The attachment video-feedback intervention (AVI) combined to the trauma-focused cognitive behavioral therapy (TF-CBT) for sexually abused preschoolers and their parents: A pilot study examining pre- to post-test changes
Bibliographic record
Abstract
Child sexual abuse is associated with a range of negative consequences, including behavior problems and dissociative and posttraumatic stress symptoms. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) has shown to be successful in the treatment of child victims of sexual abuse, but yet presents some challenges with preschoolers. Child sexual abuse has often been associated with insecure attachment among preschool children. Therefore, combining an attachment-based intervention with the TF-CBT may offer a means to optimize therapeutic outcomes. This pilot study examined in a pre/post-test design whether the combination of the Attachment Video-feedback Intervention (AVI) with the TF-CBT led to changes in the well-being of sexually abused preschoolers and their parents. Participants included 33 sexually abused children aged 4 to 6 years old and their non-offending caregivers. Parents completed questionnaires on their child’s behavior problems and dissociative symptoms, and reported on their own psychological distress and posttraumatic symptoms following their child’s disclosure of trauma. Results showed decreases in child internalizing and dissociative symptoms and maternal psychological distress and posttraumatic symptoms after the intervention. This pilot study suggests this combined protocol is a promising tool to foster the recovery of young victims of sexual abuse and their non-offending caregivers.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".