bluuebunny/crossref_metadata_2025_split huggingface dataset:
Shared Decision-Making Across Settings
Authors: Zuk Jeannie , Carter Kristin , McManus Beth M. , Holliman Brooke Dorsey 
Published: August 2022

Abstract
Fetal care centers and neonatal intensive care units necessitate ongoing complex decisions by parents and health care providers about birth plans, prenatal assessments for suspected anomalies, an antenatal diagnostic workup for an infant’s condition, treatment options for both the mother and the infant, and infant care following discharge from the hospital. Many decisions must be made quickly in a highly charged, stressful environment amid uncertainty with no obvious correct answer. Engaging parents in shared decision-making is one of the most effective ways to support parents’ decisions with the best interest standard in mind. Health care providers, care teams, and parents are encouraged to foster a culture that promotes effective shared decision-making. This includes creation of genuine opportunities for parents to understand, process, and discuss options prenatally and following birth in a context that facilitates active listening and mutual understanding, encouraging a team approach toward complex care decisions.
Perinatal Crisis and Traumatic Bereavement
Authors: Stein Mara Tesler , Davis Deborah L. 
Published: August 2022

AbstractFor parents, the perinatal period is a challenging time of growth, so when a crisis occurs and parents perceive a threat to their infant’s well-being, they are vulnerable to trauma, pathogenic memories, and the ensuing disruption of parental development. Whether their infant lives or dies, parents can experience multiple losses and the intertwining of bereavement and traumatic stress. Practitioners can soften trauma’s impact by providing trauma-informed care, particularly in the form of developmentally supportive care that fosters the parent–infant relationship, emotional regulation, and supportive relationships. Another key element is to refer parents to specialists who are trained to provide neurologically based trauma-focused treatment. Many parents require this extra intervention to make their adjustment easier and healing more complete, especially if they have been repeatedly or significantly traumatized.
Role of Behavioral Health Clinicians in Fetal Care Settings
Authors: Chavis Lacy , Butt Sakina , Vaught Elizabeth 
Published: August 2022

Abstract
Expectant parents of pregnancies notable for fetal anomaly are at increased risk for perinatal mood and anxiety disorders (PMADs) and traumatic stress. PMADs are the most common medical complication during pregnancy and the postpartum period. Caring for the unique needs of a family and fetus with a congenital anomaly requires specialized care with clinical expertise. This chapter highlights the expertise of behavioral health care clinicians within the fetal care center (FCC) to provide integrated care through screening, assessment, intervention, and consultation to improve mental health outcomes and mitigate negative impact for the expectant parent(s) and infant. Embedding behavioral health clinicians in the FCC provide access to services and facilitate continuity in care.
Common Neurodevelopmental and Behavioral Health Challenges in Neonatal Follow-Up
Authors: Gustafson Kathryn E. , Warren Mollie G. 
Published: August 2022

Abstract
High-risk infants seen in neonatal intensive care unit developmental follow-up programs are at increased risk for problems in neurodevelopment, including developmental delay, neuromotor impairment such as cerebral palsy and developmental coordination disorder, academic difficulties, and neuropsychological deficits such as impaired executive functioning. In addition, these children are at risk for behavioral health challenges such as dysregulation, autism spectrum disorder, attention-deficit/hyperactivity disorder, anxiety disorders, and sleep problems. Social and environmental factors have a significant effect on developmental outcome independent of biomedical risk factors. Poorer outcomes are evident in children who confront poverty, parental mental illness, and other adverse childhood experiences. Parents are at increased risk for stress and distress but can also exhibit resiliency, particularly when provided with social support and resources to address their children’s needs.
What Is Supportive Psychotherapy?
Authors: Markowitz John C. 
Published: August 2022

Abstract
This chapter offers a brief history of supportive therapy from its humble origins in the heyday of psychoanalysis to increasing respectability with repeated research outcome testing. The chapter defines Brief Supportive Psychotherapy and its key components as (1) an affect focus, (2) psychotherapeutic “common factors” (e.g., affective arousal, helping the patient to feel understood), and (3) developing an emotional conceptualization of the patient. These components are elaborated in subsequent chapters. “Sitting on one’s hands” is contrasted with active listening.
The Common Factors of Psychotherapy
Authors: Markowitz John C. 
Published: August 2022

Abstract
What are the building blocks of any good therapy? Jerome Frank defined its key parameters years ago. This chapter explains the following terms with clinical examples: (1) affective arousal, (2) feeling understood by the therapist, (3) providing a framework for understanding (here: emotions matter; they’re powerful but not dangerous), (4) embodying therapeutic expertise or poise, (5) a therapeutic ritual, (6) realistic optimism for improvement (vs. the overly chipper, affectively disconnected therapist), and (7) therapeutic success experiences. The chapter also contrasts affect-focused and exposure-based psychotherapies and notes some of the structural assumptions inherent in Brief Supportive Psychotherapy.
The Structure of Brief Supportive Psychotherapy
Authors: Markowitz John C. 
Published: August 2022

Abstract
This chapter describes the structure of Brief Supportive Psychotherapy (BSP): its beginning, middle, and end phases. It describes therapist techniques such as (1) active listening, curiosity, and pursuing affect; (2) taking a personal and cultural history; (3) spending time gathering data rather than talking to or at the patient; and (4) exploring versus telling. A therapist can provide clarifications and emphases but not lengthy recaps: Less is more, both in the whole BSP approach and in the therapist’s verbalizations. The therapist stance is described as supportive and empathic. The chapter also discusses the use of praise and nonverbal synchrony. It reviews therapist adherence, prescriptions and proscriptions, and clinical contingencies.
Supportive Evidence
Authors: Markowitz John C. 
Published: August 2022

Abstract
For a therapy to be taken seriously these days, for it to receive insurance reimbursement, it’s crucial to demonstrate that it effectively relieves symptoms. Brief Supportive Psychotherapy (BSP) has been subjected to frequent study, generally as a “control” condition in comparison to a favored treatment. In the face of potential research bias against it, BSP has fared extremely well, relieving symptoms of depression and anxiety, promoting tolerance of emotions, and often at least matching the favored competitor. This chapter provides a narrative review and summary of each of the nine relevant randomized controlled treatment studies of depression and anxiety disorders that have involved BSP. The treatment experience has often won over psychotherapists who previously saw themselves as exclusively cognitive behavioral types.
Brief Supportive Psychotherapy Training and Supervision
Authors: Markowitz John C. 
Published: August 2022

Abstract
This final chapter discusses the process of training therapists in and supervising therapists in Brief Supportive Psychotherapy (BSP), based on the author’s experience. That process attunes both supervisor and supervisee to an affect focus and to enhancing common factor elements of psychotherapy. Elements of training include an orientation workshop, supervisor understanding of each therapist’s background and motivation, and supervision based on taped sessions. The chapter further discusses the issue of certification, or rather, the lack of a certification process for BSP therapists. Finally, the chapter addresses the issues prior therapeutic allegiance raise in learning a novel therapeutic approach like BSP.
Transdiagnostic LGBTQ-Affirmative Cognitive-Behavioral Therapy
Authors: Pachankis John E. , Harkness Audrey , Jackson Skyler , Safren Steven A. 
Published: August 2022

Abstract
This book covers the principles and techniques that mental health practitioners can use to affirmatively respond to the distinct stressors that their LGBTQ clients often face. It outlines a clear step-by-step approach that teaches skills for enhancing LGBTQ clients’ mental well-being by undoing the deep impact that early and ongoing LGBTQ-related stress can have on basic psychological processes. It also provides essential tools for helping therapists effectively and affirmatively respond to the unique needs of their LGBTQ clients. The book is accompanied by a workbook that presents cognitive-behavioral therapy techniques that directly respond to the distinct stressors facing LGBTQ individuals. The workbook is designed to enhance mental well-being and covers a broad range of mental health challenges, such as depression, anxiety, substance use problems, and psychological distress.
Introduction to LGBTQ-Affirmative Cognitive-Behavioral Therapy
Authors: Pachankis John E. , Harkness Audrey R. , Jackson Skyler D. , Safren Steven A. 
Published: August 2022

Abstract
This chapter introduces a treatment that employs evidence-based cognitive-behavioral principles and techniques to significantly improve mood and anxiety disorders in the general treatment-seeking population. These techniques were adapted to specifically help lesbian, gay, bisexual, transgender, and queer (LGBTQ) people improve their mental health. It cites epidemiological studies showing that LGBTQ people are significantly more likely than heterosexual and cisgender individuals to experience mood and anxiety disorders because of the stress they face as a result of their disadvantaged social status. The chapter refers to LGBTQ-related stress, which largely explains the excess burden of mental health problems borne by LGBTQ populations. It mentions how the treatment can help LGBTQ clients understand this stress and the impact it has on their presenting concerns.
Module 4: Increasing Mindful Awareness of LGBTQ-Related Stress Reactions
Authors: Pachankis John E. , Harkness Audrey R. , Jackson Skyler D. , Safren Steven A. 
Published: August 2022

Abstract
This chapter demonstrates how to help the client further understand the ways that LGBTQ-related stress may shape their emotional experience. It describes a session that provides psychoeducation about judging one’s emotions, present-focused emotion awareness, and how these correspond to LGBTQ-related stress reactions. It also covers strategies for anchoring in the present and in-session practice of mindfulness in the context of an emotion-induction exercise. The chapter explains how past and current encounters with LGBTQ-related stress can elevate LGBTQ individuals’ vulnerability to experience uncomfortable emotional experiences in the face of life stressors. It notes that many LGBTQ people use substance as a primary way of coping with stress.
Module 6: Countering Emotional Behaviors
Authors: Pachankis John E. , Harkness Audrey R. , Jackson Skyler D. , Safren Steven A. 
Published: August 2022

Abstract
This chapter explores the concept of emotional behaviors, such as avoidance, and how LGBTQ-related stress experiences can contribute to emotional behaviors. It presents examples of different types of emotional behaviors and looks at the client’s own unhelpful emotional behaviors that derive from LGBTQ-related stress. It demonstrates the paradoxical effects of emotion avoidance and how emotional behaviors get maintained and strengthened, providing a rationale for alternative actions. The chapter notes that some clients have difficulty slowing down to notice or challenge their automatic thoughts while experiencing strong emotions. It reinforces the importance of continuing to practice the skill of identifying and challenging clients’ automatic thoughts, which will increase their awareness of the sequence of their emotions and provide opportunities to alter their interpretations of emotional triggers.
About This Treatment
Authors: Pachankis John E. , Jackson Skyler D. , Harkness Audrey R. , Safren Steven A. 
Published: August 2022

Abstract
This chapter focuses on LGBTQ-affirmative cognitive behavioral therapy (CBT), including where it came from, how it was developed, and how it can help to address some of the specific stressors an LGBTQ person might face. It introduces the concept of LGBTQ-related stress and the role that it can play in the emotional experiences of LGBTQ people. It also explores the rationale for LGBTQ-affirmative CBT, which is designed for LGBTQ people who are currently experiencing uncomfortable emotions that over time can cause depression, anxiety, and related emotions and behaviors that cause distress. The chapter describes LGBTQ-affirmative CBT as a mental health treatment created for LGBTQ people by LGBTQ people. This treatment is based on CBT that has a particular focus on helping people better understand and respond to their emotional experiences.
Module 2: Understanding the Nature and Emotional Impact of LGBTQ-Related Stress
Authors: Pachankis John E. , Jackson Skyler D. , Harkness Audrey R. , Safren Steven A. 
Published: August 2022

Abstract
experiences of LGBTQ-related stress, including how that stress may make a patient’s general stress worse. It points out that one of the most effective ways to make changes is through setting goals and breaking them down into clear, achievable steps. It also helps a patient reflect on how LGBTQ-related stress may be affecting them in their daily life. The chapter discusses how the LGBTQ people face LGBTQ-related stress as a result of a lifetime of being treated differently and often worse than non-LGBTQ people. When these experiences build up over time, many LGBTQ folks may feel like they have less control over their life and might feel unsure about their future.
Module 4: Increasing Mindful Awareness of LGBTQ-Related Stress Reactions
Authors: Pachankis John E. , Jackson Skyler D. , Harkness Audrey R. , Safren Steven A. 
Published: August 2022

Abstract
This chapter helps increase the patient’s ability to experience emotions in the moment, with fuller acceptance and less judgment. It highlights the concept of nonjudgmental emotion awareness, or mindfulness, and provides opportunities to practice it within a patient’s daily life. It also considers this present-focused awareness as a first step towards finding better ways to cope with emotions. The chapter describes a skill that can help patients to not only face their emotions, but also to accept them, allow them to pass, and learn from them. LGBTQ people might experience strong uncomfortable emotions as their everyday stress builds on top of their LGBTQ-related stress, which make them feel more stress overall and feel it more strongly.
Module 5: Increasing Cognitive Flexibility
Authors: Pachankis John E. , Jackson Skyler D. , Harkness Audrey R. , Safren Steven A. 
Published: August 2022

Abstract
This chapter explores the impact of LGBTQ-related stress on a patient’s thoughts, including negative opinions they may have about themselves, others, and their future. It help patients identify their stressful ways of thinking. Automatic thoughts are the first thoughts people have about new situations; they help people filter out unimportant information in order to respond quickly. The chapter explains why it is useful to focus on only a few key pieces of information, such as the facial expressions of a person during a conversation, while ignoring other information, such as the sounds of cars honking during the conversation. Research shows that because LGBTQ people often have negative experiences, they are more likely than heterosexual or cisgender people to have negative thinking styles, which can cause depression or anxiety.
Module 6: Countering Emotional Behaviors
Authors: Pachankis John E. , Jackson Skyler D. , Harkness Audrey R. , Safren Steven A. 
Published: August 2022

Abstract
This chapter analyzes how emotions can drive a person’s behaviors called emotional behaviors, which usually serve important functions. For example, emotional behaviors often reduce how intense an emotion is and can even help a person survive difficult situations. However, it also points out that some emotional behaviors may be less helpful and even harmful when used all the time or in certain contexts. The chapter helps patients identify situations, activities, and people that lead them to use unhelpful emotional behaviors. It talks about the development of different behaviors for distressing situations to improve a patient’s mood, relationships, and self-esteem so that emotional behaviors can start losing the power they currently have on their life.
Module 7: Experimenting with New Reactions to LGBTQ-Related Stress
Authors: Pachankis John E. , Jackson Skyler D. , Harkness Audrey R. , Safren Steven A. 
Published: August 2022

Abstract
This chapter talks about how many LGBTQ people falsely learn from an early age, based on their lived experience, that they do not have the right to stand up to stigma or to stand up for their needs or wants. It emphasizes the recognition of how patients might be “silencing” themselves around others because they expect to experience stigma. It also demonstrates how patients can communicate their needs and wants rather than holding themselves back, and how patients can be their most effective self in social situations. The chapter mentions the difficulties in changing emotional behaviors as change involves facing the difficult emotions that come along with emotional behaviors. Many LGBTQ people feel isolated, guilty, and ashamed because they live in a society that invalidates their experiences and denies them some of the same rights and respect that others get.
Module 8: Emotion Exposures for Countering LGBTQ-Related Stress
Authors: Pachankis John E. , Jackson Skyler D. , Harkness Audrey R. , Safren Steven A. 
Published: August 2022

Abstract
This chapter discusses how “emotion exposures” allow patients to approach situations and feelings that they usually avoid. It reviews LGBTQ-related stress, which often leads LGBTQ people to feel strong negative emotions. Because LGBTQ people have these emotional experiences frequently, they can often lead to emotional behaviors like avoiding close relationships, avoiding being vulnerable, or avoiding situations that produce uncomfortable feelings. The chapter mentions how some people experience bodily feelings like knots in their stomach, cramping, or nausea when faced with uncomfortable situations. It emphasizes that bodily feelings themselves are not the problem; instead, it is the interpretation of these feelings that makes them so scary and uncomfortable.
Module 9: Recognizing Accomplishments and Looking to the Future
Authors: Pachankis John E. , Jackson Skyler D. , Harkness Audrey R. , Safren Steven A. 
Published: August 2022

Abstract
The aim of this chapter is for patients to see how they have tools to cope with LGBTQ-related stress and other difficulties on their own. It will also help patients think about what their goals are for the future and how they can use the skills they’ve learned in the treatment program to help them get there. Doing an emotion exposure or an internal exposure may not always work out as planned; for example, the patient’s emotional experience might not change during the emotion exposure. The chapter reviews the goal of this program, which is to teach patients helpful skills for responding to their emotions, including those that are triggered or made worse by LGBTQ-related stress situations. Although it is very common for patients to have made some noticeable progress, this treatment program is short, and there is still room to improve after treatment ends.
Low intensity therapy: a parent’s perspective
Authors: O’Neill Lauran 
Published: August 2022

Abstract
In this chapter, I present my perspective as a parent who received a low intensity (LI) intervention to support my child with anxiety. I think the mind set of many schools and mental health services is that children have to be very poorly before they get any input for emotional or behavioural problems. If they don’t meet a certain threshold for symptoms, you’re told from the offset there’s nothing for you. It’s crazy that you have to reach such a damaging level before you can access help. Having LI therapy as a preventative or first step is really important. We heard all the time that our daughter was ‘good as gold, just quiet in the corner’. Six weeks of LI therapy gave us the strategies to help her anxiety, and through this we learnt that she had symptoms of autism. She then had an autism assessment and now she’ll get more resources and help. It all started with 6 weeks of LI therapy and that’s brought our family so many benefits.
Prevention and early intervention in children and young people
Authors: Sung Jenna , Schleider Jessica L. 
Published: August 2022

Abstract
This chapter outlines how prevention and early intervention efforts are critical in alleviating the rise of youth psychopathology and fostering healthy development. Prevention programmes have traditionally utilized resource-intensive intervention formats such as multisession designs and administration by mental health professionals as opposed to brief interventions or self-guided, online programmes; such intensive designs may hinder wide dissemination of effective programmes as it may not be feasible to implement the interventions in diverse settings. Thus, characteristics of low intensity interventions offer an untapped potential to extend and complement the goals of existing prevention work. The chapter briefly reviews existing low intensity prevention programmes and highlights the limitations as well as recommendations for future research.
Low intensity interventions for behavioural difficulties
Authors: Coughtrey Anna , Bennett Sophie D. 
Published: August 2022

AbstractEarly-onset behavioural difficulties are common in children and, for some, can be associated with significant long-term social, emotional, and academic difficulties. There is promising early evidence that low intensity parent interventions including guided self-help or self-administered parent learning approaches are effective in promoting positive nurturing parent–child relationships and confident parenting as well as in increasing children’s social and emotional competence and reducing common behaviour problems. Further research is needed to understand which families and children may benefit from low intensity interventions and how to optimize effective delivery to ensure prevention of future antisocial child behaviour into adolescence and beyond.
Low intensity interventions for obsessive–compulsive disorder in children and adolescents
Authors: Krebs Georgina , Lewis Angela 
Published: August 2022

Abstract
A range of low intensity (LI) interventions show promise for treating obsessive–compulsive disorder in youth. However, research in this field is limited and there is a need for more rigorous evaluation of LI interventions, particularly to establish their effectiveness in routine clinical settings and to identify optimal levels of therapist input. Another important avenue for future research will be to establish predictors and moderators of response to LI intervention among young people with obsessive–compulsive disorder. Factors such as age, comorbidity, and insight may well influence treatment outcomes. A key priority is to understand who is likely to benefit from LI approaches, so that clinicians can make empirically grounded decisions about treatment and ensure a personalized approach to care planning.