bluuebunny/crossref_metadata_2025_split huggingface dataset:
Local Injury Surveillance
Authors: Robertson Leon S 
Published: November 2023

Abstract
Some states and other entities have established systems of surveillance for particular types of injury outcome, such as spinal cord or brain injuries. For example, in response to congressional mandate, the Centers for Disease Control and Prevention (CDC) funds traumatic brain injury surveillance in 12 U.S. states (Langlois et al., 2005). Focus on such injuries may be useful because of the effects on mortality (e.g., Salassie et al., 2005) and the lives of the injured and those who must care for them, as well as the costs. Surveillance of injury from activities such as skiing is obviously not applicable to areas where the activity is not done but provides useful insights into prevention in areas where it is relevant (Xiang et al., 2004).
The Use and Abuse of Causal Analysis
Authors: Robertson Leon S 
Published: November 2023

Abstract
On an exam in a course on the use of epidemiology for injury control, the author asked the students, “What is wrong with this statement: ‘Alcohol is consistently associated with unintentional injury deaths; therefore, alcohol abuse must be reduced to lower rates of death and disability due to injury’?” Only 1 in 20 came close to writing a correct answer. Yet in the course, numerous instances to the contrary were noted. Motor vehicle injuries have been reduced, for example, by improved vehicle crashworthiness, lighting dark sections of road, and channeling traffic, without reducing alcohol or otherwise changing drivers.
Research Designs and Data Analysis
Authors: Robertson Leon S 
Published: November 2023

Abstract
The choice of study designs to investigate a given set of factors is affected by numerous considerations. What is the unit of analysis (people, vehicles, environments)? In what population should the study be conducted? To what population of people, vehicles, or environments will the results be generalized? What measurements of the factors are available or could be obtained? How reliable and valid are the measurements? Can the data be collected without violating ethical guidelines? How can the study isolate the effects of given factors independent of, or in combination with, other relevant factors? How much time will be needed to complete the study? How much will the study cost? No single study will specify degree of effect of all the factors in a causal model. The goal of a prevention-oriented research project is to specify the extent to which injury or injury severity would be reduced by changing a given factor hypothesized to contribute to the injury or severity, other things being equal. A study design should be chosen that eliminates or minimizes the probability that factors other than the changeable factor of interest somehow bias that estimate. See appendix 9-1 for an example of elimination of alternative explanations.
Evaluation of Programs to Change Human Factors Voluntarily
Authors: Robertson Leon S 
Published: November 2023

Abstract
Programs aimed at changing human factors without resort to law are of three types: (1) attempts to change abilities, such as driving skills among drivers and strength and gait among the elderly; (2) attempts to change behaviors that are presumed or known to contribute to risk, such as storage of materials hazardous to children, violent responses to peer challenges, speeding, and alcohol use; and (3) attempts to increase use of protection, such as child restraints, seat belts, motorcycle and bicycle helmets, and certain sports equipment. Various techniques are used to promote behavioral change-information and motivation by education in schools and media campaigns, outreach programs for children and the elderly, behavior modification using incentives or punishments, and enhancement of perception.
Evaluation of Laws and Rules Directed at Individual Behavior
Authors: Robertson Leon S 
Published: November 2023

Abstract
Governments sometimes impose laws applicable to the public or segments of the public in an attempt to change behavior to reduce injuries. Also, in organizations such as corporations, sports leagues, and summer camps, there are often formal rules that proscribe or require particular behaviors thought to be related to injury risk. For example, changing certain rules for sports events has been found to strongly reduce injury rates (Roberts et al., 1996). This chapter focuses primarily on the use of epidemiological data in evaluating the effects of laws and their enforcement on injury incidence or severity.
Evaluation of Postinjury Treatment and Rehabilitation
Authors: Robertson Leon S 
Published: November 2023

Abstract
Research questions regarding the treatment of injuries and rehabilitation range from the profound issue of who survives trauma to the more mundane estimates of costs and payment. Only a small minority of physicians and other professionals delivering care to traumatized patients conduct research, but because of their familiarity of the treatment and rehabilitation scene, these persons are usually in a better position to ask good research questions than are academic epidemiologists (Findley, 1989).
Injury Epidemiology and Economics
Authors: Robertson Leon S 
Published: November 2023

Abstract
In addition to the humane reasons for injury control, there are huge cost savings to be realized. The issue in cost of injury studies is not just cost per se but also the extent of cost savings realizable by reduction of incidence and severity (Currie et al., 2000). Cost is usually measured in “human capital cost” and does not include the intangible toll in pain, grief, social disruption, and disorganization. It also does not include substitution of economic productivity with care giving to the injured by family members, which greatly reduces public costs (Rice and MacKenzie, 1989; Leigh et al., 2000; Finkelstein et al. 2006).
On Second (and Third and Fourth) Thought: Obsessions and Compulsions
Authors: Kant Jared Douglas , Franklin Martin , Andrews Linda Wasmer 
Published: November 2023

Abstract
When I was much younger, long before the symptoms manifested, I was a happy kid. At least, most of my memories from being younger seem to center around a knowledge that I was somehow special.
I was one of those kids who would study an anthill instead of playing soccer. Rather than longing for the prefabricated action figures and toys that were advertised on television, I would construct cities out of building blocks. I could be entertained for whole days this way. As I got older, the things I built began to reflect the trouble that was to come. Like a horse that can smell rain, I could smell the storm.
Adventures in Daily Living: OCD at Home and School
Authors: Kant Jared Douglas , Franklin Martin , Andrews Linda Wasmer 
Published: November 2023

Abstract
Locker rooms are full of disease, or at least they feel that way. So it’s no surprise that one of the first times my OCD manifested itself at school involved a locker room. My classmates seemed to like it there. They ran around the room, squirting bottles of cologne at each other, telling tasteless jokes, and pelting each other with dirty clothes like a cotton snowball fight. But I hated that room. The smell of feet, sweat, and body odor was enough to make me gag.
Some days, the soccer team brought a sizable chunk of the field inside on their cleats, and the dank smell of earth added to the nauseating odors. I would look down and think about how many people had traveled that dirty floor. No matter how much the janitor cleaned, I was still anxious. To protect myself, I usually wore boots, which became my foot armor.
Introduction: Continually Creating New Inner Psychological Space: An Ongoing Process of Mindfulness
Authors: Wicks Robert J 
Published: November 2023

Abstract
Sometimes a brief interchange with a patient may leave us speechless. One such instance for me happened at the end of a long course of psychotherapy with an adult client who was sexually abused as a child. As I began to ask a series of wrap-up questions, my goal was to elicit summative answers or paradigms she had learned that would provide internal guidance for her in the future. Then, when she entered darkness again–for darkness comes again and again for all who are self-aware and compassionate, as she was–she would know how to better handle it. I also wanted her to take credit for all the hard work she had done in therapy. At least those were my intentions. Her response to my intervention, though, would leave me with a lesson worth remembering.
Daily Debrieﬁng: Mindfulness and Positive Psychology as an Integral Part of the Clinician’s Ongoing Self-Reflective Process
Authors: Wicks Robert J 
Published: November 2023

Abstract
If acute and chronic secondary stress are to be limited and one’s personal and professional well-being are to be enhanced, then self-knowledge and the enlightened behavior that it should give rise to are not a nicety in clinical practice; they must be a given. Personal discipline and self-management are essential parts of clinical practice. This is referred to as “self-regulation.”
Minding the Gap: Race, Ethnicity, Achievement, and Cultural Meaning
Authors: Carter Prudence L 
Published: November 2023

Abstract
A few years before I embarked on the study discussed in these pages, I traveled across eight states to recruit academically talented students for admission to Brown University. I visited an array of schools, from those in Detroit’s inner city to the upper-middle-class suburban enclaves of Shaker Heights, Ohio, to the de facto segregated schools of Memphis, Tennessee, to the vast campuses of wealthy prep schools along the eastern seaboard in Massachusetts. The students I encountered varied, too, from the top achievers to the students who loitered in the hallways and cut classes. Often those in the latter group pointed me in the direction of either the principal’s office or the counselor’s office or would even escort me to the door.
New “Heads” and Multicultural Navigators
Authors: Carter Prudence L 
Published: November 2023

Abstract
Increasing the school attachment and achievement of low-income African American and Latino students requires both improved academic skills and resources—economic, cultural, and social. Most will have some difficulty making their way out of poverty if they lack resourceful social connections— or social capital. “Capital”—there is that metaphor again, but in this instance it refers to the resources that come with personal connections and social networks (Bourdieu 1986; Coleman 1988; Loury 1976; Portes 1998).
Step 3 and Step 4: From Refining Program Components to Testing Effectiveness
Authors: Fraser Mark W , Richman Jack M , Galinsky Maeda J , Day Steven H 
Published: November 2023

Abstract
This chapter describes Steps 3 and 4 of the five-step intervention research process. Step 3 involves refining and confirming program components through efficacy testing. Step 4 focuses on effectiveness testing in which the effects of interventions are assessed in a variety of settings and circumstances. More broadly, this chapter tells the story of why we evaluate social interventions using the logic of experimentation; how to begin with small, inexpensive pilot tests to help refine program components; and how to expand the effort to conduct an efficacy test with high-quality implementation. We conclude by discussing the challenges of relaxing control over programs and testing effectiveness under routine practice conditions.
One of the basic maxims of practice is the need to allocate scarce resources to their best use. That is the rationale for trying to understand the value of social and health interventions before committing resources to one program over another. In a curious way, we found this competition for resources in our work as we developed the Making Choices program for elementary schools. School principals and teachers whom we approached were interested in new methods to prevent aggressive behavior, especially teasing and bullying. In most cases, the classroom management techniques they used were not working well and some children repeatedly disrupted class despite behavior contracts, consistent consequences, and trips to the assistant principal’s office. At the same time, principals and teachers (and our research team) also viewed class time as a scarce resource with many competing uses. As stakeholders in the education of the students, teachers wanted to know what types of outcomes they could expect from the Making Choices program—Were they likely to see reductions in social aggression and classroom disruptions? Should they expect to see improved class communication and dynamics? Moreover, the teachers also had questions about how much effort they would have to invest in the program: how much time out of the thirty-hour school week “budget” would a teacher spend on in-service training, how much time lecturing on new concepts, how much time for in-class activities and homework, how much out-of-class preparation time would Making Choices require each week? To address these concerns, the intervention team undertook a series of studies intended to refine program components and improve fit with the practice setting (in this case, the classroom).
Developing Worker Competence
Authors: Brittain Charmaine R , Potter Cathryn C 
Published: November 2023

Abstract
A primary role for the supervisor is to teach workers so that they develop competence in their jobs to better serve children and families. Educational supervision focuses on helping workers acquire the knowledge and skills that are essential to the job, and assisting them to integrate their thinking and actions into a coherent approach to case practice (Kadushin & Harkness, 2002). Supervisors are on the frontline, and through their teaching, mentoring, and coaching they ensure that workers have sufficient competence to perform their jobs and achieve the agency’s mission and goals. Workers themselves often cite the role of teacher as the most important component of supervision (Tsui, 2005). While much child welfare training takes place in formal training sessions delivered by others, supervisors can “make or break” that training by the ways they handle transfer of learning, on-the-job learning, and coaching. In addition, there is a strong teaching element inherent in the supervisory relationship itself. Thus, supervisors have important direct and indirect roles in developing and sustaining worker competence.
Teaching and learning take place in the larger organizational environment as well. Some have suggested that child welfare agencies should pay greater attention to the learning organization literature (Austin & Hopkins, 2004).
A Concise History of Somatoform Symptoms and Disorders
Authors: Lamberty Greg J 
Published: November 2023

Abstract
Somatization and somatoform symptoms have been observed throughout the course of recorded history (Trimble, 2004). Four thousand years ago, the Egyptians proffered theories about somatization that included the well-known description of the ‘‘wandering uterus’’ and its effects on a woman as it moved about her body. So powerful and evocative was that description that it maintained currency well into the early part of the twentieth century. The Greek physician Hippocrates, upon whose musings and thoughts modern medicine was built, did little to alter the concept of the wandering uterus except to provide a name that survives to the present: hysteria. In the second century, Galen updated the concept by explaining that hysteria was common in sexually deprived women and recommended intercourse for those females who were married, marriage for the single woman, and ‘‘massage’’ by a midwife or physician as a last resort (Maines, 1999). Galen noted that although these measures would prevent the uterus from wandering, the cause of the problem—the uterus—would continue to reside in women, and hysteria would remain an affliction of women only.
Epidemiology of Somatoform Disorders
Authors: Lamberty Greg J 
Published: November 2023

Abstract
Chapter 2 reviews issues of concern regarding definitions of somatization and somatoform disorders. The epidemiology of somatization is obviously tied to the definitions used in clinical and research contexts. Accordingly, there is substantial variability in terms of prevalence estimates of somatization and specific somatoform disorders. Among the lowest prevalence ratings are those found in the actual DSM-IV (American Psychiatric Association, 1994). As noted in chapter 2, this likely has to do with the fact that DSM-IV somatoform disorders have much more restrictive criteria than those employed by many researchers and clinicians.
As a quick reminder, two basic concepts cited in epidemiological studies are incidence and prevalence. Incidence refers to the number of new cases of a disorder or disease within a population during a specified period of time, or the risk of acquiring a particular disorder or disease. Incidence figures are cited frequently in broad epidemiological studies of common health problems such as influenza or chickenpox. The time frame and population under study are important in considering incidence because these allow a more precise characterization of risk. In neuropsychiatric diagnoses, incidence rates are typically low and not really of great interest for our purposes. Prevalence refers to the proportion or percentage of individuals within a population affected by particular disorder or disease, within a specific time frame. Thus, we commonly see references to six-month, one-year, or lifetime prevalence (LTP) of a disorder. Prevalence refers to a proportion or percentage of individuals in a particular sample. In this very basic discussion of epidemiology, I refer mainly to prevalence statistics.
Somatoform Disorders and Neuropsychological Assessment
Authors: Lamberty Greg J 
Published: November 2023

Abstract
The nature of somatoform disorders is such that studies of specific neurocognitive deficits within these disorders are rare. Indeed, studying memory or executive dysfunction in a disorder with equivocal or no specific neuropathology would be an unusual tack to take. Rather, more general examination of neuropsychological abilities has typically been the preferred approach when describing the cognitive concomitants of somatoform disorders. Binder (2005) notes the nonspecific nature of general symptoms in somatoform disorders and emphasizes the fact that cognitive complaints are typically not specific to a diagnosis. Such symptom reports also tend to be more strongly associated with neuropsychiatric distress than they are with actual pathology or identified cognitive deficits(Binder, Kindermann, Heaton,& Salinskyetal., 1998; Landre, Poppe, Davis, Schmaus, & Hobbs, 2006; Larrabee & Levin, 1986; Wilson, Arnold, Schneider, Li, & Bennett, 2007).
The relationship between reported cognitive difficulties and somatoform symptoms, particularly those involving emotional distress, is not specific to somatoform disorders and is reported in a wide range of neurological and medical conditions. Many studies flesh out this relationship and are helpful for providing a broader conceptual framework for how we look at somatizing patients (Brands et al., 2006, 2007; Castellon et al., 2004; Wilson et al., 2007).
What Death Means to Children
Authors: Silverman Phyllis R , Kelly Madelyn 
Published: November 2023

Abstract
Telling your children that someone they love has died may be the hardest thing you’ll ever do. You are already shattered by the news yourself, and now you have to be the one to blow apart your children’s known universe. You want to cushion the blow, make it more bearable, but there are no magic words; there’s no way to make it easy on them or you. And no matter what you say or how you say it, your children might not even fully comprehend the meaning. Very young children don’t even know that people can die; older children don’t know what to do when someone does die. This girl was eight when her father died after an illness:
Continuing Bonds
Authors: Silverman Phyllis R , Kelly Madelyn 
Published: November 2023

Abstract
In life, we carry our relationships both within ourselves and without. We talk on the phone, e-mail, and spend time with loved ones near and far, but our connections live inside us at the same time whenever we think of the other person, take pleasure (or sometimes pain) in the knowledge that they’re in our lives, or ruminate about a conversation or a disagreement or a shared experience. When someone you love dies, you have to find a way to hold on to that internal relationship, to keep that person in your life, even in their physical absence. In death, as in life, relationships change shape and form as time passes, but they do not end.
Deities, Themes, and Concepts
Authors: Ashkenazi Michael 
Published: November 2023

Abstract
A “teacher” kamui and culture hero who taught humans the domestic arts. Armed with a magical and irresistible spear of mugwort [Artemisia vulgaris, a bitter aromatic herb], Ae-oina Kamui fought many battles on behalf of humankind. Instructed by Kamui Fuchi, the kamui of the hearth, he taught weaving and other domestic tasks to Ainu women. He is depicted as wreathed in mist or smoke. When this parts briefly, he is seen to be skirted by flames from his feet to his belt, wearing a coat of elm-bark fiber, its hem aflame, and a girt with a flame-tipped sword-sheath. The flames indicate his strongly virtuous character and his association with Kamui Fuchi.
There are a number of myths of his origin, due most probably to regional differences among Ainu tribes: Some say he was born of the elm tree, or fathered by the sun or by thunder, or even by Pakoro Kamui, the deity of pestilence and smallpox.
Population-Level Modeling of Mercury Stress in the Florida Panther (Puma concolor coryi) Metapopulation
Authors: Raimondo Sandy , Barron Mace G 
Published: November 2023

Abstract
The Florida panther (Puma concolor coryi) is an endangered species that has been the focus of a national conservation effort since 1967, when it was listed as a federally endangered species (U.S. Fish and Wildlife Service 1999). The Florida panther’s geographic distribution, which once extended throughout the southeastern United States, is now limited to a small area in southern Florida. A census taken in 2003 indicated that the entire Florida panther population may consist of fewer than 90 individuals (McBride 2003), indicating increased need for effective conservation and restoration efforts. The primary concerns of panther conservation have been decreasing habitat and genetic depression associated with low population abundance. Conservation efforts have focused on preserving and expanding suitable habitat and increasing genetic diversity within the population (U.S. Fish and Wildlife Service 1999; Beier et al. 2003). Florida panthers have been radio tracked since 1981, and several metapopulation models have been developed for conservation and land management plans (Root 2004; Maehr et al. 2002a; Kautz et al. 2006). However, an additional threat to the vitality of panther populations is the increased risk of anthropogenic stressors, such as contaminant exposure, which may be exacerbated by the geographic isolation of the populations in southern Florida.