A meta-analysis of the effectiveness of individually oriented Cognitive Behavioral Treatment (CBT) for severe aggressive behavior in adolescents

This meta-analysis, including six studies (13 effect sizes) and 164 adolescents, examined the effectiveness of individually oriented treatment (which means that the intervention contained at least an individual component, possibly in combination with group and/or family therapy) with CBT-elements for adolescents with severe aggression problems. A large and homogeneous overall effect size was found (d = 1.139) indicating consistency across studies. The included studies examined the effect of three interventions, namely, mode deactivation therapy (MDT; four studies), stress-inoculation therapy (1), and the cell-phone program (1). This multilevel analysis demonstrated that only few individually oriented interventions have been developed and evaluated, while four of the included studies used a weak research design. Effective individually tailored interventions for youths with severe aggression problems (who are unsuitable for group treatment) are scant. There may be added value if group interventions are supplemented with more individually tailored evidence-based interventions.     

Age Estimation of Infants Through Metric Analysis of Developing Anterior Deciduous Teeth

This study provides regression equations for estimation of age of infants from the dimensions of their developing deciduous teeth. The sample comprises 97 individuals of known sex and age (62 boys, 35 girls), aged between 2 days and 1,081 days. The age‐estimation equations were obtained for the sexes combined, as well as for each sex separately, thus including “sex” as an independent variable. The values of the correlations and determination coefficients obtained for each regression equation indicate good fits for most of the equations obtained. The “sex” factor was statistically significant when included as an independent variable in seven of the regression equations. However, the “sex” factor provided an advantage for age estimation in only three of the equations, compared to those that did not include “sex” as a factor. These data suggest that the ages of infants can be accurately estimated from measurements of their developing deciduous teeth.     

Proposed modification of a school-wide bully prevention program to support all children

Bullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The bully prevention in positive behavior support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff, and administrators to model and provide positive reinforcement for children to decrease bullying amongst peers. This article addresses gaps in the current bullying prevention research by exploring challenges and potential modifications to the PBIS model based on staff perspectives of specific student needs. Utilizing focus group methodology, administrators, teachers, and support staff in a northeastern urban elementary school identified challenges experienced by students who were English language learners, impulsive, shy or sensitive, and female. The findings highlight the critical nature of school–parent relationships in addressing student, family, and cultural factors that influence the successful implementation of bullying prevention programs.