Opal phytoliths derived from epidermal cells of grass leaves have been identified in atmospheric dust, soils, paleosols, Pleistocene loess, and deep‐sea sediments. By comparing oriented shapes of phytoliths in spodograms of 17 common grass species, four classes and 26 types are proposed which distinguish three groups of subfamilies of Gramineae. The Festucoid class contains eight types that are circular, rectangular, elliptical, or oblong forms. The Chloridoid class contains two types of saddle‐shaped bodies. The Panicoid class contains 11 types that are variations of crosses and dumbbells. The Elongate class contains five types that have no subfamily implications and occur in all 17 species. Because phytoliths of native tall grasses (Panicoid), short grasses (Chloridoid), and common domestic grasses of the humid regions (Festucoid) can be distinguished, it is possible to determine whether phytoliths in dust, soils, and sediments were derived from local or remote sources.

This updated review of evidence-based treatments follows the original review performed by the Hawaii Task Force. Over 750 treatment protocols from 435 studies were coded and rated on a 5-level strength of evidence system. Results showed large numbers of evidencebased treatments applicable to anxiety, attention, autism, depression, disruptive behavior, eating problems, substance use, and traumatic stress. Treatments were reviewed in terms of diversity of client characteristics, treatment settings and formats, therapist characteristics, and other variables potentially related to feasibility and generalizability. Overall, the literature has expanded considerably since the previous review, yielding a growing list of options and information available to guide decisions about treatment selection.

Mental disorders are prevalent and lead to significant impairment. Progress toward establishing treatments has been good. However, effect sizes are small to moderate, gains may not persist, and many patients derive no benefit. Our goal is to highlight the potential for empirically-supported psychosocial treatments to be improved by incorporating insights from cognitive psychology and research on education. Our central question is: If it were possible to improve memory for content of sessions of psychosocial treatments, would outcome substantially improve? This question arises from five lines of evidence: (a) mental illness is often characterized by memory impairment, (b) memory impairment is modifiable, (c) psychosocial treatments often involve the activation of emotion, (d) emotion can bias memory and (e) memory for psychosocial treatment sessions is poor. Insights from scientific knowledge on learning and memory are leveraged to derive strategies for a transdiagnostic and transtreatment cognitive support intervention. These strategies can be applied within and between sessions and to interventions delivered via computer, the internet and text message. Additional novel pathways to improving memory include improving sleep, engaging in exercise and imagery. Given that memory processes change across the lifespan, services to children and older adults may benefit from cognitive support.