Review of Cognitive-behavioral therapies for trauma (2nd Edition).
Bibliographic record
Abstract
VICTORIA. M. FOLLETTE and JOSEF. I. RUZEK (Eds.) Cognitive-Behavioral Therapies for Trauma (2nd Edition) The Guilford Press, 2006, 472 pages (ISBN: 9781593852474, US$48.00 Hardcover) Reviewed by R. NICHOLAS CARLETON and GORDON J. G. ASMUNDSON This humbly titled text actually provides exhaustive coverage of several important trauma-related areas. As suggested by the book cover, this second edition seems to go beyond updated references and leading-edge changes. The book does indeed appear to be a radical revision without departing from the core intent, which was to provide a one-stop shop for practitioners working with trauma survivors. Functioning more as a compendium than a standard text, this book acts as a single resource for post-traumatic stress disorder (PTSD). In appropriate fashion, a historical review serves to contextualize the subsequent sections and associated chapters. The majority of the book is then divided into three sections: Assessment, Interventions, and Specialized Populations and Delivery Considerations. The final chapter serves as direction for the future of applied cognitive behavioural therapy (CBT) in several diverse settings. At the outset of the text, there is a brief history of labels for psychological sequelae in the aftermath of trauma. The history includes a review of the changing diagnostic criteria leading up to the most recent Fourth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM). These discussions provide necessary insight into the diversity and complexity of traumatic responses. Furthermore, Monson and Friedman also review the current suggestions for the future of PTSD. For example, should the avoidance and numbing symptoms be divided into separate clusters? Should Acute Stress Disorder (ASD) remain distinct? In light of the mood-related changes associated with PTSD, should it be classified as an anxiety disorder? In doing so, the review provides a timely and informative look at what may be a change for the next iteration of the DSM. The appropriately tided first section of the book, Assessment, spans only two chapters. The first of these, by Follette and Naugle, provides a broad, over-arching social and environmental context for understanding responses to trauma. This includes the survivor's perception of the traumatic event during and after - and the immediate social consequences. There is a particular focus on the social fallout associated with trauma-related avoidance and numbing. Although interesting and very applicable, the theoretical bases for Chapter Two are quite dense for an introduction to assessment. Some readers may prefer to begin with Chapter Three instead, and then return to Chapter Two. Chapter Three is very well written, easy to understand, and offers a wealth of quick reference information for readers. Pratt et al. cover current adult assessment strategies, the development of assessment for PTSD, and provide sound methodology for comparing assessment tools. Moreover, Chapter Three contains a comprehensive review of clinician-administered and selfreport measures for assessing PTSD. Given the thorough nature of the book, it was surprising that an assessment chapter dedicated to children was not included; hopefully, it will appear in a future edition. The second section of the book, Interventions, functions as a compendium of current CBT techniques for trauma. A significant strength of several Interventions chapters is the provision of similar content areas presented in a consistent format; the authors begin with an introduction to the specific CBT operand and then provide theoretical foundations for the therapy. Thereafter, reviews of recent stuthes supporting treatment utility are provided, along with caveats for use (e.g., which populations are to be best served by the therapy). Many chapters delineate the therapy in a session-by-session format, providing the reader with a clear picture of how treatment is likely to proceed. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.004 | 0.005 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.018 | 0.010 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".