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

Rolfsnes, Erika S.; Idsøe, Thormod

doi:10.1002/jts.20622

Cited by 157 publications

(111 citation statements)

References 40 publications

(21 reference statements)

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“…Furthermore, teachers may serve as a linking pin between families and clinical services as schools are children's most important entry point to mental health care (Farmer, Burns, Phillips, Angold, & Costello, 2003). One particular area in which teachers can be instrumental is in monitoring and supporting children's recovery from traumatic events (Rolfsnes & Idsoe, 2011). The large number of hours that teachers spend with children each week enables them to identify posttraumatic behavior change.…”

mentioning

confidence: 99%

Teachers' experiences supporting children after traumatic exposure

Alisic

Bus

Dulack

et al. 2012

Journal of Traumatic Stress

103

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Teachers can be instrumental in supporting children's recovery after trauma, but some work suggests that elementary school teachers are uncertain about their role and about what to do to assist children effectively after their students have been exposed to traumatic stressors. This study examined the extent to which teachers working with children from ages 8 to 12 years report similar concerns. A random sample of teachers in the Netherlands (N = 765) completed a questionnaire that included 9 items measuring difficulties on a 6-point Likert scale (potential range of total scores: 9-54). The mean total difficulty score was 29.8 (ranging from 10 to 50; SD = 7.37). On individual items, the fraction of teachers scoring 4 or more varied between 25 and 63%. A multiple regression analysis showed that teachers' total scores depended on amount of teaching experience, attendance at trauma-focused training, and the number of traumatized children they had worked with. The model explained 4% of the variance, a small effect. Because traumatic exposure in children is rather common, the findings point to a need to better understand what influences teachers' difficulties and develop trauma-informed practice in elementary schools.

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mentioning

confidence: 99%

Teachers' experiences supporting children after traumatic exposure

Alisic

Bus

Dulack

et al. 2012

Journal of Traumatic Stress

103

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“…The movement has also been fueled by demonstrations of the effectiveness of school-based trauma-specific treatments in ameliorating traumatic stress reactions in youth (Rolfsnes & Idsoe, 2011). These drivers of the movement are reflective of SAMHSA's (2014) four key assumptions underlying trauma-informed approaches: (a) a realization of the widespread prevalence and impact of trauma, (b) a recognition of the signs of traumatic exposure and (c) a response grounded in evidence-based practices that (d) resists re-traumatization of individuals.…”

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confidence: 99%

Trauma-Informed Schools: Introduction to the Special Issue

Overstreet

Chafouleas

2016

School Mental Health

159

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This special issue on trauma-informed schools is the first compilation of invited manuscripts on the topic. The forces behind the movement and key assumptions of trauma-informed approaches are reviewed. The first eight manuscripts in Part 1 of the special issue present original empirical research that can be used to support key assumptions of trauma-informed approaches to school service delivery. Part 2 of the special issue opens with a blueprint for the implementation of trauma-informed approaches using a multitiered framework, which is followed by three case studies of the use of multitiered frameworks to implement trauma-informed approaches in schools. The special issue concludes with a commentary on future directions for the trauma-informed school movement.

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“…Some treatments were effectively administered in group settings (Betancourt et al, 2012a; Pfeiffer & Goldbeck, 2017) or at school (Gupta & Zimmer, 2008; Ooi et al, 2016; Schauer, 2008; Tol et al, 2012). Other reviews (Newman et al, 2014; Rolfsnes & Idsoe, 2011) have reported moderate (Rolfsnes & Idsoe, 2011) to large (Newman et al, 2014) effect sizes for trauma-related psychotherapies in the group/school setting, even if they were provided by trained lay persons like teachers or social workers. A substantial number of affected school-aged refugee children could be reached this way, if effective interventions were available.…”

Section: Discussionmentioning

confidence: 98%

The effectiveness of psychosocial interventions in war-traumatized refugee and internally displaced minors: systematic review and meta-analysis

Nocon

Eberle-Sejari

Unterhitzenberger

et al. 2017

European Journal of Psychotraumatology

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Background: The United Nations reported that in 2016 over 65 million people worldwide have forcibly left home. Over 50% are children and adolescents; a substantial number has been traumatized and displaced by war. Objective: To provide an overview of the effectiveness of psychosocial interventions in this group we conducted a narrative review and a meta-analysis of intervention studies providing data on posttraumatic stress symptoms (PTSS), depression, anxiety, grief, and general distress. Method: We searched PILOTS, MEDLINE, WoS, Embase, CENTRAL, LILACS, PsycINFO, ASSIA, CSA, and SA for studies on treatment outcomes for war-traumatized displaced children and adolescents. Between-group effect sizes (ES) and pre-post ES were reconstructed for each trial. Overall pre-post ES were calculated using a random effects model. Results: The narrative review covers 23 studies with a variety of treatments. Out of the 35 calculated between-group ES, only six were significant, all compared to untreated controls. Two of them indicated significant adverse effects on symptoms of general distress or depression. When calculating pre-post effect sizes, the positive between-group results of cognitive behavioural therapy (CBT) and interpersonal therapy (IPT) were reproduced and singular other treatments showed significant positive effects. However, the mean pre-post effects for PTSS and depression could not be interpreted due to the high heterogeneity of the included studies (PTSS: ES = 0.78; I2 = 88.6%; depression: ES = 0.35; I2 = 93.1%). Only the mean pre-post effect for seven active CBT treatment groups for depression (ES = 0.30, 95% CI [0.18, 0.43]) was interpretable (Q = 3.3, df = 6, p = .77). Conclusion: Given the large number of children and adolescents displaced by war there were regrettably few treatment studies available, and many of them were of low methodological quality. The effect sizes lagged behind the effects observed in traumatized minors in general, and often were small or non-significant. However, CBT and IPT showed promising results that need further replication.

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

Cited by 157 publications

References 40 publications

Teachers' experiences supporting children after traumatic exposure

Teachers' experiences supporting children after traumatic exposure

Trauma-Informed Schools: Introduction to the Special Issue

The effectiveness of psychosocial interventions in war-traumatized refugee and internally displaced minors: systematic review and meta-analysis

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