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This study approaches the issue of autism in a case study. Specifically, it investigates how three key points in the daily life of a child on the autism spectrum change in the presence of a pet: social behavior, empathy and irritability. The aim is to study how the pet affects the child's daily life in the above points. The questions that are asked concern the close environment of the child, in order to be able to compare the situation before and after the presence of the pet. Teachers from the child's school and family environment participate in the survey. Questionnaires and personal interviews are used to collect information. The interviews are based on Goodman's S.D.Q (2005). The bibliography will refer to the method of Animal Assisted therapy- pet therapy, which concerns the treatment of syndromes, diseases, anxiety, disorders, through animals. The research questions that arise refer to improving the socialization of people with autism, increasing their social interaction and creating relationships and expressing their emotions. Then the data collected is analyzed and the conclusions of the research are drawn.

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

Research on mental health issues, such as anxiety and depression, which have become prevalent among pre-adolescents and lead to impaired functioning in family, academic, and social domains, is critically important. One prominent theoretical approach to explaining anxiety and depression symptoms is Acceptance and Commitment Therapy (ACT) and its Psychological Inflexibility Model. This study aims to elucidate the relationship between psychological inflexibility levels in pre-adolescents and their anxiety and depression levels. The Revised Children's Anxiety and Depression Scale--Child Version (RCADS) and the Avoidance and Fusion Questionnaire for Youth (AFQ-Y8) Child Form were used as data collection tools. Data were collected from 327 sixth-grade students (178 male and 149 female) attending three different public schools in Gaziantep, and a simple linear regression model was established with the obtained data. The findings indicated that psychological inflexibility significantly predicts internalizing disorder levels (R = 0.716, R Square = 0.513; p <0.01), total anxiety levels (R = 0.668, R Square = 0.446; p <0.01) and depression levels (R = 0.692, R Square = 0.479; p <0.01) of pre-adolescents. These results contribute to the literature on explaining anxiety and depression in pre-adolescents, and future studies should investigate the relationship between psychological inflexibility and externalizing problems such as aggression and anger.

This work, framed within a mental health prevention project aimed at early childhood education teacher students, aims to evaluate the suitability of the action to promote, in the educational field, the personal identification of traumatic experiences, incorporating them as vital learning. To this end, a performative action aimed at representing suffering and the capacity to overcome it was created, in which 71 early childhood education teacher students and 3 teachers participated, and which was implemented in Coruña (Spain), in 2022, in the postCOVID stage. In order to achieve the object of study, a research project was designed using public enquiry, documentary observation and participant observation to determine the suitability of the performance to the project's objectives. The results show how, through the representation of trauma, people have experienced that in the difficulties of life there is also learning, improving self-esteem and self-concept.

The application of an integrative approach in fairy tale therapy is a cutting-edge method for safeguarding the mental well-being of the younger generation in the era of digital education. The unique aspect of integrative fairy tale therapy is the integration of various methodologies, pedagogical approaches, linguistic techniques, art history, and psychotherapeutic methods within a single fairy tale framework. These are then tailored to the individual psyches of children, with the aim of fostering a well-rounded and healthy personality. Utilising fairy tale therapy techniques in the spiritual and moral growth of students can provide valuable insights into the effective implementation of fairy tale therapy programmes for preschoolers and schoolchildren. These programmes are rooted in the rich oral folk art of the Kazakh people and encompass a harmonious blend of spiritual, national, and universal values. The article reveals theoretical and methodological, general cultural and educational, psychological aspects of the study of fairy tale therapy as an integrative technology. The literature review of the main types of fairy tale therapy is also carried out, the functions of fairy tales are reveale. The educational, developmental, and cognitive possibilities of fairy tales are extensively utilised in academic and correctional-developmental activities with students. The importance of preparing future philologists, art historians, social teachers, psychologists, and kindergarten teachers in utilising fairy tale therapy techniques as an integrative technology is emphasised. The article discusses the theoretical, methodological, cultural, educational, and psychological aspects of fairy tale therapy as an integrative technology. This research is funded by the State Institution "Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan" under the project IRN AP19679368, which aims to preserve the psychological health of the younger generation in the context of digitalization of education.

This article adheres to UN guidelines concerning the Decade of Healthy Ageing (2021-2030) which aim to improve the lives of the older population. The objective of this study is to show how social dance with artistic-scenic purposes for a socially vulnerable group of older adults (third and fourth age) contributes to active ageing from social and health perspectives. The sample comes from a social group for the over-60s years and forms part of an artistic-community project in which participant observation has been carried out for five years. To obtain more data from the sample group, an "ad hoc" measurement instrument is developed based on a specific literature review on the topic. The results show that dance, group, and stage performance are a vital driver for members. The analysis shows that individual perspectives are higher than group perspectives. The research provides evidence that social dance groups improve motor expressiveness, stimulate the ability to think, memorize and create, among other aspects.

Service-Learning (SL) is a powerful methodology to acquire competences and values in Higher Education. However, there is still no widespread use in Information and Computer Science (ICS) degrees where most of the subjects are focused on the development of theoretical and practical contents purely related to technical competences. In this paper, we show the structure of a SL methodology to develop Bachelor's Thesis: 1) definition of proposals considering all the competencies of the Bachelor's Thesis subject and the needs of entities; 2) development of applications using agile methodologies, and 3) assessment of the SL experience from students, entities and professors. We present an experience developed in the 2019/2020 academic year with two entities devoted to disfavoured people. The results show both the high technical and professional quality of the projects and the high satisfaction of entities and students. We hope that the development of applications with the collaboration of non-profit entities allows the acquisition of both specific and transversal competencies on ICS degrees at the same time enhancing the development of useful professional ones.

The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 academic year in the United States. Data were collected through the COVID Experiences Survey from parents of children ages 5-12 years, administered using NORC's AmeriSpeak panel. Most parents reported satisfaction with supports (88.4%) and services (93.2%). Dissatisfaction with special education supports and therapeutic services was more common among parents whose children received supports/ services virtually than in person (special educational supports: aOR=12.00, 95% CI [1.49-96.89], p=0.020; therapeutic services: aOR=15.76, 95% CI [1.01-245.40], p=0.049). These findings suggest opportunities to improve design and delivery of online special education supports and therapeutic services as well as emergency preparedness by considering the needs of students with disabilities and their families.

Background: Despite the increased risk for people with an intellectual disability developing dementia, post-diagnostic psychosocial supports such as cognitive stimulation therapy (CST) are not routinely offered and there is limited research examining this intervention with people with intellectual disabilities. The aim of this study was to explore the feasibility of CST for older adults with intellectual disability to support active ageing. Methods: Five client participants attended a 14-session CST group and four staff attended a focus group. Reflexive thematic analysis was used to investigate the client and staff narratives. Results: Three key themes were generated--(1) Brain Health, (2) Connecting with others, and (3) Barriers and Enablers. Conclusion: Findings indicated the suitability of CST as a way of supporting active ageing for older adults with intellectual disability. This study adds to the growing knowledge about service provision for older adults and their changing needs as they age and identifies clinical implications such as staff training to support intervention adherence.

School teachers are susceptible to mental health issues due to the challenging responsibilities the teaching profession entails. While several interventions have demonstrated effectiveness in improving teachers' social emotional competencies and mental health outcomes, little work has examined the potential of dialectical behavior therapy-skills training (DBT-ST) in improving teacher outcomes. This study aimed to assess the effects of a five-session, Malay-translated DBT-ST on psychological symptoms (anxiety, depression, stress, burnout), social-emotional competencies, DBT skills use, and dysfunctional coping in a sample of school teachers in East Malaysia. Fifty-three participants were recruited and assigned into DBT-ST or a control group, consisting of attending a mental health talk. Analyses showed that DBT-ST participants reported greater decreases in student-related burnout and dysfunctional coping, and greater increases in DBT skills use compared to the control group from pre- to post-intervention. There were no between-condition differences on changes in other mental health outcomes, though session attendance was linked positively to improvements in several outcomes in the DBT-ST condition. Analyses of post-intervention feedback indicated that brief DBT-ST was deemed acceptable and feasible among the research participants. In conclusion, DBT-ST holds promise as an intervention to lower student-related burnout and facilitate adaptive coping among school teachers.

This literature review explores the impact of music on tonal language learning, with a focus on Mandarin Chinese. Utilising searches across major databases such as ERIC (EBSCO), ProQuest Central, Google Scholar, and Web of Science from 2005 to 2024, we selected relevant peer-reviewed English-language articles examining music's role in aiding tone acquisition and related cognitive processes. From 30 publications, findings are categorised into theoretical relationships, cognitive effects, melodic intonation therapy (MIT) applications and digital music applications. Theoretical frameworks emphasise the correlation between musicality and language proficiency, highlighting musicians' enhanced tonal perception and production skills. Cognitive effects include music's influence on pronunciation, memory and cultural understanding. MIT's effectiveness in tonal language learning is then discussed, emphasising its potential to improve cortical representations of tone categories. Finally, digital music applications are examined, focusing on language learning apps incorporating music for personalised and engaging learning experiences. The review finds significant literature reporting that music-based methodologies, aligned with experiential learning paradigms, hold significant potential in Mandarin Chinese acquisition. They enhance listening comprehension, spoken language production, and understanding of grammar and syntax. Similar to MIT principles, music-assisted tonal language learning utilises exaggerated melody and rhythm to improve language production, especially with complex words. This review is motivated by the recognition of music's potential benefits in language education, especially for tonal languages. It aims to provide educators and researchers with insights into effective methods and applications, guiding instructional practices and stimulating further empirical investigations in this interdisciplinary field. Ultimately, it contributes to the ongoing discourse on optimising tonal language learning methodologies.

Asthma morbidity disproportionately impacts children from low-income and racial/ethnic minority communities. School-supervised asthma therapy improves asthma outcomes for up to 15 months for underrepresented minority children, but little is known about whether these benefits are sustained over time. We examined the frequency of emergency department (ED) visits and hospital admissions for 83 children enrolled in Asthma Link, a school nurse-supervised asthma therapy program serving predominantly underrepresented minority children. We compared outcomes between the year preceding enrollment and years one-four post-enrollment. Compared with the year prior to enrollment, asthma-related ED visits decreased by 67.9% at one year, 59.5% at two years, 70.2% at three years, and 50% at four years post-enrollment (all p-values< 0.005). There were also significant declines in mean numbers of total ED visits, asthma-related hospital admissions, and total hospital admissions. Our results indicate that school nurse-supervised asthma therapy could potentially mitigate racial/ethnic and socioeconomic inequities in childhood asthma.

The rationale of this study was to evaluate the efficacy of Dog-assisted Therapy (DAT) in children and adolescents with Fetal Alcohol Spectrum Disorder (FASD). We conducted a randomized controlled trial in a cohort of 71 children and adolescents with FASD. Participants were randomly assigned either to DAT group (n = 38) or Relaxation Group (control group) (n = 33). Results revealed that participants who were assigned to the DAT group experienced significantly reduced externalizing symptoms (CBCL Externalizing Inattention: t (69) = 2.81, p = 0.007; d = 0.7); CBCL Opposition: t (69) = 2.54, p = 0.013; d = 0.6), reduced internalizing symptoms (CBCL Social problems: t (69) = 3.21, p = 0.002; d = 0.8) as well as improvements on social skills (SSIS-P Problem behavior: t (68) = 2.55, p = 0.013; d = 0.6), and quality of life (KidScreen Autonomy and Parents: t (51) = - 2.03, p = 0.047; d = 0.5) compared to the relaxation control group. The relaxation control group obtained significant differences between the pre- and post-treatment evaluation, diminishing withdraw symptoms (t (32) = 3.03, p = 0.005; d = 0.2). Results suggest that DAT and relaxation may be promising adjunctive treatments for children and adolescents with FASD.

Extensive research into wilderness therapy has not explored who benefits the most and who does not thrive in these programs. The present study examined demographic, clinical, and familial characteristics that distinguished adolescents who improve most in wilderness therapy programs from those who deteriorate. Using data collected by the National Association of Therapeutic Schools and Programs Practice Research Network, the study sample consisted of 5639 adolescents attending wilderness therapy programs which collected and contributed data to the Practice Research Network between 2017 and 2022. Measures included the Youth Outcome Questionnaire-Self Report and the McMaster Family Assessment Device, as well as demographic, familial, and clinical data collected by program staff. Using binary and univariate logistic regression, the study found individual and familial factors that predicted membership in the top 10% of adolescent participants in terms of mental health improvement from pre-to-post wilderness therapy and those factors which predicted membership in the bottom 10% in terms of poorer mental health from pre-to-post program. Considering the intensity, length, and financial resources associated with wilderness therapy program participation, these findings have important implications for wilderness therapy program staff professional development, communication of expectations to adolescents' parents/caregivers, and program admission decisions.

The purpose of this study was to examine potential differences in social learning between individuals with fragile X syndrome (FXS), the leading known inherited cause of intellectual disability, and individuals with non-syndromic autism spectrum disorder (ASD). Thirty school-aged males with FXS and 26 age and symptom-matched males with non-syndromic ASD, were administered a behavioral treatment probe designed to improve levels of social gaze during interactions with others. The treatment probe was administered by a trained behavior therapist over two days in our laboratory and included reinforcement of social gaze in two alternating training conditions -- looking while listening and looking while speaking. Prior to each session, children in each group were taught progressive muscle relaxation and breathing techniques to counteract potential increased hyperarousal. Measures included the rate of learning in each group during treatment, in addition to levels of social gaze and heart rate obtained during administration of a standardized social conversation task administered prior to and following the treatment probe. Results showed that learning rates obtained during administration of the treatment probe were significantly less steep and less variable for males with FXS compared to males with non-syndromic ASD. Significant improvements in social gaze were also observed for males with FXS during the social conversation task. There was no effect of the treatment probe on heart rate in either group. These data reveal important differences in social learning between the two groups and have implications for early interventions in the two conditions.

To meet the diverse needs of school-aged children, school psychologists often must collaborate with other professionals within and outside the school setting. Despite potential benefits, challenges exist related to interprofessional collaboration, including ethical challenges. This article explores some of the most salient ethical dilemmas that school psychologists are likely to face when collaborating with other professionals. Specifically, ethical issues related to competence, multiple relationships, informed consent/assent, privacy/confidentiality, assessment, and therapy are examined. Using vignettes, recommendations for navigating common ethical issues that may arise when engaging in interprofessional collaboration are offered. Suggestions are contextualized within the ethical principles and standards outlined in the American Psychological Association's "Ethical Principles of Psychologists and Code of Conduct" (2017) and the National Association of School Psychologists Professional Standards (2020), which includes the Principles for Professional Ethics.

This study explores the expectations of dance therapists/practitioners and parents and teachers of autistic children engaging in a developmental dance programme. Information gathered will support development of an evaluation tool aligned with the International Classification of Functioning Disability and Health (ICF) Core Sets for autism spectrum disorders (ASD). A qualitative study included a convenience cohort of teachers (n = 6), parents (n = 2) of children with ASD and therapists (n = 3). Three role specific focus groups were undertaken considering potential benefits and challenges of the programme. Content and thematic analysis was undertaken using NVivo12. Findings reflected four positive themes relating to behaviour, skills, social interaction and environmental supports. Therapists, teachers and parents focused differently on stereotypical and restricted behaviours, environmental supports and habits and routines respectively. These themes also emerged as challenges (to implement/achieve); with parents identifying more emotional and behavioural restrictions. A fourth challenge theme of transferability of skills emerged from teachers and therapists. Items mapped against 28 ICF Core Sets (across the lifespan) and six to ICF categories, with creativity and imagination mismatched. Findings highlight need for a specific outcome measure for dance and/or movement programmes for autistic individuals that captures meaningful functions across ICF domains for differing stakeholders.

Background: Medicaid is a key policy lever for expanding access to mental health services and supports for children in schools, especially low-income and minority children. This study examines how Medicaid finances mental health promotion and prevention (tier 1), screening and selected interventions (tier 2), and treatment (tier 3) in schools, informing policy recommendations to expand school mental health. Methods: Seventeen key informant interviews were conducted virtually from March to October 2022 with research, practice, and policy leaders in school mental health and Medicaid. Interview transcripts were thematically coded to inform recommendations. Results: Interview themes included that Medicaid is a key funder of mental health services, primarily in tier 3, and that braiding and blending funds is necessary to support services across all tiers in schools. Interviewees underscored the need to expand tier 2 in schools, to expand and diversify the behavioral health workforce (including via non-licensed providers, aligning school-employed provider licensure and billing requirements and building school-community referral relationships), strengthen teaming structures (including state children's cabinets, student case management, and education/Medicaid agency coordination), and leverage technical assistance and training to speed up adoption of new policies (including via guidance and templates that facilitate billing for school health services). Conclusions: Policymakers, practitioners, and advocates can use these findings to identify policies and strategies to expand school mental health and reduce inequities.

Background: Service user involvement is imperative in the delivery of mental health services. However, a paucity of research has explored how individuals with a learning disability find waiting for therapy. Therefore, this project aimed to explore how service users accessing a community learning disability team experienced waiting for psychological therapy. Methods: Ten adults on a waiting list for psychological therapy in Yorkshire, UK completed a semistructured interview, which explored their experiences of being on the waiting list. Interviews were transcribed and analysed using thematic analysis. Findings: Five superordinate themes were drawn from the analysis. Participants recalled long waits for therapy, struggled waiting and were unsure when therapy would start. Relief and hopefulness were common when they were put forward for therapy. Difficulties reading and/or remembering letters were prominent. Keeping busy and support from others helped participants cope while waiting. Participants would have valued additional support including having someone on call, regular check-ins and information on other appropriate services. Conclusions: This project led to a range of recommendations to inform a psychology waiting list standard operating procedure, service developments and improve the waiting list experience for service users. A future project exploring parent and carer experiences of the waiting list is warranted.

With the research reported on here we sought to determine whether children with attention-deficit/hyperactivity disorder (ADHD) displayed more symptoms of oppositional defiant disorder (ODD), conduct disorder (CD) and anger, which are categorised as externalising disorders, when contrasted to the control group and, also, whether gender and age impacted these ADHD comorbidities. ADHD is a neurodevelopmental disorder that presents before the age of 12 years according to which an individual displays a recurrent pattern of extreme inattentiveness, overactivity, and impulsiveness that inhibits performance, and is not age-appropriate. ODD is defined as a psychological syndrome characterised by disruptive behaviour, a pattern of anger and irritability, confrontational, and spiteful behaviour. CD is a psychological and behavioural syndrome characterised by difficulties with following rules, recurrent patterns of hostility, destruction, and dishonesty. Anger is a frequent reaction (contrasted to ordinary irritable mood), intense and long-lasting defensive or retaliatory response to perceived provocation or threat, which interferes with normal functioning. Both teacher and parent ratings on the Disruptive Behavior Disorders Scale, and self-report on the Anger Inventory of the Beck Youth Inventories were employed in this investigation. The sample (n = 216) consisted of 216 school children aged 6 to 15 years that were divided into an ADHD group and a matched control group without ADHD (50 boys and 58 girls in each group). The results indicate that children with ADHD displayed notably elevated symptoms of ODD, CD and anger. The externalising disorders are more pronounced in boys with ADHD than in girls. Age had no effect on the results. We recommend that externalising comorbidities should be the target of early interventions. Our findings contribute to the debate about how best to conceptualise ADHD regarding related behavioural and emotional disturbances, and the treatment thereof. Since these symptoms occur during childhood and progress to adolescence, early identification and management may improve the livelihood of those affected.

The Australian Outdoor Health (OH) sector provides diverse practices that support an interconnected human and ecological approach to health and wellbeing. There is an urgent need for the OH sector to develop a comprehensive ethical practice framework, to enable professional recognition and other initiatives to progress. This would bring the sector in line with similar health and wellbeing occupations including social work, psychology, and counselling that have established professional recognition. A key feature of professional recognition is the acceptance of a Code of Ethics or Ethical Framework to guide practice and enhance standing in the field. This scoping review of the literature is undertaken to aid in developing an OH ethical practice framework. Findings suggest the framework should incorporate two overarching themes of beneficence and nonmaleficence, and contain six guiding principles: diversity, equity, advocacy, justice, accountability, and competence. We discuss these findings, situate them within broader OH community and health sector discourses, and make recommendations for establishing an Australian ethical practice framework to assist the move towards professional recognition and drive ethical OH practice.

Internationally, over 60% of all lifetime cases of mental health disorders are identified as emerging by 25 years of age. In Australia, young people (aged 16-24 years) report the highest prevalence of mental health problems. Acceptability of mainstream services for young people is a concern, particularly for clients 18-25 years, heterosexual males and certain marginalised communities. With unaddressed distress in young people a precursor to poor, potentially lifelong mental ill-health trajectories, the provision of acceptable, and accessible mental health services remains a critical system imperative. Outdoor therapies, such as outdoor talking therapies, present an option for increasing the breadth of mental health interventions available to young people. Reported benefits of outdoor therapies include improved self-esteem and confidence, positive and negative affect, stress reduction and restoration, social benefits, and resilience. As outdoor therapies draw on multidisciplinary skillsets, this modality has the potential to expand services beyond existing workforce capacities. However, there are evidence gaps that must be addressed before mainstreaming of this treatment modality can occur. Here we overview the existing evidence base for "outdoor talking therapies," as a form of outdoor mental healthcare, to determine their appropriateness as an effective and efficient treatment modality for young people with psychological distress in Australia and elsewhere. We then propose a research protocol designed to determine the acceptability, efficacy and efficiency of 'outdoor talking therapies'. Our aim is to help address identified youth mental healthcare service shortages in Australia, and potentially support the health of our mental healthcare workforce.

Surf therapy is a structured intervention which utilizes surfing as a vehicle to achieve therapeutic benefit (International Surf Therapy Organization [ISTO], 2019). Surf therapy is presently delivered internationally within a diverse array of contexts and populations. Despite the publication of many internal evaluation studies, little research has examined themes common to the process of surf therapy across programs. The present study recruited a sample of ISTO-affiliated surf therapy programs (n = 33) to engage with an online survey, "Mapping the Stoke," examining core aspects of surf therapy structure and process internationally. Findings indicated both similarities across current program delivery internationally, with examples of primary similarities including target age (adolescents and young adults) and population (mental health), recruitment (self-referral), and structure (group sessions), geographic delivery (major cities) and challenges (funding). Areas of greater diversity included support staff (roles/qualifications), therapeutic aims, measures (outcome) and therapeutic structures. The present study outlines concrete structures and processes which appear integral to the delivery of surf therapy across cultures.

Autistic adults face elevated risks for depression and unemployment, yet a systematic review of studies on the intersection of depression and employment in autism is needed to inform research and clinical efforts. The present review synthesizes findings from studies that (1) measure both depression and employment in autistic adults, and (2) empirically test associations between these constructs. Results support other work indicating elevated prevalence rates of depression and unemployment in autism with new information on the complex associations between constructs. Insights from the present review were used to (1) discuss associations between depression and employment in autism, (2) identify current challenges to understanding the intersection of depression and employment in autism, (3) propose future lines of research, and (4) suggest clinical applications for providers (e.g., mental health clinicians, vocational rehabilitation practitioners) working with autistic adults.

A Multiple Intelligence and Expressive Therapies approach for counselling adolescents experiencing anxiety is proposed. Anxiety disorders are the most prevalent mental health challenges experienced by adolescents. Research reveals the association between anxiety in teenage years and psychiatric disorders in later life. Data is presented on the increasing incidence of anxiety in adolescence and the limits of commonly applied therapies. Adolescence is characterised as a time of turbulence and change, and the issues that adolescent clients bring to counselling are diverse and often complex. Evidence from several studies in counselling have shown positive outcomes through linking multiple intelligences and expressive therapies as an integrative therapy. The potential benefits of applying this combined approach to secondary school students are discussed.

In January 2021 the author read "Hey, Kiddo" by Jarrett Krosoczka. The author connected on so many levels with this graphic novel memoir, and knew that it would speak to their students, as well. Krosoczka not only wrote "Hey, Kiddo," but he illustrated it, as well. The author states they knew the healing impact a book could have when a reader connected with characters, events, or themes. The author's high school houses the district's arts magnet school, and since the Inspire Grant proposal had an art focus, they reached out to the director of the magnet program. The author shared their ideas for working with the magnet classes to connect with students to participate in what would eventually become a multilayered event. The program was voluntary, and they ended up with approximately eighty students choosing to participate. The premise behind the grant was for students to know they weren't alone and to provide them with outlets for healing. The graphic novel format removed a literacy barrier and made the book accessible to students at many reading levels throughout the school. Once the books were delivered to students, small-group sessions with counselors were scheduled to take place two weeks out, allowing students time to read the book. Copies of the book were supplied to the school counselors, as well. The goal of the small groups was to provide students a safe place to discuss the emotional story and to process feelings and personal connections that arose from their reading. The grant also included a school visit with goats. Students of all grade levels, social groups, and ability levels sat side by side with staff to pet and groom the different animals. According to the author, they were one community healing together.

It is important to examine women's experiences in the infertility process, as being a woman is perceived as a concept that overlaps with motherhood, and the woman herself is exposed to physical pain during the treatment. In this research, which was carried out with a phenomenological pattern, one of the qualitative methods, the experiences of married women diagnosed with infertility regarding the infertility process were examined, and it was tried to determine the themes that would help psychological counselors in the therapeutic process. The study group consists of 10 women selected by criterion sampling using purposeful sampling methods. The results of the research were discussed under seven headings: infertility experience, stress factors, acquired skills, social support resources, the role of the spouse, coping skills, and belief in the treatment. The theme of the infertility experience includes codes of negativeness, helplessness, frustration, and compelling; the theme of stress factors includes codes of expectations, pressure, uncertainty, the passage of treatment, personal conflicts, against his spouse's liability, failure, and the search for a solution; the theme of acquired skills includes codes of coping with the challenges, obtaining medical information, hoping, common share, body recognition, gender awareness, healthy eating, the theme of social support resources includes codes of, contact, spouse, family, friend, and counselor; the theme of the role of spouse includes codes of support; the theme of coping skills includes codes of, religious beliefs, social activities, the sense of common humanity, work and psychological support; the theme of faith for treatment includes codes of hope and despair.

Mauri Tui Tuia is a professional development programme established by the first and second authors who are a Registered Arts and Dance Movement Therapist and a Registered Music Therapist respectively. Mauri Tui Tuia seeks to empower educators to develop a kete of tools to support children in building resilience and maintaining wellbeing, through the medium of trauma-informed music and dance movement therapies. In this paper we discuss the theories that underpin the mahi (work) and give a broad overview of some of the ways our unique collaborative practices can potentially provide sustainable support for our communities in the wake of traumatic events, including the COVID-19 pandemic.

Microaggressions can and do occur in the counseling process, yet there is a dearth of literature about how counselors-in-training (CITs) experience this phenomenon from clients or how they may respond to clients who perpetuate microaggressions against them in a therapeutic setting. Therefore, in this constructivist phenomenological study, we explored CITs' experiences of microaggressions from clients in the counseling process. Two interviews with six participants of various marginalized identities revealed the following themes: (a) internal reactions, (b) attempts to contextualize, (c) prevalence of microaggressions, (d) navigating microaggressions, and (e) seeking support. Findings and implications for CITs and counselor educators and supervisors are discussed.

Many student affairs professionals have experienced grief spanning across their personal and professional lives. As student affairs professionals, they often serve on the "front lines" when bad things happen. These roles are mentally exhausting to take on and can be overwhelming. This article explores two different cases of staff deaths, from the perspective of the Senior Student Officer, at two unique institutions, and how the student affairs staff managed their own grief processes while leading and supporting their teams. A theoretical framework of secondary traumatic stress, grief, and healing is woven throughout the article, with special attention focused on the healing process and reflections for practice.

My essay aims to develop my authorial map-account of Martin Duberman's various educational paradigms manifest in his experimental seminars at Princeton University, Hunter College, and Lehman College CUNY, 1966-1971 (and beyond) that I abstracted from his claims about his innovative educational teaching. I tried to develop a terrain of educational philosophical paradigms that shaped his goals, judgments, definitions of success, frustrations, and so on, and engage in a dialogic analysis of this terrain. His innovative pedagogy was driven by diverse and often conflicting educational philosophies involving democracy, dialogism, and therapy, among other values. I discuss the synergies and conflicts of these values in Duberman's pedagogy.

Behavior analysis is the scientific study of behavior. Radical behaviorism is the worldview of behavior analysts and this perspective drives how we think about behavior, assess the influences on behavior, and develop strategies to change behavior. There is evidence that some behavior analysts are using interventions that are not conceptually consistent with foundational principles, which results in using treatments not based on strong scientific evidence of effectiveness, and thus, are less effective and potentially harming the client. The reasons for this drift (from radical behaviorism) could be due to inadequate training in our philosophy, poor supervision, persuasion, and financial contingencies, among others. To maximize positive impact on the consumer, and to stay true to scientific roots, behavior analysts must adhere to the worldview of behavior analysis and radical behaviorism. By doing so, one's work will be based on science, and thus will protect our science and, more importantly, the consumer.

Leaf and colleagues (2016) provided a definition and description of progressive applied behavior analysis (ABA) in the context of autism treatment in which a behavior analyst takes a structured, yet flexible, approach to treatment that is responsive to the learner and includes on-going, in-the-moment analysis of teaching. Since Leaf and colleagues' publication, there have been many research and dissemination advancements across the domains outlined in the original paper. This includes advancements in the types of progressive procedures implemented, instructional arrangements, progressive reinforcement strategies, preventive functional analysis, progressive discrete trial teaching, data collection, progressive curriculum development, and staff training. The purpose of this paper is to highlight these advances citing peer-reviewed research where possible. Although many advancements have occurred, there is still a great need in the field of ABA for more clinicians and researchers to evaluate and implement procedures associated with the progressive approach to ABA. The paper will conclude with a call to action for behavior analysts to move away from rigid, protocolized, and conventional ABA practices and move towards implementing progressive ABA.

PTSD is a common mental health disorder among students across the globe that manifests after encountering traumatic events. This study explored the nexus between poverty and PTSD among students. This review employed a scoping review lens to examine the nexus between PTSD and poverty among students. Literature search was conducted in online databases such as PubMed, Google Scholar, Scopus, and Semantic Scholar. This study followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) extension for scoping reviews (PRISMA-SCR) for study selection and data extraction. Poverty is a significant factor that predisposes individuals to the development of post-traumatic stress disorder after experiencing a traumatic event, as determined by this review. In addition, this review discloses that psychological treatments such as Trauma Focused Behavioural Therapy, Cognitive Behavioural therapy for PTSD, narrative exposure therapy among others have been identified as effective for treating PTSD; however, the cost of treatment has been found to be unaffordable among poor individuals. This study also revealed that there is a dearth of empirical studies that focus specifically on students' PTSD and Poverty or studies conducted in educational settings with reference to PTSD and poverty. In light of this, this study recommends that feature research should investigate the relationships between PTSD and poverty among students.

Therapy dogs positively impact students mental and emotional well-being, which can improve the student's academic performance. Therapy dogs can reduce stress and anxiety levels, which leads to better concentration and improved learning outcomes. Canines can also help improve social skills and behavior, which fosters a more productive classroom environment. School accountability becomes more critical each year. Student performance on state assessments determines accountability ratings. This study investigated therapy dogs' impact on academic achievement in a rural middle school math classroom. By addressing this issue through learning motivational theory, the quantitative research sheds light on how incorporating canine animal-assisted interventions into the daily classroom routine can increase student achievement.

The brain organizes somatosensory experience based on the body location from which it originated and the pathway by which in arrived. Here, I present a classroom discussion-based activity centered around the concept of a phantom limb to allow students to explore how cortical representation of sensory experience can be altered. The goal of the activity is to allow students to explore concepts surrounding plasticity of cortical representation. The mouse barrel cortex, a common model system for studying these effects, will be presented to explore potential mechanisms of the change. Finally, the students will hypothesis how the mirror box therapy can be used to ameliorate phantom limb pain without the use of pharmacological treatment. The activity is designed for second- or third-year biology or physiology majors and can be conducted in a single class period. Students can work in small groups answering questions before discussing their answers as a class. There are many opportunities to expand the discussion described.

Meeting the unique needs of high-achieving students is particularly challenging for professional counselors. Currently, there is a paucity of research that prioritizes the needs and social-emotional development of high-achieving students in accelerated curricula. This study examined the effectiveness of a modified version of the cognitive behavioral therapy for perfectionism (CBT-P) small group intervention on the perfectionism, negative affectivity, and social-emotional well-being of high-achieving students. A series of ANCOVA analyses revealed a statistically significant difference in negative affectivity and self-oriented perfectionism between treatment (n = 20) and comparison (n = 21) groups. No statistically significant difference was found regarding participants' socially prescribed perfectionism or social-emotional well-being. The modified CBT-P yielded large effects ([partial eta-squared] = 0.22) in reducing negative affectivity and medium effects ([partial eta-squared] = 0.11) in reducing self-oriented perfectionism. These findings further support this population's need for specialized school-based interventions and illuminate future research directions.

Children's experiences of animal fears can be caused by direct conditioning, experiencing negative events, or modeling others' fears or situations. The fear of an animal that develops in a child as a result of various experiences may turn into an animal phobia over time. This study aims to examine the effectiveness of EMDR interventions for two different children with animal phobias through case studies. In the interventions conducted with the children in this study, facilitative techniques such as allowing the children to express themselves through drawings were utilized in addition to EMDR procedures. The study utilized a multiple-case study design, which is among qualitative research methods. One of the cases is a 9-year-old boy who developed a phobic condition related to dogs after being attacked by a dog and experiencing psychological distress associated with his dog phobia in daily life (such as running towards home, increased heart rate, and screaming when seeing a dog on his way home from school). The second case is a 10-year-old boy who developed a phobic condition related to insects after being stung by a bug while sleeping, experiencing fear of bugs in nature, such as during a picnic, and having difficulties sleeping alone. In this study, narrative analysis was utilized in the data analysis to describe the experiences of Client-1 and Client-2 regarding their phobic conditions and to present their narratives related to EMDR intervention in a chronological and holistic manner. According to the research findings, EMDR interventions conducted with two children (C1 and C2) who had animal phobias were found to have a positive impact on their phobic conditions. The current study revealed findings related to negative cognition as "I am afraid" and positive cognitions as "I am brave" and "I can overcome it" regarding children's phobic conditions, along with the expressions provided by the children during the interventions. In future studies, presenting the outcomes of EMDR interventions for children's phobic conditions in a qualitative design would allow for a more in-depth analysis of the prominent cognitions and expressions of the children.

Introduction: Team-based learning and Problem-Based Learning can be integrated for in person and online psychology or behavioral health related courses in higher education. Statement of the Problem: Historically, team-based learning and problem-based learning have been considered separate (and seemingly competing) activities and not often conducted concurrently during a course. Literature Review: A review of the literature on team-based learning, however, has uncovered some cases where team-based learning and problem-based learning were integrated together in a course. Teaching Implications: The purpose of this article is to present a case example in which team-based learning and problem-based learning were integrated together in two master's level sex therapy courses: one in the U.S. and one in Austria. The article describes how this integration was achieved through outlining the activities of the class and the possible benefits seen based on self-report. Conclusion: Integrating team-based learning and problem-based learning was an effective method for teaching two master's level sex therapy courses and may have relevant application to psychology classes and/or treatment-oriented topics in behavioral health.

The author discusses the process of play in terms of six elements in the play cycle first introduced by Sturrock and Else in 1998 and revised by King and Newstead in 2020--precue, play cue, play return, play frame, flow, and annihilation--and their relation to Winnicott's concepts of "potential space" or the "third area," which Sturrock referred to as the "ludic third." Claiming that, although four of the six elements can be observed in actual play, two--flow and precue--cannot, the author focuses on the importance of flow in established play cycles enabling the sharing of children's inner and outer worlds with other children and adults during their play. He also considers the implications of such play cycle flow in both therapeutic and learning contexts.

In this study, we aimed to analyze the incremental effects of sensory integration therapy (SIT) plus neurodevelopmental therapy (NT) versus NT alone on the attention and motor skills in children with Down syndrome (DS). We randomly assigned into experimental (i.e. SIT + NT; n = 21) and control (i.e. NT alone; n = 21) groups. While NT was applied to both groups for six weeks, SIT was applied simultaneously to the experimental group for six weeks. Participants' motor functions (Bruininks-Oseretsky Test of Motor Proficiency--Short form (BOT-2 SF)) and attention skills (Stroop TBAG (Turkish Scientific and Technological Research Association) Form) were evaluated before and after treatment (6 weeks later). Stroop TBAG and BOT-2 SF scores of the groups were similar at the baseline (p > 0.05). Significant improvement from baseline was observed in both BOT-2 SF, and Stroop TBAG results in both groups (p < 0.05). In addition, the improvement in both BOT-2 SF and Stroop TBAG results was found to be greater in the experimental group compared to the control group (p < 0.01). There were clear advantages to adding SIT to NT alone when seeking to improve motor and attention skills in children with DS.