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Supplemental Material for Stability of Treatment Effects and Caregiver-Reported Outcomes: A meta-Analysis of Trauma-Focused Cognitive Behavioral Therapy for Children and Adolescents by Barbara Kasparik, Barbara Kasparik, Julia König, Johanna Unterhitzenberger, Rita Rosner in Child Maltreatment

Animals obtain environmental information using different sensory modalities, and sensory organ size allows inferences concerning the importance of these modalities, which depend on numerous evolutionary or ecological factors. Here, we test whether sex, different evolutionary processes and climatic factors explain chemical and visual sensory organ size in South American Liolaemus lizards as a model. We obtained snout volume (vomeronasal organ proxy), eye surface area, and counted the number of secretory precloacal pores in males and females of 61 species. For evolutionary processes, we tested phylogenetic signal, and different evolutionary models; as well as compared evolutionary rate changes on these traits. We also explored different climatic factors associated with changes in these traits. Our results showed the majority of studied traits had low phylogenetic signal and fit a variety of models. Number of precloacal pores showed greater phylogenetic signal in both sexes and best fit a model of evolution with differential rate transitions model, and have a more complex evolution in females versus males. In males, snout volume correlated positively with precipitation, solar radiation and temperature; while male eye surface area was negatively associated with precipitation, solar radiation and wind speed. However, females appear to be more influenced by intrinsic evolutionary processes whereas males were more influenced by climatic factors. This is the first study exploring the evolution of female precloacal pores in squamates reptiles in general and provides evidence that sex and sensory modality type are strong predictive factors of sensory organ size.

Strategies in reading are viewed as essential tools needed to increase comprehension and learning from text. Especially in large-scale assessments, reliable and economic measures of reading strategies are needed which are valid to assess the strategy-performance relation. Questionnaire-based self-report measures are very popular but often fail to establish a positive relation between strategy use and performance. Nevertheless, these measures are objective and content valid as well as efficient in use. One explanation for this fact may be that, depending on students’ individual approaches to reading, various strategies may lead to better performance. Then, self-report questionnaires of strategy use (SRQs) would assess differences in strategic approaches of students which are not (necessarily) linked to performance. The aim of the present study was to investigate whether students’ differences in self-reported strategy use correspond to different strategic approaches in reading. The present study compares strategic reading behavior of a homogeneous sample of 22 high-achieving ninth grade students with superior performance in reading who were chosen for their high reading-related strategy knowledge and their difference in self-reported strategy use, assessed via questionnaire. Eleven students reported frequent strategy use (FSU) and 11 students reported seldom strategy use (SSU). For both groups, strategic reading behavior was assessed in an unobtrusive way using a computer-based multiple-choice reading test. Even though both groups showed little to none differences in reading performance, results indicate that FSU and SSU students differ in processing of text during initial reading and while re-reading text passages. In addition, they differed in how they proceed with reading tasks.

The efficacy of trauma-focused treatments for children and adolescents is well researched. However, less is known about the long-term and caregiver-reported effects. Searched databases were PsychInfo, MEDLINE, Cochrane Library, PTSDPubs, PubMed, Web of Science, and OpenGrey. Treatment effects of trauma-focused cognitive behavioral therapy (TF-CBT) were computed at 12-month follow-up with posttraumatic stress symptoms (PTSS) as primary outcome and symptoms of depression, anxiety, and grief as secondary outcomes. Concordance between participant and caregiver ratings were investigated. TF-CBT showed large improvements across all outcomes from pre-treatment to 12-month follow-up (PTSS: g = 1.71, CI 1.27–2.15) and favorable results compared to active treatments and treatment as usual at 12-month follow-up (PTSS: g = .35, CI .13–.56). More pronounced effects were found in group settings. No significant differences were detected between participant and caregiver ratings with high reliability across almost all outcomes and assessment points. TF-CBT is a reliable treatment for pediatric PTSS and secondary symptoms with stable results at 12-month follow-up.

En este informe detallaremos todo el proceso de pasantías que se llevó acabo en el centro de ciencias del deporte y la cultura física para el semestre 2022-I, con el fin de obtener el título de licenciado en educación física recreación y deportes otorgado por la universidad de córdoba. En el cual se realizaron diversas actividades de las cuales unas apuntan a dos enfoques de suma importancia para el desarrollo del futuro licenciado, ya que se implementan los conocimientos adquiridos a lo largo de la carrera como lo es el enfoque investigativo y el enfoque pedagógico. Además de las ya antes mencionadas, también se realizaron actividades de acompañamiento tanto para la comunidad estudiantil como para la comunidad en general de departamento y sus diferentes instituciones. Introducción……………………………………………………………………….. 3 Objetivos…………………………………………………………………………… 4 Fundamento teórico……………………………………………………………… 5 Cronograma de actividades…………………………………………………….. 6 Anexos……………………………………………………………………………… 11 Referencias bibliográficas……………………………………………………… 17 Pregrado Licenciado(a) en Educación Física, Recreación y Deporte Pasantías