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Cancer
Published in Deborah Fish Ragin, Health Psychology, 2017
Educational Interventions There are two general types of educational therapy. One focuses on providing information about cancer and its treatments. Such support can be offered immediately, that is, as soon as the diagnosis has been shared, and can continue throughout the treatment and post-treatment phases. It can also serve as a useful means of support for patients when making decisions about their treatment options (Moadei & Harris, 2008).
Educational Therapy’s Ancestry and Migration
Published in Maxine Ficksman, Jane Utley Adelizzi, The Clinical Practice of Educational Therapy, 2017
Gail Werbach, Barbara Kornblau, Carole Slucki
Ruth Mallison wrote Education as Therapy (1968), which was based on a series of seminars on educational therapy for neurologically impaired children. She distinguished educational therapy from therapeutic education, but acknowledged that in either case, the skill and sensitivity of the teacher are of utmost importance. Mallison included parents in joint sessions with or without the child when indicated and advocated the importance of listening to both their viewpoints and cares while remaining neutral, serving as a “… bridge over which they can talk to each other and begin to hear each other” (Mallison, 1968, p. 154). She defined educational therapy as “… a prescriptive approach to instruction wherein highly specialized skills are utilized to reduce or modify various learning disabilities” (Hensley, 1966, p. 130) and said that educational therapy consists of assessment of the total child and formulation of a dynamic program that “will include areas of functioning, behavior, and social behavior, as well as academic work.” She added, “there is no rote approach, no standardized system …. Every child seems again new at every session” (Mallison, 1968, p. 161). She warned that
Psychometric properties of the Child and Adolescent Trauma Screen (CATS) in a sample of Swedish children
Published in Nordic Journal of Psychiatry, 2021
Doris Nilsson, Iza Dävelid, Sara Ledin, Carl Göran Svedin
Since 2018, Linköping University has provided training in the treatment model Trauma-Focused Cognitive Behavior Therapy (TF-KBT). TF-KBT is a treatment method for children who have been involved in traumatic events and have symptoms of PTSD after that. The therapists who are university students are usually social workers, psychologists, psychotherapists, or doctors and are obliged to have at least one course of educational therapy with children and family. The children have turned to their child and adolescent clinic, where their therapist works, because of experienced trauma and trauma symptoms. The child’s treatment takes place at the clinic, but the educational therapist receives supervision at the university. Of 82 cases, 42 agreed to participate and fulfilled the age criteria of being 7–17 years of age. For more information about the characteristics of the clinical sample, see Table 1.
Current nutritional approaches in managing autism spectrum disorder: A review
Published in Nutritional Neuroscience, 2019
Structural brain abnormalities such as increased brain volume, changes in brain functions (e.g. abnormal levels of neurotransmitters and neuropeptides, defects in the connectivity, and synchronism of cortical structures), systemic indicators related to metabolism (e.g. mitochondrial dysfunction and abnormal urinary excretion of organic acids), immune dysfunctions, and excess urinary excretion of opioid peptides are potential biomarkers of autism.8 Hypoperfusion has been reported in certain areas of the brain and findings suggest neuroinflammation and gastrointestinal inflammation.8 Repetitive behaviour, living in a world of one’s own, difficulty in expressing oneself verbally or nonverbally, obsessive behaviour, lack of eye contact, reduced interest in the outside world, repeating certain words out of context, strange movements such as rocking or flopping, hyperactivity, resistance to change, and sleep disorders are behavioural symptoms of ASD. Although there is no cure available, a multidisciplinary approach is used to alleviate the symptoms. Psychotropic drugs, chelation therapy, hyperbaric oxygen therapy, educational therapy, speech and pronunciation exercises, social skills therapy, occupational therapy, physical therapy, and medical nutrition therapy are aspects of this multidisciplinary approach.3
Reading Intervention for Students with ASD in the Middle Grades: An Alternating Treatment Study of Embedded Interests Reading and Expository Text Conditions
Published in Developmental Neurorehabilitation, 2022
Michael Solis, Colleen K. Reutebuch, Terry Falcomata, Zaira Jimenez, Danielle Cravalho
Instructors. Instruction was provided by four teachers employed by educational therapy center. The instructors all had training as behavior technicians and were overseen by a Board-Certified Behavior Analyst (BCBA) credentialed staff person. Teachers completed daily interobserver agreement coding with each other for all tutoring sessions. All intervention sessions were conducted 1:1 in a conference room with no other students present. A researcher was present as needed during sessions to provide the instructor feedback and support.