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Article 1: Lenz, A. S., & Hollenbaught, K. M. (2015). Meta-analysis of trauma-focused cognitive behavioral therapy for treating PTSD and co-occurring depression among children and adolescents. Counseling Outcome Research and Evaluation, 6, 18–32. doi:10.1177/2150137815573790

Learning Objective: 12.1.b Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Summary: This meta-analysis evaluates the results of 21 studies covering 1,860 children and adolescents to examine the effectiveness of trauma-focused cognitive behavioral therapy for PTSD and co-occurring depression. Results supported the efficacy of the treatment for both PTSD and co-occurring depression.

Questions to Consider:

1. What is trauma-focused cognitive behavioral therapy?  How would this treatment involve children and their parents?
2. What were the results of this study? How did these results vary by group (age, gender, etc.)? What does this say about the efficacy of this therapy?
3. What are the implications of this study? With whom should this therapy be used? Are there any limitations to this study?
    

Article 2: Stryker, R. (2013). Movement without movement: ‘RAD kids’ as circulatory problems in United States adoption pipelines. Norwegian Centre for Child Research, 20, 337–353. doi:10.1177/0907568213483148

Learning Objective: 12.2 Differentiate between Reactive Attachment Disorder and Disinhibited Social Engagement Disorder in terms of their key features, causes, and treatment.

Summary:  Stryker describes the case of two children who had been through overseas adoption and had RAD. This case study highlights the shortcomings of intervention efforts to allow children to move from institutional care to nuclear families.

Questions to Consider:

1. Describe the Evergreen model. How was it developed? What research supported it?
2. Why did Bettina and Sergei’s adoptive parents seek treatment? How well did this work? What happened to the two children?
3. Some therapists continue to practice at least portions of the Evergreen model. Should they? Why or why not?
    

Article 3: Lamela, D., & Figueiredo, B. (2015). A cumulative risk model of child physical maltreatment potential: Findings from a community-based study. Journal of Interpersonal Violence, online ahead of print. doi:10.1177/0886260515615142

Learning Objective: 12.3 List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and evidence-based treatments.

Summary:  Many studies have identified individual risk factors for child maltreatment. This study sought to consider those factors in combination with one another to determine if there is a linear cumulative relationship or a threshold cumulative risk. Results supported the threshold model such that parents with six or more risk factors were much more likely to engage in physical maltreatment.

Questions to Consider:

1. What is the difference between linear cumulative risk and threshold cumulative risk? Why is it important to consider these instead of just looking at individual risk factors?
2. What risk factors were investigated? Why were these chosen? What other risk factors might be included in future research?
3. What are the limitations of this research? How should these results inform work with families?