FamilyLive: Parental Skill Building for Caregivers with Interpersonal Trauma Exposures

Mental health treatments for emotionally traumatized children incorporate family and caregiver-child therapy sessions to promote child recovery and minimize developmental disruption. Such sessions require that caregivers regulate their emotions to remain productively engaged in the therapeutic process. However, caregivers with histories of unresolved interpersonal trauma have difficulty with emotional regulation. Interpersonal trauma also negatively affects the ability to reflect on one’s own and others’ feelings and intentions. This limitation interferes with caregiver engagement in psychotherapy relationships aimed at supporting child trauma work. FamilyLive is an innovative caregiver-focused family therapy model that uses a one-way mirror, a specially trained reflecting team, structured routines and individualized verbalizations to address this complex clinical phenomenon. Guided by the literature on attachment and trauma, FamilyLive has yielded anecdotal successes and positive pilot results. FamilyLive is a viable approach to engaging caregivers with histories of interpersonal trauma in trauma-focused child and family therapy relationships.     

Mixing patterns between age groups in social networks

We present a method for estimating transmission matrices that describe the mixing and the probability of infection between age groups. Transmission matrices can be used to estimate age-dependent forces of infection in age-structured, compartmental models for the study of infectious diseases. We analyze the social network generated by the synthetic population of Portland and extract mixing patterns. Our results show that the mixing within the population consists of two groups, children and adults. Children interact most frequently with other children close to their own age, while adults interact with a wider range of age groups and the durations of typical adult contacts are shorter than typical contacts between children. Furthermore, the transmission matrix shows that children are more likely to acquire infection than adults.     

The Teachers’ Page

The latter decades of the eighteenth century and first decades of the nineteenth century were full or revolutions and births of new nations, particularly in the Americas. The period has been termed the Age of Revolution. In 2010, Mexico celebrated along with several other countries the two hundred–year celebration of their movement toward independence from Spain. Mexico also celebrated the centennial of their 1910 revolution. Revolutions are catastrophic in their altering of existing social institutions such as government, religion, education, media, labor, and land ownership. Revolutions are also costly in terms of human capital: Many people die, typically the leaders of the insurrection. Others flee the path of destruction and harm, while others eke out an existence until normalcy returns, often years into the future. By definition, a revolution radically changes what is and initiates a process of social change that evolves as the formal and official violence between government forces and the revolutionaries subsides. Often, revolutions result in unforeseen and unexpected consequences for the people. The impact of the Spanish conquest and independence on subsequent generations of various peoples to 2010 is also examined. This article examines the various concepts of revolution, social change, and evolution in tracing the political history of two Mexican “birthdays”: 1810 and 1910. Additionally, this article offers social science teachers the opportunity to further explore other concepts such as conquest and colonialism, race and ethnic identity formation, nationalism, diasporas, genocide, demography, and political generations, for example.