The chapter will help you to be able to explain what PTSD is and how it typically presents, including the nature of trauma memories and associated re-experiencing, describe and use evidence-based CBT protocols for PTSD, choose and use appropriate formulation models for CBT for PTSD, describe the importance of reprocessing in any treatment plan, develop a treatment plan for CBT for PTSD, and take account of comorbidity in managing CBT for PTSD.

The chapter will help you to be able to describe the different techniques available in CBT, consider the purpose of any given technique in relation to the maintenance cycles it interrupts, and tailor interventions to individual patients, considering their unique strengths and needs.

This chapter provides a comprehensive overview of cognitive behavioural therapy (CBT) for generalised anxiety disorder (GAD). Several evidence-based CBT protocols for the treatment of GAD are presented and their clinical implications discussed using case examples. These protocols are 1) the applied relaxation protocol, 2) the Penn protocol, 3) the mastery of your anxiety and worry protocol, 4) the intolerance of uncertainty protocol, and 5) the Beckian cognitive protocol. In the chapter we present a theoretical overview of GAD from the perspective of each these protocols. The difference between adaptive and excessive worry is also discussed and how this distinction is important when it comes to identifying key maintenance factors of GAD and what needs to happen in treatment. The aim of this chapter is to help the clinician understand different theoretical accounts of GAD and why and how to use therapeutic techniques such as formulations, behavioural experiments, imaginal exposure, applied relaxation and cognitive restructuring when treating GAD. Furthermore, how to address co-morbidity with other mental or physical conditions and why working within the scientist-practitioner model is important when it comes to developing treatment plans for GAD treatment.

The chapter will help you to be able to describe the development of CBT approaches for anxiety disorders, explain how the four key factors influence the level of perceived threat from a cognitive perspective, and consider the comparative purposes of habituation, cognitive restructuring and behavioural experiments in treating anxiety disorders

In order to understand how urban disaster risk changes, it is essential to understand how cities change. This chapter argues that cities are continually evolving entities whose past and present dynamics provide insights into future trends and possibilities. The chapter first reviews global trends in disaster losses, along with well-established definitions and frameworks about disaster risk. It explains why these are inadequate for understanding how a city’s disaster risk changes over time. It then proposes a simple conceptual framework, the Urban Risk Dynamics framework, to help guide empirical study of evolving disaster risk in any city. The framework is based on several premises: that local geography, or landscape, is vital to understanding urban disaster risk; that cities must be understood as economic entities; and that technological change is a key driver of urban change. The chapter then introduces and justifies the selection of the six case studies to be analyzed using the framework in Chapters 3–5.

As we progress through this part and the next, you will be introduced to the different ways in which epidemiologists go about analysing the factors that are associated with people becoming ill or getting better. Each of these has a role to play in building up our knowledge about what influences human health. Our objective here is to provide an overview of the range of techniques that are available and to develop your understanding of which of these might be more appropriate in any given situation. One way to think about these techniques is as a set of tools for tackling a range of problems, much as a carpenter has a box full of tools for tackling different aspects of building a house. No one tool is useful in every situation, and some are more useful at certain stages of the construction process than others. Some even have features that make them useful in a variety of situations. Of course, context is everything, so even when a tool might not look like it’s the ‘right’ one in a particular situation, if the results are robust and reliable then that might be all that matters.

This chapter reviews how climate change is projected to affect the frequency, severity and/or spatial distribution of tropical cyclones, severe storms that generate tornadoes, and floods; the factors that influence people’s exposure and vulnerability to such events; adaptation options for reducing displacement risks; and, common characteristics of migration and displacement across all categories of extreme weather events. We then focus on specific types of extreme weather and provide more detailed analyses and case studies of migration and displacement events associated with tropical cyclones, tornadoes, and floods.

Chapter 5 explores James’s interest in the relationship between the bicycle and authorial publicity through a close reading of his tale about two cycling journalists, ‘The Papers’. During the 1890s, the bicycle’s fashionable status and prominent appearance in debates about female exhibitionism associated it with questions about the role of the press and the public figure. Due to its potential for physical comedy, cycling also features in what I call the literatures of exposure: the detective story, romantic comedy, and the illustrated newspaper. As I argue, the bicycle’s attachment to the physical ‘figure’ makes it a troubling metaphoric resource in ‘The Papers’, which satirizes the celebrity’s ‘eagerness to figure’ by drawing attention to the authorial work of ‘figuring’ in which the journalists are constantly engaged, and to the creation of the author as a public figure. This chapter also glances at how later writers have employed the bicycle to speculate about Henry James himself. Hemingway’s euphemistic reference to ‘Henry’s bicycle’ in The Sun Also Rises – an allusion to James’s rumoured castration – is one of several portrayals of the author as a cyclist, which draw upon the bicycle’s connotations with exposure to trope James’s aversion to publicity.

This chapter covers generalized anxiety disorder, panic disorder, specific phobia, social anxiety disorder, agoraphobia, separation anxiety disorder, and selective mutism. Based on a review using the new criteria for empirically supported treatments, there is strong research support for: (a) exposure therapies for specific phobias, (b) cognitive and behavioral therapies for generalized anxiety disorder, (c) cognitive-behavioral therapy for panic disorder, and (d) cognitive-behavioral therapy for social anxiety disorder. The two primary components of treatment include exposure and addressing cognitive biases. Each of these components is broken down into additional parts. A sidebar also discusses acceptance and commitment therapy.

This chapter introduces the reader to the topic studied in the book, factual misinformation and its appeal in war. It poses the main research question of who believes in wartime misinformation and how people know what is happening in war. It then outlines the book’s central argument about the role of proximity and exposure to the fighting in constraining public misperceptions in conflict, and the methods and types of evidence used to test it. After clarifying some key concepts used in the book, it finally closes with a sketch of the manuscript’s main implications and an outline of its structure and contents.

This chapter provides the tools to compute catastrophe (CAT) risk, which represents a compound measure of the likelihood and magnitude of adverse consequences affecting structures, individuals, and valuable assets. The process consists of first establishing an inventory of assets (here real or simulated) exposed to potential hazards (exposure module). Estimating the expected damage resulting from a given hazard load (according to Chapter 2) is the second crucial step in the assessment process (vulnerability module). The application of damage functions to exposure data forms the basis for calculating loss estimates (loss module). To ensure consistency across perils, the mean damage ratio is used as the main measure for damage footprints D(x,y), with the final loss footprints simply expressed as L(x,y) = D(x,y) × ν(x,y), where ν(x,y) represents the exposure footprint. Damage functions are provided for various hazard loads: blasts (explosions and asteroid impacts), earthquakes, floods, hail, landslides, volcanic eruptions, and wind.

The language continuum is defined by the dimensions of language ability (from language talent to language disorder) and bilingual language proficiency (from monolingual to multilingual) in this chapter. Although the terms “language ability” and “proficiency” are often used interchangeably in the literature, we systematically differentiate these two dimensions in order to explain variations in speakers from different linguistic backgrounds. Cross-linguistic data are presented to strengthen this argument. The differentiation of these two language dimensions is important for professionals to prevent the over- and underdiagnosis of children who come from language minority groups or exhibit bilingual language disorder. A discussion of similarities in language acquisition between typically developing monolingual and bilingual first language speakers and between monolingual and bilingual children with developmental language disorder is included to highlight common features along the language dimensions. Within-subject approaches and different measures of assessment are described to support the classification of children from diverse linguistic environments.

This chapter describes how the quality and quantity of language input affects both children’s language ability and their cognitive control development. A nuanced exploration of the distinctions between input and intake as well as between input and exposure points to a complex pattern of interactions among these components and children’s communicative skills. The interactions among parental input, language environment, and the child’s age, as well as communicative abilities are bidirectional and affect children’s cognitive control skills, particularly working memory and interference control. The dynamic nature of caregiver – child interactions is also reflected in the manner parents adjust their language input based on their children’s communicative abilities. Parents of children with superior language skills used more elaborated language than did the parents of children with language delay, but those who participated in parental intervention increased the language and cognitive stimulation of their children.