: Each retrieved article was summarised, and a subsequent model was developed to define a school ecology and describe how this ecology influences a student’s need to feel connected to school and the positive influence this connection has on adolescent health and well-being. Conclusions: Integrating developmental, ecological and health promotion intervention theories and frameworks assists in the identification of interpersonal and organisational aspects of a school environment, which satisfy an individual’s needs to feel autonomous, competent and connected, and to improve health and well-being outcomes for adolescents. Ghazinour M and Richter J (2009). Anger related to psychopathology, temperament, and character in healthy individuals – an explorative study. Social Behavior & Personality: An International Journal 37(9): 1197–1212 Introduction: We investigated relationships between temperament, character and anger experience, control and expression. Method: Police trainees (n = 103) completed the Temperament and Character Inventory (Cloninger et al. 1994), the Symptom Checklist 90-R (SCR-90-R, Derogatis 1994), and the State Trait Anger Expression Inventory (STAXI-2, Spielberger 1999). Results: Personality scores were of greater significance compared to SCL-90-R scores for most of the STAXI-2 subscales while the scores of both personality and mental health contributed by a similar amount to trait anger. Temperament subscales explained a much greater amount of anger expression-in variance while variance of character subscales explained more of the variance in anger V, angry reaction, state, and trait anger. Conclusion: Character was found to be superior to temperament in the determination of anger, supporting a cognitively focused definition of anger. Cherkasova MV and Hechtman L (2009). Neuroimaging in attention-deficit hyperactivity disorder: beyond the frontostriatal circuitry. Canadian Journal of Psychiatry 54(10): 651–664 Introduction: To review the findings of structural and functional neuroimaging studies in attentiondeficit hyperactivity disorder (ADHD), with a focus on abnormalities reported in brain regions that lie outside the frontostriatal circuitry, which is currently believed to play a central role in the pathophysiology of ADHD. Methods: Relevant publications were found primarily by searching the MEDLINE and PubMed databases using the keywords ADHD and the abbreviations of magnetic resonance imaging (MRI), functional MRI, positron emission tomography, and single photon emission computed tomography. The reference lists of the articles found through the databases were then reviewed for the purpose of finding additional articles. Results: There is now substantial evidence of structural and functional alterations in regions outside the frontostriatal circuitry in ADHD, most notably in the cerebellum and the parietal lobes. Conclusions: Although there is compelling evidence suggesting that frontostriatal dysfunction may be central to the pathophysiology of ADHD, the neuroimaging findings point to distributed neural substrates rather than a single one. Conclusion: More research is needed to elucidate the nature of contributions of nonfrontostriatal regions to the pathophysiology of ADHD.
