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Descriptors:
Evidence; Anxiety Disorders; Models; Metacognition; Cognitive Restructuring; Behavior Modification; Therapy; Outcomes of Treatment; Research Needs

Abstract:
Cognitive-behavioural models and interventions for obsessive-compulsive disorder (OCD) have always included some metacognitive elements but until recently these have been predominantly construed of as cognitive as opposed to metacognitive processes. Increasingly, psychological models of OCD are now recognising the importance of metacognitive constructs in the maintenance and treatment of the disorder. Metacognitive models emphasise the importance of thinking processes, and thus represent a step away from traditional cognitive approaches which focused on the content of thoughts. This article reviews the current literature on metacognition in psychological models of OCD with an emphasis on: the role of metacognition in theoretical models of OCD and evidence to support this role; measures of metacognition in OCD; and, metacognitive treatment approaches for OCD and the evidence to support these approaches. The evidence indicates that metacognition has a key role in the aetiology of OCD. Treatment outcome research has indicated promising results, with several trials indicating clinically and statistically significant improvements using metacognitive-based approaches. However, there is a need for larger, controlled trials with longer follow-up periods to improve upon the methodological limitations of studies conducted to date. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Personality Traits; Psychological Patterns; Therapy; Personality; Violence; Cognitive Restructuring; Behavior Modification; Aggression; Outcomes of Treatment; Antisocial Behavior; Personality Problems

Abstract:
Cognitive behavioral therapies have positive effects on anger and aggression; however, individuals differ in their response to treatment. The authors previously found that dynamic factors, such as increases in readiness to change, are associated with enhanced outcomes for violence reduction training. This study investigated how less dynamic factors, specifically Cluster B personality traits, moderate the effects of violence reduction training. The authors used mixed modeling to fit growth curves to 14 weeks of anger strategies data and evaluated whether the presence of Cluster B traits affected pretreatment anger levels and rates of change. As expected, overall levels of negative anger strategies decreased across the 14-week treatment. Participants with antisocial, borderline, and histrionic personality features reported higher rates of negative anger strategies, whereas those with narcissistic personality features reported fewer negative anger strategies. Those with antisocial personality features improved at a rate similar to the overall trend of those without Cluster B traits. Those with borderline and histrionic features improved at an accelerated rate. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychological Patterns; Developmental Disabilities; Control Groups; Mental Retardation; Literature Reviews; Pretests Posttests; Effect Size; Behavior Problems; Behavior Modification; Cognitive Restructuring; Attitude Change; Evidence; Best Practices; Inferences; Research Methodology; Meta Analysis

Abstract:
We conducted a systematic literature review of anger management in people with intellectual disabilities (ID). We identified 2 studies that used randomized controlled trials and 6 that used pretest-posttest nonequivalent control group designs. The mean between-group effect size was 1.52 for randomized controlled trials and 0.89 for the other studies; however, no studies were well controlled. Thus, anger management is not an empirically supported treatment for individuals with ID. The need for further research in this area and methods of strengthening said research are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Depression (Psychology); Posttraumatic Stress Disorder; Foreign Countries; Grief; Focus Groups; Violence; Questionnaires; Psychological Patterns; Emotional Response; Program Effectiveness; Symptoms (Individual Disorders); Child Health; Cognitive Restructuring; Behavior Modification; War; At Risk Persons; Coping; Children; Adolescents

Abstract:
The current study aimed to assess the Teaching Recovery Techniques (TRT) trauma recovery program within the context of ongoing violence. Utilizing a randomized controlled trial, 11-14-year-old students in Nablus, Palestine, were allocated by class to intervention or wait-list control conditions. Standardized measures assessed trauma exposure, posttraumatic stress disorder (PTSD), grief, and depression. Program fidelity and participant experiences were measured by adherence questionnaires and focus groups. Analyses involved paired t-tests, ANCOVAs, and thematic analysis. Intervention students reported significant decreases in PTSD, grief, and depression. Findings indicate that the TRT program has the potential to ameliorate children's trauma symptoms during situations of ongoing violence. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Services; Evidence; Intervention; Mental Health; Foreign Countries; School Psychology; Mental Disorders; Program Evaluation; Program Implementation; Educational Environment; Counselor Role; Delivery Systems; Counseling Services; Cognitive Restructuring; Behavior Modification

Abstract:
Evidence suggests that schools have, by default, become the primary mental health system for students in Canada. The goal of the present study was to design, implement, and evaluate the Psychology School Mental Health Initiative (PSMHI). The PSMHI is an innovative attempt to increase the capacity of school-based psychology staff to deliver evidence-based mental health intervention to children and adolescents with mental health concerns. The conceptualization, implementation, and initial outcomes of the PSMHI are outlined. Advantages and challenges of delivering cognitive-behavioural intervention in a school setting are discussed. Preliminary data indicated that participation in the initiative increased the capacity of school psychology staff in the provision of mental health service. Furthermore, results revealed that a higher number of students with mental health issues received evidence-based intervention. Finally, recommendations for enhancing effective service delivery and the expanding role of psychology with the school system are highlighted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Therapy; School Personnel; Child Behavior; Anxiety Disorders; Anxiety; Interpersonal Competence; Check Lists; Severity (of Disability); Correlation; Cognitive Restructuring; Behavior Modification; Outcomes of Treatment; Parent Attitudes; Measures (Individuals); Children

Abstract:
Social functioning was assessed using the Child Behavior Checklist and Teacher Report Form for children with anxiety disorders who participated in a randomized clinical trial (N = 161, aged 7-14). Significant relationships were found between severity of children's principal anxiety disorder and most measures of social functioning, such that poorer social functioning was associated with more severe anxiety. Among youth who received cognitive-behavioral therapy (n = 111), significant associations were found between parent-reported social competence and both absence of principal anxiety disorder and lower anxiety severity at posttreatment and 1-year follow-up, controlling for the severity of the child's principal anxiety disorder at pretreatment. Findings support a relationship between anxiety severity and social difficulties, and suggest the importance of social competence for a favorable treatment response. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Stakes Tests; School Effectiveness; Intervention; Behavior Modification; Therapy; Secondary School Students; Priming; Cognitive Restructuring; Expertise; School Psychologists; Test Anxiety; Counselor Role; Biofeedback; Educational Research

Abstract:
High-stakes tests have played an increasingly important role in how student achievement and school effectiveness are measured. Test anxiety has risen with the use of tests in educational decision making. Students with high test anxiety perform poorly on tests when compared to students with low test anxiety. School psychologists can play an important role as experts both in tests and measurement and mental health in providing consultation and treatment for students with test anxiety. This article describes the results of a systematic literature review of the last 10 years of test-anxiety interventions. Results indicate that there are few studies that have examined test-anxiety interventions with elementary and secondary school students. However, techniques including biofeedback, behavior therapy, cognitive behavioral therapy, priming competency, and mixed approaches have demonstrated promising results. Suggestions are made for school psychologists for the delivery of evidenced-based test anxiety interventions. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Eating Disorders; Therapy; Counseling Theories; Adolescents; Case Studies; Cognitive Restructuring; Behavior Modification; Outcomes of Treatment

Abstract:
Anorexia nervosa is a rare but sever psychiatric disorder in adolescence, with chronicity and death being the most feared consequence. Emotional Insight into one's problem is considered a key determinant of success in therapy. The following case study of a 14-year-old client, describes the process of therapy as it unfolded across 45 sessions. An eclectic therapeutic approach comprising cognitive behavioural therapy along with some psychodynamic principles and supportive techniques was adapted. A lack of emotional insight was hypothesized as the missing link between an intellectual understanding of her illness and recovery from it. Process, outcome, and active therapeutic ingredients in individual therapy are described. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety Disorders; Autism; Coping; Psychological Patterns; Children; Early Adolescents; Behavior Modification; Cognitive Restructuring; Comparative Analysis; Outcomes of Treatment

Abstract:
The purpose of this pilot study was to evaluate whether a modified version of the Coping Cat program could be effective in reducing anxiety in children with autism spectrum disorder (ASD). Twenty-two children (ages 8-14; IQ greater than or equal to 70) with ASD and clinically significant anxiety were randomly assigned to 16 sessions of the Coping Cat program (cognitive-behavioral therapy; CBT) or a 16-week waitlist. Children in the CBT condition evidenced significantly larger reductions in anxiety than those in the waitlist. Treatment gains were largely maintained at two-month follow-up. Results provide preliminary evidence that a modified version of the Coping Cat program may be a feasible and effective program for reducing clinically significant levels of anxiety in children with high-functioning ASD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Freedom; Health Services; Injuries; Substance Abuse; Mental Health; Depression (Psychology); Posttraumatic Stress Disorder; Foreign Countries; Veterans; Military Service; Comorbidity; Brain; Social Work; Help Seeking; Sexual Abuse; Measures (Individuals); Cognitive Restructuring; Behavior Modification

Abstract:
Increasing numbers of women are found in the military, and they are now performing roles very similar to those of male service members. More returning servicewomen and veterans have been exposed to stressful and traumatic experiences, such as combat and difficult living circumstances, and military sexual trauma is common. These experiences have been found to be associated with adverse mental health outcomes, posttraumatic stress disorder, depression, and substance abuse in particular. Comorbidity rates are also high. In addition, more veterans are returning with injuries, including traumatic brain injuries. Although more women veterans of Operation Enduring Freedom and Operation Iraqi Freedom are seeking health services at Veterans Administration facilities, many are not. Thus, community-based social workers need to be familiar with the needs of this growing population to serve them effectively. Use of empirically supported assessment instruments and screening for military sexual trauma are recommended. Recommended interventions include the use of evidence-supported practices, such as cognitive-behavioral treatment, and offering assistance to enhance social support among women veterans. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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