Psychological first aid and treatment approach to children exposed to community violence: Research implications

Pynoos, Robert S.; Nader, Kathleen

doi:10.1007/bf00980366

Cited by 85 publications

(122 citation statements)

References 24 publications

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“…Lower scores of total anxiety and other were reported. 21 Our results were consistent with the study on the effect of home demolition of Palestinian anxiety; they found that children whose homes were demolished showed significantly more psychological symptoms than the children in witness control groups. The age of children was not significantly related to psychological symptoms.…”

Section: Discussionsupporting

confidence: 92%

“…This is consistent with the results from similar studies in other parts of the world. 8,21,38,39 However, the results showed that older age group children (13-16 y) developed more PTSD than the younger age group thus, more intrusion, and hyperarousal symptoms. These findings have been replicated in other cultural groups.…”

Section: Discussionmentioning

confidence: 94%

“…This checklist can be completed by children of the age group 9-16 years ('yes' or 'no'). 21 This scale is a standardized 20-item self-report measure designed to assess post-traumatic stress reactions of children of 6-16 years following exposure to a broad range of traumatic events. It includes three subscales, intrusion (7 items), avoidance (5 items) and arousal (5 items), and three additional items.…”

Section: Gaza Traumatic Events Checklist For Political Violence 20mentioning

confidence: 99%

See 2 more Smart Citations

Coping With Trauma Among Children in South of Gaza Strip

Thabet¹,

Thabet²

2017

Psychol Cogn Sci Open J

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 94%

Section: Gaza Traumatic Events Checklist For Political Violence 20mentioning

confidence: 99%

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Coping With Trauma Among Children in South of Gaza Strip

Thabet¹,

Thabet²

2017

Psychol Cogn Sci Open J

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“…Classroom activities, for example, can help students to understand what happened to them, allow them to express their feelings, and encourage help-seeking behavior. Additionally, schools can be an ideal location for providing specific intervention programs (Hoagwood et al, 2007;Jaycox et al, 2006;Kruczek & Salsman, 2006;Pynoos & Nader, 1988). However, as mentioned earlier, reviews focusing specifically on school-based intervention are lacking at present.…”

mentioning

confidence: 94%

School‐based intervention programs for PTSD symptoms: A review and meta‐analysis

Rolfsnes

Idsøe

2011

Journal of Traumatic Stress

157

102

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This is a review and meta-analysis of school-based intervention programs targeted at reducing symptoms of posttraumatic stress disorder (PTSD). Nineteen studies conducted in 9 different countries satisfied the inclusionary criteria. The studies dealt with various kinds of type I and type II trauma exposure. Sixteen studies used cognitive-behavioral therapy methods; the others used play/art, eye movement desensitization and reprocessing, and mind-body techniques. The overall effect size for the 19 studies was d = 0.68 (SD = 0.41), indicating a medium-large effect in relation to reducing symptoms of PTSD. The authors' findings suggest that intervention provided within the school setting can be effective in helping children and adolescents following traumatic events.

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“…children also display negative effects in the area of cognition including deficits in memory and learning ability, deterioration in school performance (Pynoos & Nader, 1988), and their risk for subsequent development of psychopathology is higher (Schwartz & Perry, 1994;Van der Kolk, 1989).…”

mentioning

confidence: 98%

Teacher‐delivered resilience‐focused intervention in schools with traumatized children following the second Lebanon war

Wolmer

Hamiel

Barchas

et al. 2011

Journal of Traumatic Stress

132

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The 2006 Lebanon War exposed children in the north of Israel to daily rocket attacks. To cope with the massive psychological needs, a teacher-delivered protocol focusing on enhancing personal resilience was implemented. Children were assessed for risk factors, symptoms, and adaptation before the 16-week program (Time 1; n = 983) and after its completion (Time 2; n = 563). At a 3-month follow-up (Time 3; n = 754) children were assessed together with a waiting-list comparison group (n = 1,152). Participating children showed a significant symptom decrease at Time 2 and significantly fewer symptoms than the control group at Time 3. Six or more risk factors were associated with greater symptoms and parental concern about the child's adaptive functioning. Teachers are valuable cost-effective providers for clinically informed interventions after mass trauma and disaster.

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Psychological first aid and treatment approach to children exposed to community violence: Research implications

Cited by 85 publications

References 24 publications

Coping With Trauma Among Children in South of Gaza Strip

Coping With Trauma Among Children in South of Gaza Strip

School‐based intervention programs for PTSD symptoms: A review and meta‐analysis

Teacher‐delivered resilience‐focused intervention in schools with traumatized children following the second Lebanon war

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