Empowering the Vulnerable: The Impact of SEL on Traumatized Children's Academic and Social Outcomes in Crises.

Purpose Of Review: This article critically reviews the impact of Social and Emotional Learning (SEL) on traumatized children's academic and social outcomes, focusing on studies from the past three years across diverse contexts. It emphasizes the need for culturally sensitive, trauma-informed programs that cater to various settings, while also exploring the critical roles of parents and educators in SEL implementation. Additionally, the paper highlights challenges in deploying SEL in crisis-affected regions and offers strategies to address systemic barriers.

Art Therapy Interventions for Syrian Child and Adolescent Refugees: Enhancing Mental Well-being and Resilience.

Purpose Of Review: This critical review primarily aims to conduct a comprehensive assessment of recent studies conducted within the past 3 years, with a specific focus on the use of art therapy within Syrian child and adolescent refugee populations. The central objective of this inquiry is to explore the impact of art therapy interventions and provide critical insights into their effectiveness in enhancing the mental well-being and resilience of these young refugees.

Recent Findings: Recent research conducted within the past 3 years highlights the effectiveness of art therapy as an intervention strategy within Syrian child and adolescent refugee populations.

School counselors' perceptions of virtual counseling in Lebanon: A qualitative study.

Virtual counseling has become an increased necessity as a result of the current pandemic as well as the need for methods that comply with the continuous changes and advancements. Studies conducted have shown that the perceptions of counselors of the benefits and barriers reflect whether or not the counseling service will be successful. This study is a descriptive research design following a qualitative approach.

A Systematic Review of Empirical Evidence on Art Therapy With Traumatized Refugee Children and Youth.

The current global refugee crisis revealed that refugee children, youth, and adults are uniquely vulnerable to traumatic events. Yet, there are only a few studies available that report robust systematic data on art therapy interventions with mental health in recent refugee populations. The purpose of the study is to synthesize and evaluate (a) the available research evidence on the use of art therapy in reducing post-traumatic stress disorder (PTSD) levels in refugees, and (b) the quality of empirical evidence for each of the reviewed studies.

Effects of Three Music Therapy Interventions on the Verbal Expressions of Children With Autism Spectrum Disorder: A Combined Single-Subject Design.

The specific aims of this research study were to (a) examine the differential effect of three different music interventions, namely the interactive music playing therapy ("music and singing"), interaction music singing therapy ("singing"), and receptive music therapy ("listening") studying the varying latency periods in the response time it took 3-year-old children diagnosed with autism spectrum disorder (ASD) to elicit the target word vocally; and (b) assess the index of happiness of children with ASD after the implementation of the three music interventions, which can, in turn, be used to influence their overall quality of life through this specific intervention. This study used a combined single-subject research design consisting of delayed multiple baseline across the participants and a multielement design to compare the effects of each music intervention technique targeting the child's verbal response during playback of a practiced song. Findings demonstrated "singing" to be associated with the lowest latency compared to the other two interventions ("listening" and "singing and music") across participants.

Utility of Psychometric and Dynamic Assessments for Identifying Cognitive Characteristics of Twice-Exceptional Students.

The purpose of this research was to examine the utility of psychometric and dynamic assessment for the identification of a twice-exceptional (2E) group of students who showed both mathematical high abilities and specific learning disabilities. Of a population of 800 students, 30 (14 boys and 16 girls) ages 10 to 12 years were selected and identified as twice-exceptional at three public elementary schools in Amman, the capital of Jordan. A combination of three psychometric tests and one dynamic math assessment tool was used to recognize the cognitive and perceptual characteristics strengths and difficulties among students.