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Browsing by Author "Laird, Robert D."

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    Secondary trauma and parenting practices in Internet Crimes Against Children Task Force investigators
    (University of Alabama Libraries, 2019) Stewart, Jonathan David; Witte, Tricia H.; University of Alabama Tuscaloosa
    Investigating cases of child pornography requires daily exposure to sexually explicit material involving children and may have negative implications on the mental well-being of those in this line of work. Although much research has focused on job-stress and burnout in this profession, there is not enough evidence to understand if this secondary trauma is carried home, whether parenting behaviors are influenced by it, or if these associations differ by gender. This study aimed to identify whether work exposure to sexually explicit material involving children is associated with secondary traumatic stress symptoms among 212 Internet Crimes Against Children Task Force workers and whether these symptoms were associated with participants’ parenting behaviors and concerns about their children’s use of the internet. Participants completed measures from the Internet Parenting Style Instrument, Concern about Information Disclosure Scale, the Warmth and Involvement sections of the Alabama Parenting Questionnaire, and the Secondary Traumatic Stress Scale. Secondary trauma was found to be associated with participants being less likely to stop their children from using the internet when secondary trauma levels were elevated. Secondary trauma was also found to be associated with participant’s concern about their children’s disclosure of information online such that reported concern was higher if secondary trauma levels were elevated. The associations between secondary trauma, stopping behaviors, and concern about information disclosure were both moderated by gender; the associations were stronger for mothers compared to fathers.
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    Social Motivation Intervention Leveraging E-Learning (Smile) for Children with Autism
    (University of Alabama Libraries, 2023) Simmons, Grace Lee; White, Susan W.
    Autism Spectrum Disorder (ASD) is characterized by impaired social reciprocity which is thought to derive, in part, from a lack of interest in engaging with peers and forging and maintaining friendships (i.e., disrupted social motivation). Yet there is a paucity of intervention work targeting social amotivation in autistic youth. Therefore, the present study developed and implemented an innovative, telehealth-delivered program for autistic youth that targets disrupted social motivation - the Social Motivation Intervention Leveraging E-learning (SMILE). In Phase 1 of the study, a participatory action approach was employed, in which a panel of nine expert advisors assisted in the development of the SMILE program. SMILE was then implemented via telehealth with six groups of school-age autistic youth, aged 8 - 12 (n = 28). Participants were randomly allocated into intervention (i.e., SMILE, n = 15) or waitlist control (WLC, n = 13) groups. Results indicated high treatment fidelity, moderately strong therapeutic alliance, low attrition (6%), high attendance (93% missed < one session), and high caregiver ratings of program satisfaction. Clinical impact, measured via observer-assessed social motivation, was variable: 47% of participants assigned to the SMILE group exhibited a clinically significant improvement in social motivation at post assessment; and 40% assigned to the SMILE group exhibited a clinically significant improvement in social motivation at follow up. There were no significant group differences in social motivation at post or follow up timepoints. Although the clinical impact of SMILE is not apparent in this pilot study, findings nevertheless speak directly to the feasibility and acceptability of telehealth delivery of clinical interventions to improve targeted deficits (i.e., impaired social motivation) in children with ASD. Future research may include delivery of SMILE to a larger sample, with groups which are stratified based on age and/or gender and/or cognitive ability in order to better understand clinical profiles of children who are most likely to engage and reap benefits from engagement in this program. Future research might also integrate SMILE into existing social intervention protocols, allowing clinicians to target diminished motivation to build social skills in order to best meet their client's needs and potentially augment treatment effects.
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    Trauma and Stress in Children, Individuals, and Families (1st Edition)
    (2023) Laird, Robert D.; Guiney, Jennifer Brown; Downs, Karly J.
    This textbook is a formal structured approach for communicating about stress and trauma. The textbook explains scientific concepts surrounding stress and trauma, including psychological and biological systems and structures. The textbook discusses how stress and trauma are linked to psychiatric disorders commonly diagnosed in children and adolescents. The textbook presents strategies for developing and maintaining healthy stress response systems.
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    Trauma and Stress in Children, Individuals, and Families (2nd Edition)
    (University of Alabama Libraries, 2026) Laird, Robert D.; Guiney, Jennifer Brown; Downs, Karly J.
    This textbook is a formal structured approach for communicating about stress and trauma. The textbook explains scientific concepts surrounding stress and trauma, including psychological and biological systems and structures. The textbook discusses how stress and trauma are linked to psychiatric disorders commonly diagnosed in children and adolescents. The textbook presents strategies for developing and maintaining healthy stress response systems. This second edition includes a new chapter on happiness, with edited elements throughout the text.