This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools' PBIS model were matched with 28 control schools to assess academic gains. There were 5 years of baseline data (no intervention in treatment schools) and 4 years of intervention data, including 1 year of maintenance. Results indicate that implementation of the PBIS programme was significantly associated with increased student academic achievement (p = .001) and that the rate of change for students' academic achievement in treatment schools was greater than for students in control schools. This study suggests that PBIS programmes, such as Safe & Civil Schools' Foundations, may complement other efforts to improve academic outcomes.

Background: This article explores the Story Stem Assessment Profile (SSAP), a narrative-based measure, for the assessment of internal representations in children between the ages of 4 and 11 years old. Methods: The findings draw upon two samples of children comprising of a sample of looked-after children at Five Rivers Child Care (FR) (n = 42) and a community-based population (n = 42). The FR group identified were suggested to have a higher level of need, as defined by scores obtained from the Strengths and Difficulties Questionnaire (SDQ) and Relationship Problems Questionnaire (RPQ). Results: Using the SSAP, the findings indicate the instrument's discriminant validity with strong differences being displayed between the two populations. Consistently children in the FR sample displayed more disorganized, avoidant and negative representations, whilst at the same time having significantly fewer representations characteristic of 'secure' attachment. Conclusion: The SSAP is successful in differentiating between 'low' and 'high' cohorts of children aged 4-11 years. The study provides strong support for the measure as a way of capturing internal and attachment representations, with further research to explore possible changes in these representations at follow-up being promising and intriguing. Continued research efforts at FR will allow for improved clinical formulations, increased understanding and therefore positive outcomes relating to the children in their care.

Kidney biopsy complications appear to be similar when using any of the three techniques examined in our study. However, ultrasound-guided trocar technique may yield lower biopsy adequacy when compared to non-trocar techniques.

The State-Trait Anxiety Inventory for Children (STAIC; Spielberger, 1973) was administered to 541 seventh- and eighth-grade students in regular classes in urban and suburban schools in a mid-western state. The STAIC was administered to the children prior to their completing a novel nonverbal task. The items were scored according to the directions in the manual and subjected to a principal components factor analysis with oblique and varimax rotation. Using the scree test, the oblique rotation produced the best simple structure of three factors, and there were no significant differences in factor structure by sex. The results were consistent with prior research and indicated a stable trait factor that closely matched the original A-Trait scale and two state factors. These factors were identified as “state unhappiness” and “state distress” and were compared to previous research that labeled the two factors as “anxiety-present” and “anxiety-absent.” There was a nonlinear relationship between these two factors, indicating that once state happiness increases beyond the minimum scores, state distress increases at a more rapid rate than the simple correlation (r = .52) would suggest. The authors concluded that the dichotomy of “anxiety-present” or “anxiety-absent” may not reflect completely the relationship between the two derived factors.

PurposeThis paper aims to explore an integrated therapeutic care approach for a group of children and young people who have experienced chronic and enduring interpersonal trauma.Design/methodology/approachThis paper aims to emphasise the need to routinely assess for that which could have been relationally traumatic, as this is the context in which many looked‐after children's and young people's developmental experiences occur. In particular, it explores the need to have trauma‐informed assessments, clinically effective interventions based on this knowledge, and the need to ensure that a therapeutically enabling environment and organisational functioning is maintained, in order to improve outcomes. It builds on existing work on trauma systems theory, both within an organisational context and within a holistic completely integrated (therapy/assessment, care, education) residential child care treatment process.FindingsThis research raises consideration of the manner in which interpersonally traumatic experiences with the child's primary attachment figures (accommodation complex) may create the context in which children employ dissociative coping. This also may have possible helpful connections for those working with adults diagnosed with borderline personality disorder.Originality/valueThe paper provides a systemic model based on three strands of understanding, namely trauma, attachment and dissociation, which can provide an underpinning assessment and interventions model for children in residential care.