Angela I. Canto

GRIEF WORK VERSUS CONTINUING BONDS: A CALL FOR PARADIGM INTEGRATION OR REPLACEMENT?

In this paper we compare grief work and continuing bond models of grief to determine if one explains the data better than the other. Sixty individuals in active grief completed a questionnaire in which they were asked to rate their grief status, perceived similarity to the deceased along 7 dimensions, and closeness of relationship to the deceased. A matched control group was also asked to rate the closeness of relationship and perceived similarity to a living person of the same relationship as the deceased to the griever. In line with grief work, we found that perceived similarity was directly related to severity of grief and that perceived closeness of relationship declined over time. In support of continuing bonds, however, perceived similarity did not decline over time, nor was overall perception of similarity among grievers different from their matched controls.

Hospital–School Collaboration to Serve the Needs of Children With Traumatic Brain Injury

Traumatic brain injuries are the leading cause of death and disability for children and adolescents each year in the United States. Children who survive these injuries often suffer from a range of impairments including intellectual, academic, behavioral, affective, and social problems, but they often become mired in a slow-moving process while waiting for educational resources. This case study explores one school districts attempts to implement a best practices model of service delivery for students with a traumatic brain injury, focusing on the role of a school psychologist in the multidisciplinary team, candidly discussing and problem-solving several key challenges, and improving the service delivery model overall.

Barriers to Meeting the Needs of Students with Traumatic Brain Injury.

Many students with traumatic brain injury (TBI) are identified by the medical community each year and many more experience head injuries that are not examined by medical personnel. School psychologists and allied consultants have important liaison roles to identify and assist these students post-injury. In this study, 75 school psychologists (the profession in the United States analogous to educational psychologists in the UK) were surveyed about their experiences meeting the needs of students after brain injury and asked to characterise barriers to service delivery in the schools. Qualitative analysis of respondents’ descriptions of barriers suggested that school psychologists encounter substantial problems in: communication about the injury; lack of knowledge and training among school personnel; lack of resources available to assist students; perceived lack of importance of TBI by school personnel; procedural impediments; and problematic placement options for students with TBI. Results of this study highlight the potential for improving systemic approaches to meeting the needs of students with TBI.

Turning Point-Rethinking Violence: A Youth Violence Reduction Intervention

Objectives: In response to a significant increase in adolescent violence, a multi-dimensional, multi-agency program involving at-risk adolescents and their parents was implemented, housed at the urban Level One Trauma Center of a southeastern hospital. “Turning Point: Re-Thinking Violence,” (TPRV) was initiated in 1999 as a focused 14-hour alternative to the standard sentence of 100 hours of “community service” for first time violent juvenile offenders. Juvenile participants attended a total of six group sessions which included: trauma experience activities; a victim impact panel; a processing and psycho educational group focused on anger management, conflict resolution, and communication skills; community networking; and a program graduation. This study analyzes the long-term effect both in rates of Violence Recidivism (VR) and program efficiency as indicated by maintained therapeutic effect. Methods: VR of TPRV consenting program participants (N=115) during seven years of TPRV was compared to the initial cohort sentenced to the “traditional” community service. TPRV participants were then stratified by year of program entry, and compared among themselves. Results: For the six year duration of TPRV, the VR rate still remains significantly below that which was reported in the index group. Stratified annual analysis demonstrates a statistically significant decrease in VR as TPRV has evolved. Conclusions: These data suggest that TPRV is an efficient and effective violence intervention program as compared to traditional sentencing options for first-time adolescent violent offenders and that the treatment effect of TPRV is sustained over time and is judged to be a successful strategy for addressing the epidemic of adolescent violence.

Military veterans: Creative counseling with student veterans

Student veterans represent a unique population on college campuses. Not only are they transitioning back to civilian life but also into a new role as college student. This paper describes the attempts of one university to aid in that transition through the means of expressive arts. A detailed description of the Paper Peace and glass pouring workshops and accompanying pictures is provided in this paper. In addition, reflections on the workshops and plans for future workshops are described.

Adapting a Parenting Intervention for Parents Aging out of the Child Welfare System: A Systematic Approach to Expand the Reach of an Evidence-Based Intervention

Parents aging out of the child welfare system face a constellation of unique risk factors that threaten the well-being of themselves and their children. Although parenting interventions are an important resource for providing much-needed services to parents aging out, there is currently a lack of evidence-based parenting interventions that address the unique needs of this population. The purpose of this project was to systematically adapt an evidence-based parenting intervention for parents aging out. An established adaptation framework was used to guide this process, and acceptability and feasibility outcomes were evaluated as part of a pilot study of the adapted intervention. Preliminary intervention adaptations included modifications to program delivery and program content. Study findings indicated a high level of parent satisfaction with the adapted intervention but challenges to feasibility because of inconsistent attendance and the substantial effort required for intervention delivery. This study constitutes a critical first step toward increasing the reach of evidence-based parenting interventions among parents aging out of the child welfare system and underscores the need for continued efforts to develop sustainable and effective parenting services for this at-risk population.

States’ Expressed Versus Assessed Education Goals in the Era of Accountability: Implications for Positive Education

Abstract This article addresses the shifting educational priorities in the accountability era by examining states’ expressed and assessed educational goals in relation to those goals enjoying historical and popular support. The authors argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 No Child Left Behind ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded in research from positive psychology.

Recruitment and Retention in a Parenting Intervention: A Case Study with Parents Aging Out of the Child Welfare System

ABSTRACT Parenting interventions are efficacious in reducing child maltreatment and negative child behaviors, yet the recruitment and retention of parents, especially vulnerable parents, in such interventions can be challenging. Prior research identifies several ways to improve recruitment and retention including laying the foundation for the intervention, fostering relationships with parents, ensuring fit of the intervention with the intended population, and identifying barriers to parents’ participation. This case study presents a process of recruiting and retaining a vulnerable group of parents, specifically parenting youth aging out of the child welfare system. In addition to outlining the strategies used, lessons learned are highlighted. Parents expressed interest in the parenting intervention, experienced significant needs, negotiated great instability in their lives, and valued the social connections facilitated by the group intervention. Despite the research team following best practices and investing significant time and resources, recruitment and retention remained challenging. Implications for future work in this area are presented.

Traumatic Brain Injuries and Special Education Services in the Schools

ABSTRACT The purpose of this study is to replicate a study conducted by Hux, Marquardt, Skinner, and Bond (1999) in which the researchers explored the frequency of traumatic brain injuries (TBI) in the special education population as compared to the frequency of TBI among students in general education. Hux and colleagues (1999) found that roughly one-quarter of their sample received evaluations for special education services at some point, and that almost half their sample had sustained at least one TBI. Similarly, the current study explored the frequency of TBI in both general education and special education groups in a kindergarten through twelfth grade school. Results indicated that the sample in the current study reported a lower incidence rate of TBI than the general population as well as that in the 1999 study by Hux and colleagues. Additionally, only one student in the current sample (5% of TBI group) reported a history of TBI along with receiving special education services. Discrepancies between the current study and the Hux and colleagues (1999) study are explored, and possible reasons for the discrepancies are discussed.

Inclusion and Students with Traumatic Brain Injuries

Abstract While often considered a low incidence disability, traumatic brain injuries (TBIs) among students are anything but low incidence occurrences. Furthermore, educators are often at times not made aware that a student is injured; when informed, the information provided is generally limited or incomplete at best leaving educators unsure regarding what is needed for the student. In this chapter, information on TBI and its effects on students is provided. We also explore the history of inclusion, mechanisms for service delivery, accommodations and modifications for injured students, and transitioning and reintegrating students post-injury. Lastly, we provide a review of common barriers to service delivery and offer both proactive and reactive strategies to overcome those barriers.