Association for Children at Risk

Synchronous positive affect (SPA) is a key element of parent-child interaction quality which is related to favorable developmental outcomes. Children with autism spectrum disorder (ASD) and their parents tend to show less SPA compared to other populations. The current study explored changes in SPA made by parents and their children with ASD following the Preschool-Based Early Start Denver Model (PB-ESDM) intervention. Thirty children receiving PB-ESDM and 23 receiving treatment-as-usual (TAU) were assessed pre- and post- intervention using microanalysis of video-recorded parent-child interactions, in which SPA was quantified. Results showed a significant increase in SPA among children receiving PB-ESDM who had lower pre-treatment adaptive functioning. These findings suggest that SPA may serve as a sensitive treatment outcome measure for children with poorer adaptive functioning, who often struggle to show significant changes on standardized measures. The study's modest sample and non-randomized design are noted as limitations.

These days, children are exposed to a variety of information sources and channels, which create more complex interactions than ever before. It is important, therefore, to develop and reinforce children’s self-leadership. The present work is a narrative qualitative study focusing on the story of Lile, a 14-year-old Israeli girl who was assessed as a passive, quiet child, preferring not to stand out or express herself face-to-face or through the numerous media channels where other children in her class are active. The purpose of the study was to document the process of transformation experienced by Lile, from a child who avoided interaction as much as possible into a child seeking interaction. Lile stopped treating herself as stupid and censuring herself for things she did not say or did not do. She understood her difficulty, learned to accept it, learned to process and contain her feelings, not to try to hide them from herself, and learned to express feelings and apprehensions aloud, without fear of herself and of others.

The most important principle underlying the PPSI is its ecological implementation—in children’s natural educational setting (preschool), while involving their own natural social partners (preschool peers) as change agents, and with their own on-site teachers or therapists as the intervention facilitators. This chapter presents practical guidelines for implementing the entire ecological PPSI model, beginning with description of facilitators’ recruitment and training, continuing with systematic procedures for evaluating the child’s social profile and designing each child’s personalized intervention, and concluding with monitoring and generalization processes. Specifically, this chapter presents initial screening and evaluation procedures to construct each individual child’s social profile; guidelines for modifying the PPSI protocol to deliver the various curricula sequentially or simultaneously, as tailored to fit each child’s own peer engagement needs; corresponding selection of each child’s social goals; methods for monitoring the child’s progress during and after the intervention as well as the program’s reception in the wider preschool environment; and ways to promote generalization of learned skills to the child’s ongoing preschool activities as well as at home.

Treatment protocols for preschoolers with posttraumatic stress disorder (PTSD), especially following single trauma and medical trauma exposure, are sparse. The co-occurring severity of caregivers’ and children’s posttraumatic symptoms is a robust finding. Consequently, treatment that focuses both on children’s and caregivers’ PTSD symptoms directly is important. The study aims were to evaluate the feasibility of dyadic exposure therapy (DET) and supportive dyadic client-centered therapy (DCCT) and to perform a preliminary analysis of the degree of change in DET and DCCT. Twelve preschoolers (M = 49.25 months, SD = 13.84) with PTSD, their 12 mothers and 9 of their fathers, were randomly assigned to 15 sessions of DET (n = 6) or DCCT (n = 6). All participants completed their respective interventions. Only DET yielded significant improvements on mother-rated measures of child and maternal PTSD symptoms and appraisals. Therapy focused on child-caregiver PTSD symptoms directly may ameliorate the bidirectional effects of symptomatic responses within the traumatized dyad.

Reserve duty is described as cyclical, ambivalent, and complex and as involving traumatic elements in all militaries. However, to our knowledge, little has been written about how the soldiers themselves phenomenologically define the experience within specific social contexts. Israel has mandatory military service for all citizens, many of whom continue to serve in the reserves. Given the ongoing conflicts in the region, combat reservists are often called upon to serve. Our aim in this paper is to investigate these soldiers’ transitions from their call up to their engagement in battle, and finally, to their return home. Our methods will be to use the narratives of twelve such soldiers. The central themes describe a deep conflict between collective versus individual cultural narratives that create dilemmas and stress at each of these stages of transition. The narrative framework and culturally contextualized, rather than trauma-related, focus of the findings shed new light on combat soldiers, self-defined stressors, and their relationship to specific socio-cultural contexts.

Objective: This study explored manual-based personalized intervention for mothers of children with SLD and/or ADHD, as possibly contributing to (a) mothers’ parenting-related emotional/coping resources, (b) family functioning, and (c) child adjustment, compared with a control group of mothers. Method: Participants were 73 mothers of a child formally diagnosed with SLD and/or ADHD ages 7-17. Mothers were assigned to an experimental (n=40) or control (n=33) group. Short-term intervention utilized a three-stage emotion–cognition–behavior model. Pre-post assessments included maternal affective resources (positive/negative affect, parenting stress), maternal coping resources (general coping strategies, coping specifically with diagnosed child’s negative emotions), family cohesion/adaptability, and diagnosed child’s externalizing/internalizing syndromes. Results: Significant interactions emerged between group (experimental/control) and time (pre/post) for most study variables. Conclusion: Findings clearly revealed the intervention’s significant impact. Only the trained mothers demonstrated significant gains over time for most of the maternal, family, and child indices, whereas the untrained mothers did not.

The importance of collaboration between organizations, especially in the modern world, has been discussed extensively by researchers from different fields. Yet, the importance of the context, trust dynamics, and the employment social environment, such as the interplay among these factors, i.e., trust, individual behavior, and political behavior, has been less studied. This study evaluates the role of trust in and between organizations on successful collaboration processes. Using qualitative methodology, we interviewed 11 senior directors who were involved in a specific case-study of collaboration among four major organizations as well as direct observation, documentation, and archive records. Our findings emphasize the importance of analyzing multilevel trust, interpolitics, and intrapolitics, even when success is at stake. We suggest that managers have to account for emotional involvement at the individual level, even when successful organizational-level collaboration occurs. Overall, we found that there are two aspects of trust in a collaboration process between organizations: system’s aspect and personal aspect. Each aspect is influenced by various factors, mainly different goals and interest and lack of procedures or regulations (from the system’s aspect) and feelings of vagueness in goals and managerial procedures as well as feelings of exploitation (from the personal aspect). In addition, we found that past acquaintances, mutual experience, and shared visions raise the level of trust, which in turn affects the reciprocal relations and therefore the collaboration process resulting in higher social effectiveness for social services.

To assess the obstetric and psychological effects of visual biofeedback by transperineal ultrasound (TPU) during the second stage of labor. This was a prospective, single-center observational study of low-risk nulliparous women with epidural analgesia undergoing vaginal delivery. Visual biofeedback using TPU was provided to 26 women during the second stage of labor. Pushing efficacy was assessed by the change in the angle of progression (AoP) at rest and during pushing efforts, before and after biofeedback. Obstetric outcomes included incidence of perineal tearing, mode of delivery and length of second stage of labor. Psychological outcomes were assessed by self-reported measures obtained during the postnatal hospital stay and included measures of perceived control and maternal satisfaction with childbirth, as well as level of maternal feelings of connectedness with the newborn. Obstetric and psychological results were compared with those of a control group of 69 women who received standard obstetric coaching from midwives. Pushing efficacy increased significantly following visual biofeedback by TPU (P = 0.01), as indicated by a significantly lower delta AoP before (mean, 22.2° (95% CI, 13.9-31.7°)) compared with after (mean, 35.2° (95% CI, 25.9-45.3°)) biofeedback. A significant association was found between visual biofeedback and an intact perineum following delivery (P = 0.03). No significant differences were found between the two groups with regard to mode of delivery or length of the second stage. Feelings of maternal connectedness with the newborn were significantly stronger (P = 0.003) in women who received visual biofeedback than in those who did not. However, perceived control during childbirth and maternal satisfaction with childbirth did not differ significantly between the biofeedback and control groups. This pilot study suggests that biofeedback using TPU may serve as a complementary tool to coached maternal pushing during the second stage of labor, with obstetric as well as psychological benefits. Further studies are required to confirm our findings and define the optimal duration of the intervention. Copyright © 2017 ISUOG. Published by John Wiley & Sons Ltd.

This paper surveys the existent theoretical and research literature regarding the needs of preschool children in the context of disasters and terrorism with the aim of understanding (a) the consequences of such events for young children and (b) the main moderating variables influencing the event-consequence association to learn how to enhance their resilience. Consequences include a variety of emotional, behavioral, and biological outcomes. Implications for refugee children are discussed. Main moderating variables were mother's sensitivity and mother's PTSD symptoms. Exposure to disasters and terrorism may have severe effects on the mental health and development among preschool children. Future research should explore the implications of different levels of exposure and the effects of moderating psychosocial and biological variables, including the parent-child triad, on the event-consequence relationship.