Combat stress reaction (CR) is a syndrome with a wide range of symptoms including changes in soldiers' behaviors, emotional and physiological responses, avoidance and a decrease in both personal and military functioning. The short-term goal in treating CR is a speedy return to healthy functioning, whereas the long-term goal is to prevent the development of PTSD. Previous research has indicated that the achievement of this short-term goal affects the achievement of the long-term goal and vice versa. Effective treatment requires intervention by trained professionals proficient in reinforcing personal and functional identity without psychiatric labelling. The present paper presents a therapeutic model integrating OT in treating CR within a military setting. The model emphasizes the importance of preventing fixation to the role of 'patient' and a rapid return to maximal functioning. Based on Kielhofner's Model of Human Occupation, which aims to promote adaptive and efficient functioning by engaging soldiers in tasks supporting their military identity, empowering functionality, and increasing their perceived competency. The model emphasizes the therapeutic milieu within a military environment. Practical application of this model focuses on interdisciplinary aspects and client-focused application. The paper describes an assessment process for each soldier entering the CR unit and a treatment model integrating OT.

Conducting discussions on controversial political issues is an important vehicle to promote students’ democratic values and critical thinking in schools. This schoolwide task cuts across all disciplines and different subject matter. Israeli civics and social studies teachers are often required to touch upon such issues and manage the situations that follow. This study examined whether civics and social studies teachers are different from teachers of other disciplines in their attitudes toward controversial political issues and in their reported behaviors. Civics and social studies teachers scored higher in all the variables related to discussions of controversial political issue and reported more relevant behaviors. In examining the variables that predict teachers’ self-efficacy to conduct controversial political issue discussions, variables that related to professional identity were the strongest predictors alongside pluralistic attitudes. We concluded that teacher training should emphasize the importance of discussions of controversial political issue and develop teachers’ ability to conduct such discussions as part of their professional role.

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