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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Child Advocacy Center Based Group Treatment For Child Sexual Abuse, Grace S. Hubel, Christopher Campbell, Tiffany West, Samantha Friedenberg, Alayna Schreier, Mary Fran Flood, David J. Hansen
Child Advocacy Center Based Group Treatment For Child Sexual Abuse, Grace S. Hubel, Christopher Campbell, Tiffany West, Samantha Friedenberg, Alayna Schreier, Mary Fran Flood, David J. Hansen
Department of Psychology: Faculty Publications
The present study examines initial symptom presentation among participants, outcomes, and social validity for a group treatment for child sexual abuse delivered at a child advocacy center. Participants were 97 children and their nonoffending caregivers who were referred to Project SAFE (Sexual Abuse Family Education), a standardized, 12-week cognitive-behavioral group treatment for families who have experienced child sexual abuse. Sixty-four percent of children presented with clinically significant symptoms on at least one measure with established clinical cutoffs. Caregivers of children who presented with clinically significant symptoms reported more distress about their competence as caregivers. Children who presented as subclinical were …
Predictors Of Cognitive Enhancement After Training In Preschoolers From Diverse Socioeconomic Backgrounds, M. Soledad Segretin, Sebastian J. Lipina, M. Julia Hermida, Tiffany D. Sheffield, Jennifer M. Nelson, Kimberly A. Espy, Jorge A. Colombo
Predictors Of Cognitive Enhancement After Training In Preschoolers From Diverse Socioeconomic Backgrounds, M. Soledad Segretin, Sebastian J. Lipina, M. Julia Hermida, Tiffany D. Sheffield, Jennifer M. Nelson, Kimberly A. Espy, Jorge A. Colombo
Department of Psychology: Faculty Publications
The association between socioeconomic status and child cognitive development, and the positive impact of interventions aimed at optimizing cognitive performance, are well-documented. However, few studies have examined how specific socio-environmental factors may moderate the impact of cognitive interventions among poor children. In the present study, we examined how such factors predicted cognitive trajectories during the preschool years, in two samples of children from Argentina, who participated in two cognitive training programs (CTPs) between the years 2002 and 2005: the School Intervention Program (SIP;N=745) and the Cognitive Training Program (CTP;N=333). In both programs children were trained weekly for 16 week sand …