bluuebunny/crossref_metadata_2025_split huggingface dataset:
Eliciting critical hope in community-based HIV research with transgender women in Toronto, Canada: methodological insights
Authors: Logie Carmen H , Kinitz David J , Gittings Lesley , Persad Yasmeen , Lacombe-Duncan Ashley , Poteat Tonia 
Published: February 2022

Summary
Critical hope centres optimism and possibilities for change in the midst of struggles for social justice. It was a central tenet of early participatory pedagogy and HIV research. However, critical hope has been overlooked in contemporary HIV research that largely focuses on risk and biomedical interventions in ways that obscure collective agency and community strengths. We conducted a community-based study with transgender (trans) women of colour in Toronto, Canada to adapt an evidence-based HIV prevention intervention. Participants resisted a focus on HIV, instead calling researchers to centre journeys to self-love in contexts of social exclusion. In response, we piloted three arts-based, participatory methods generated with community collaborators: (i) affirmation cards sharing supportive messages with other trans women, (ii) hand-held mirrors for reflecting and sharing messages of self-acceptance and (iii) anatomical heart images to visualize coping strategies. Participants generated solidarity and community through shared stories of self-acceptance within contexts of pain, exclusion and loss. Narratives revealed locating agency and self-acceptance through community connectedness. Critical hope was a by-product of this participatory process, whereby participants shared personal and collective optimism. Participatory and arts-based methods that centre self-acceptance and solidarity can nurture resistance to pathologizing discourses in HIV research. Centring critical hope and participant-generated methodologies is a promising approach to transformative health promotion and intervention research. These methodological insights can be engaged in future participatory work with other marginalized groups facing dominant biomedical risk discourses. Critical hope holds potential as a participatory health promotion strategy for envisioning possibilities for sustainable change.
Strings of Memory: Memory Transfer and Moral Accountability through Strings in Jonathan Safran Foer’s Everything is Illuminated
Authors: Carroll Anna 
Published: February 2022

Abstract
This essay explores the unavoidable transfer of ethical accountability to Holocaust perpetrator descendants, as seen in Jonathan Safran Foer’s Everything is Illuminated. Building upon Maurice Halbwachs’s theory of collective memory and Marianne Hirsch’s theory of postmemory, this essay hypothesizes that Foer uses physical, metaphorical, and structural strings to transfer memories across generations and transmit repercussions such as judgment, guilt, and accountability to perpetrator descendants, a group frequently neglected in Holocaust research. This analysis expands the current scholarly conversation regarding post-Holocaust moral responsibility and demonstrates its transmission to later generations.
‘People are fed up; don’t mess with them.’ Non-quantificational Arguments and Polarity Reversals
Authors: Chierchia Gennaro 
Published: February 2022

Abstract
The first sentence in the title means roughly: All the people around are tired. The second means: Do not mess with any of them. Even though the second sentence looks just like a negative counterpart of the first, it doesn’t have the expected compositional meaning: it doesn’t mean “do not mess with all the people”. This phenomenon is extremely general. It takes place with Bare Plurals, as in the title. It figures prominently in the behavior of Plural Definites (I spoke to the students in trouble ≅ ∀/I didn’t speak to the students in trouble ≅ ¬∃). It also takes place with Donkey pronouns (Every farmer who had a donkey sold it ≅ ∀/No man who had a donkey sold it ≅ ¬∃). These switches of quantificational force under polarity reversals call to mind Free Choice phenomena. In particular, a determiner like any is interpreted as a narrow scope existential in a sentence like I didn’t talk to any student in trouble ≅ ¬ ∃; however, in positive environments, the existential meaning of any emerges as strengthened to universal I spoke to any student in trouble ≅ ∀. It is tempting to conjecture that the source of this uniform behavior is a uniform mechanism. While these constructions (Free Choice any, Bare Plurals, Plural Definites, and Donkey pronouns) have been studied extensively, and insightful approaches to Plural Definites in terms of Free Choice mechanisms have also been proposed (Bar Lev 2018, 2021), a unitary analysis has not been attempted to the best of my knowledge. In spite of the many challenges that a unified analysis faces, it is worth a try, for, if successful, it would considerably push forward our understanding of a wide range of very diverse constructions.
A new option for laparoscopic spleen-preserving distal pancreatectomy: three cases with splenic artery preservation and resection of the splenic vein
Authors: Okuno Masataka , Shimizu Yasuhiro , Senda Yoshiki , Natsume Seiji , Kawakatsu Shoji , Ito Seiji , Komori Koji , Abe Tetsuya , Misawa Kazunari , Ito Yuichi , Kinoshita Takashi , Higaki Eiji , Fujieda Hironori , Sato Yusuke , Ouchi Akira , Nagino Masato , Hara Kazuo 
Published: February 2022

Abstract
There are two techniques for a spleen-preserving distal pancreatectomy (SPDP): SPDP with splenic vessel preservation, and SPDP with splenic vessel resection. In some cases, although the splenic artery (SpA) can be preserved, the splenic vein (SpV) must be resected. We report the short- and long-term outcomes of three patients who underwent a new technique of laparoscopic SPDP with SpA preservation and SpV resection (SPDP-VRes). A grade B pancreatic fistula, which occurred in two patients, was successfully treated with drainage tube management. In all cases, the omental branches of the left gastroepiploic vein functioned as a drainage vein, and there was no splenomegaly, thrombocytopenia, or varix formation during the follow-up period (19 months to 5 years). Patients undergoing laparoscopic SPDP-VRes had no severe complications during the follow-up period; preserving the left omental branch is a key to this procedure. Laparoscopic SPDP-VRes might be a useful treatment option for patients undergoing SPDP.
Introduction to This Workbook
Authors: Steffen Ann M. , Dick-Siskin Leah P. , Bilbrey Ann Choryan , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

Abstract
This culturally responsive workbook uses the evidence-based methods of cognitive behavioral therapy to help middle-aged and older adults build on existing strengths and reduce symptoms of depression, whether they are feeling “a little blue” or are very depressed. The culmination of more than four decades of research, this empirically supported and effective treatment program helps clients learn how to develop and use healthy habits to improve mood and quality of life. This workbook is intended to be used as an adjunct to clinician-provided CBT and is not a self-help book to be used on its own. The personalized approach used in this workbook means that, together with their clinician, individuals decide which of the modules are a good fit for their specific life circumstances. Each module includes easy to read, large-print Learn pages that therapists can use to help clients learn specific depression management skills, along with Practice forms to use between sessions to practice, remember, and use these skills. Complete with information and practical strategies for improving depression and related concerns (e.g., anxiety, sleep, chronic pain, brain health, caregiving, grief and personal relationships), this thoroughly revised second edition of Treating Later-Life Depression: A Cognitive-Behavioral Therapy Approach provides indispensable resources to help culturally diverse aging individuals thrive in a daily life that is true to their values and personal strengths.
Skills for Doing
Authors: Steffen Ann M. , Dick-Siskin Leah P. , Bilbrey Ann Choryan , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

Abstract
Decreases in the frequency of positive activities, along with poor problem solving skills, play especially strong roles in perpetuating depressive symptoms in middle-aged and older adults. For that reason, increasing daily rewarding, meaningful, and valued activities is a priority in treatment for depression. This workbook module of Treating Later-Life Depression: A Cognitive Behavioral Therapy Approach promotes the application of behavioral activation and problem-solving strategies that are consistent with clients’ personal values and strengths. Easy-to-read, large-print Learn pages are selected by behavioral health providers to help aging clients understand the role of activities in depression, engage in positive daily activities, and apply the steps of problem solving to anticipate and remove barriers. Practice forms are provided for clients’ use between sessions to develop and use skills. Clinicians must attend to the ways that cultural and generational norms and beliefs influence clients’ attitudes and choice of language used to describe rewarding and meaningful activities. Practitioners are encouraged to apply strategies that are responsive to the needs of culturally diverse aging clients.
Skills for Brain Health
Authors: Steffen Ann M. , Dick-Siskin Leah P. , Bilbrey Ann Choryan , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

Abstract
Behavioral health clinicians should be aware that the science and practice of brain health is developing at a rapid pace. We now understand that there are many things middle-aged and older adults can do that make a difference in their cognitive health and functioning. This personalized workbook module of Treating Later-Life Depression: A Cognitive Behavioral Therapy Approach promotes skills to manage age-related changes in cognitive functioning and support daily living that is consistent with personal values and life goals. Easy-to-read, large-print Learn pages are selected by psychotherapists and other providers to help aging clients understand cognitive aging, engage in brain-healthy habits, navigate health care, manage medications, and consider whether to complete a cognitive evaluation. Practice forms are provided for practitioners and clients to collaboratively select for use between sessions to practice, remember, and use these skills. The experience of cognitive aging is embedded within social contexts and environments. Practitioners are encouraged to apply strategies that are responsive to the needs of culturally diverse aging clients.
Skills for Caregiving
Authors: Steffen Ann M. , Dick-Siskin Leah P. , Bilbrey Ann Choryan , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

Abstract
Middle aged and older adults often experience considerable distress when providing extensive caregiving (e.g., to parents, partners, grandchildren, disabled children, other members of chosen family). Several decades of research have found that depression – at either the clinical or subsyndromal level – is a very commonly reported negative impact of being a caregiver. This personalized workbook module of Treating Later-Life Depression: A Cognitive Behavioral Therapy Approach provides flexible clinical tools for mental health interventions with aging clients who are experiencing caregiver burden. Easy-to-read, large-print Learn pages are selected by behavioral health clinicians to support psychoeducation and the clinical tasks of self-compassion, coping with caregiving stressors, problem solving, cognitive reappraisal, planning positive activities with the care recipient, and self-care. Practice forms are provided for use between sessions to practice, remember, and use these skills. Caregiving is embedded within social contexts and environments. Practitioners are encouraged to apply strategies that are responsive to the needs of culturally diverse aging clients.
Skills for Relating
Authors: Steffen Ann M. , Dick-Siskin Leah P. , Bilbrey Ann Choryan , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

Abstract
Depression creates difficulties with interpersonal communication and relationships, especially for middle-aged and older adults. This personalized workbook module of Treating Later-Life Depression: A Cognitive Behavioral Therapy Approach provides flexible clinical tools for aging clients who are socially isolated and wish to reach out to people, or who are in conflict and want to re-establish stronger connections. Easy-to-read, large-print Learn pages are selected by behavioral health clinicians to help their aging clients learn specific communication and interpersonal skills. Together with their provider, clients choose which Practice forms they will use between sessions to practice, remember, and use these skills. Communication and other interpersonal skills are embedded within social contexts and environments. Practitioners are encouraged to apply strategies that are responsive to the needs of culturally diverse aging clients.
How to Use This Treatment Approach
Authors: Steffen Ann M. , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

AbstractThis chapter provides a general overview of the modular cognitive-behavioral therapy program for later-life depression that is described in this clinician guide. The flexibility of this approach enhances the personalized application of change strategies, including behavioral activation, problem solving, relaxation training, attention to personal strengths and positive emotional experiences, self-compassion, cognitive reappraisal, and communication skills training. Compatible with individual and group psychotherapy, this approach is also appropriate for briefer interventions within integrated primary care and within telehealth practice. This chapter summarizes the core modules and the personalized modules that make up this treatment. It also provides practical suggestions for using the program with culturally diverse middle-aged and older adults and summarizes the risks and benefits of this treatment approach.
Assessment with Aging Individuals
Authors: Steffen Ann M. , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

AbstractThis chapter provides an overview of assessment issues for practitioners working with aging clients. The chapter covers three core practices for assessment in the context of clinical interventions: basic intake assessment (depression, anxiety, suicide risk, medical history and medications taken, functional and cognitive impairment, elder abuse, abuse of alcohol and other substances, and strengths); eligibility for treatment and need for additional referrals; and ongoing practices for feedback-informed treatment. Optional assessment tools and practices may be applicable for specific clients (enhancing daily functioning, caregiving issues, and grief). This process of conducting a careful intake assessment, followed by routine monitoring of targeted outcomes for each client, is often very interesting to clients, and they benefit from the clinician’s feedback about their responses. Use of standardized assessment strategies can also increase clients’ confidence in the therapeutic relationship and lead to a stronger alliance.
Cognitive-Behavioral Therapies 101
Authors: Steffen Ann M. , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

AbstractThis chapter serves as a brief orientation to cognitive-behavioral therapies across problem areas and populations. At its heart, cognitive-behavioral therapy is a theoretical orientation to behavioral health and wellness that prioritizes scientific evidence while also being deeply humanistic in emphasizing transparency and collaboration between clients and therapists throughout treatment. The chapter covers concepts that unify behavioral and cognitive therapies (conceptual model, “think” rules, developing and maintaining a therapeutic relationship), outlines the three phases of therapy (early, middle, ending), and describes key clinical skill domains (session structure and pacing; “describe, demonstrate, do, and discuss”; overcoming common barriers to home practice assignments; using validation and metaphors effectively).
Module 6: Skills for Managing Chronic Pain: Improving Daily Life
Authors: Steffen Ann M. , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

AbstractThere are a number of health conditions experienced by middle-aged and older adults that lead to persistent pain. This chapter supports providers as they help aging clients manage chronic pain and engage in daily living that is consistent with personal values and life goals. The material provided in this chapter can help aging clients apply the gate control theory of pain to regulate emotions, thoughts, and behaviors that increase pain perceptions and disrupt value-based living. This chapter describes the Practice forms provided in the workbook for clients’ use between psychotherapy and integrated primary care sessions to remember and use these skills. This chapter directs clinicians to apply recommended strategies that are responsive to the needs of culturally diverse aging clients, including within the context of telehealth.
Module 8: Skills for Caregiving: Reducing Stress While Helping Others
Authors: Steffen Ann M. , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

AbstractDepression—at the clinical or subsyndromal level—is a commonly reported outcome of informal caregiving (e.g., for parents, partners, grandchildren, disabled children, other members of chosen family). This chapter guides providers as they help middle-aged and older adults who experience caregiver burden. The material supports psychoeducation and the clinical tasks of self-compassion, coping with caregiving stressors, problem solving, cognitive reappraisal, planning positive activities with the care recipient, and self-care. This chapter also describes the Practice forms provided in the workbook for aging clients’ use between psychotherapy and integrated primary care sessions to remember and use these skills. Clinicians are directed to apply recommended strategies that are responsive to the needs of culturally diverse aging clients, including within the context of telehealth.
Module 10: Skills for Relating: Getting Along and Communicating Your Needs
Authors: Steffen Ann M. , Thompson Larry W. , Gallagher-Thompson Dolores 
Published: February 2022

AbstractDepression creates difficulties with interpersonal communication and relationships, especially for middle-aged and older adults. This chapter suggests flexible clinical tools for providers to use with aging clients who are socially isolated and wish to reach out to people, or who are in conflict and want to re-establish stronger connections. Clinicians can use the material in this chapter to help aging clients learn specific communication and interpersonal skills. This chapter also describes the Practice forms provided in the workbook for aging clients’ use between psychotherapy and integrated primary care sessions to remember and use these skills. Clinicians are encouraged to apply recommended strategies that are responsive to the needs of culturally diverse aging clients, including within the context of telehealth.
Introduction: Overview of the Program
Authors: Weersing V. Robin , Gonzalez Araceli , Rozenman Michelle 
Published: February 2022

Abstract
Chapter 1 (session 1) introduces the Brief Behavioral Therapy (BBT) program to youth and families as a program that might help kids and teens who feel stressed, worried, nervous, scared, sad, or overwhelmed. The chapter describes what kinds of kids and teens this program is meant for, and what participation is like. It also discusses how families can best use this Workbook as part of sessions with your BBT therapist.
Session 1: Understanding Stress and Mood
Authors: Weersing V. Robin , Gonzalez Araceli , Rozenman Michelle 
Published: February 2022

Abstract
In this first chapter of the workbook, youths and their families will learn how the Brief Behavior Therapy (BBT) treatment program is structured and what to expect. In addition, youth will begin to learn about stress and how stress can be a call to action when we are feeling scared, stuck, or down. Last, youths will learn how to begin keeping track of mood and stressed feelings each day as way to help them learn about patterns in their behavior in response to events and feelings. This chapter includes a number of simple handouts that will help youths understand facts about feelings (for example, why do we feel stress, anxiety, and sadness?) and worksheets to help youths monitor their feelings each day between sessions.
Session 5, Onward: Implementing the Master Plan
Authors: Weersing V. Robin , Gonzalez Araceli , Rozenman Michelle 
Published: February 2022

Abstract
Chapter 5 focuses on carrying out the Master Plan that you started to make goals for in Session 4, and will keep working on in Session 5 for the remainder of treatment. The content of this session covers Session 5 until the second to last session of treatment. In each session from this point forward, youth will work with their therapist to complete tasks from their Master Plan and will also work with the therapist to make a detailed plan for completing tasks between sessions (i.e., outside of the treatment setting). This chapter will review why Master Plans are important, and it provides worksheets to help youths keep track of and successfully complete these tasks, as well as worksheets to continue mood monitoring and other ongoing exercise (e.g., relaxation practice).
Introduction: Background for Therapists
Authors: Weersing V. Robin , Gonzalez Araceli , Rozenman Michelle 
Published: February 2022

Abstract
This Introduction provides background information that contextualizes the development, rationale, and scientifically-supported outcomes of the Brief Behavioral Therapy (BBT) intervention. It provides details about why this program was developed and its clinical outcomes in a large-scale two-site randomized controlled trial, and how and why it makes sense to treat internalizing problems (anxiety and depression) together as a cluster of related concerns. This introductory chapter then turns to the theoretical model underlying BBT, as well as considerations for clinicians in regards to which clinicians might be best suited to administer the intervention, the types of youth for whom this program might be a good fit, and the importance of assessment prior to and throughout treatment. The chapter ends with a discussion of the necessary clinician preparation and youth active participation for success in the BBT program.