/library/oar/handle/123456789/3979 2025-12-27T16:11:33Z 2025-12-27T16:11:33Z /library/oar/handle/123456789/58637 2020-07-19T05:18:00Z 2013-11-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 5(2)] Abstract: The books reviewed in this edition engage with quite diverse themes, ranging from models of working with people with Asperger’s Syndrome to cognitivebehavioural approaches to stress management for young people, to a framework for understanding domestic violence, as well as analysis of children’s language acquisition and development. Both Bradshaw’s account of Asperger’s Syndrome and Saxton’s book on language acquisition are complimented for their accessibility facilitated by personal stories and humour, with Saxton’s work in particular encompassing a range of crosscultural examples. Laing et al.’s interrogation of domestic violence is interpreted as weaving important conceptual dimensions together with vignettes to inform practice. Both Collins-Donnelly’s approach to coping with stress and Saxton’s language development tend to prioritise cognitive dimensions over wider emotional and social aspects. A number of the reviewers suggest that the contexts of relevance of the books traverse broader domains of education and health professionals than perhaps initially anticipated by some of their authors.

2013-11-01T00:00:00Z /library/oar/handle/123456789/58636 2020-07-19T05:18:00Z 2013-11-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 5(2)] Abstract: Second only to the family, schools provide the most important learning and social environments for children and adolescents. Typically beginning at age five and continuing for more than a decade, children spend nearly as much of their waking time at school as they do at home (Rutter, Maughan, Mortimore, & Ouston, 1982). As one of the most central and thus formative environments in child development, schools have the unique potential – and arguably the responsibility - to actively promote the socio-emotional development and wellbeing of children and adolescents.

2013-11-01T00:00:00Z Cutuli, J.J. Gillham, Jane E. Chaplin, Tara M. Reivich, Karen J. Seligman, Martin E.P. Gallop, Robert J. Abenavoli, Rachel M. Freres, Derek R. /library/oar/handle/123456789/6202 2016-01-13T08:44:47Z 2013-11-01T00:00:00Z

Title: Preventing adolescents’ externalizing and internalizing symptoms : effects of the Penn Resiliency Program Authors: Cutuli, J.J.; Gillham, Jane E.; Chaplin, Tara M.; Reivich, Karen J.; Seligman, Martin E.P.; Gallop, Robert J.; Abenavoli, Rachel M.; Freres, Derek R. Abstract: This study reports secondary outcome analyses from a past study of the Penn Resiliency Program (PRP), a cognitive-behavioral depression prevention program for middle-school aged children. Middle school students (N = 697) were randomly assigned to PRP, PEP (an alternate intervention), or control conditions. Gillham et al., (2007) reported analyses examining PRP’s effects on average and clinical levels of depression symptoms. We examine PRP’s effects on parent-, teacher-, and self-reports of adolescents’ externalizing and broader internalizing (depression/anxiety, somatic complaints, and social withdrawal) symptoms over three years of follow-up. Relative to no intervention control, PRP reduced parent-reports of adolescents’ internalizing symptoms beginning at the first assessment after the intervention and persisting for most of the follow-up assessments. PRP also reduced parent-reported conduct problems relative to no-intervention. There was no evidence that the PRP program produced an effect on teacher- or self-report of adolescents’ symptoms. Overall, PRP did not reduce symptoms relative to the alternate intervention, although there is a suggestion of a delayed effect for conduct problems. These findings are discussed with attention to developmental trajectories and the importance of interventions that address common risk factors for diverse forms of negative outcomes.

2013-11-01T00:00:00Z Creed, Torrey A. Jager-Hyman, Shari Pontoski, Kristin Feinberg, Betsy Rosenberg, Zachary Evans, Arthur Hurford, Matthew O. Beck, Aaron T. /library/oar/handle/123456789/6200 2016-01-13T08:41:45Z 2013-11-01T00:00:00Z

Title: The Beck Initiative : training school-based mental health staff in cognitive therapy Authors: Creed, Torrey A.; Jager-Hyman, Shari; Pontoski, Kristin; Feinberg, Betsy; Rosenberg, Zachary; Evans, Arthur; Hurford, Matthew O.; Beck, Aaron T. Abstract: A growing literature supports cognitive therapy (CT) as an efficacious treatment for youth struggling with emotional or behavioral problems. Recently, work in this area has extended the dissemination of CT to school-based settings. The current study has two aims: 1) to examine the development of therapists’ knowledge and skills in CT, an evidence-based approach to promoting student well-being, and 2) to examine patterns of narrative feedback provided to therapists participating in the program. As expected, school therapists trained in CT demonstrated significant gains in their knowledge of CT theory and in their demonstration of CT skills, with the majority of therapists surpassing the accepted threshold of competency in CT. In addition, an examination of feedback content suggested that narrative feedback provided to therapists most frequently consisted of positive feedback and instructions for future sessions. Suggestions for future research regarding dissemination of CT are discussed in light of increasing broad access to evidence based practices.

2013-11-01T00:00:00Z