Support for Students Exposed to Trauma (SSET) Program: An Approach for Building Resilience and Social Support Among Flood-Impacted Children

Amin, Rizwana; Nadeem, Erum; Iqbal, Khizra; Asadullah, Muhammad Ali; Hussain, Bashir

doi:10.1007/s12310-020-09373-y

Cited by 19 publications

(14 citation statements)

References 50 publications

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“…These institutions serve to re‐establish routines in a child's life, and may provide respite for parents, opportunities for peer interaction, constructive activities, and connections to relevant adults (e.g., teachers) or peers. Interventions realized in the schools have helped children to articulate their feelings, process grief, regulate emotions (Powell & Holleran‐Steiker, 2017), improve coping skills, and peer relationships (Amin, Nadeem, Iqbal, Asadullah, & Hussain, 2020; Hansel, Osofsky, Osofsky, & Speier, 2019).…”

Section: Interpersonal Levelmentioning

confidence: 99%

Resilience in children in the aftermath of disasters: A systematic review and a new perspective on individual, interpersonal, group, and intergroup level factors

Cadamuro

Birtel

Bernardo

et al. 2021

Community & Applied Soc Psy

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Disasters can impact upon individuals, families, and communities in multiple ways. Research has mainly focused on risk and protective factors relating to the child (individual level) and the family (interpersonal level), not taking into account the processes at the level of social groups. The present review aims to (a) review psychological research on disasters determined by natural events in childhood, (b) distinguish individual, interpersonal, group, and intergroup levels, (c) emphasize the importance of considering resilience as a key outcome. We reviewed 294 studies (in addition to 28 reviews-meta-analyses, and 29 naturalistic interventions), and identified factors at the individual (e.g., demographics, exposure, individual differences), interpersonal (e.g., parentchild relationship, family and school environment), group (e.g., social identity, group membership), and intergroup (relations between different groups) levels. We argue that an integrated model of these factors and their interplay is needed to design interventions to enhance resilience in children and their communities. We extend previous theorizations by providing a wider conceptualization of distress and resilience, and by considering the interplay between factors at different levels. A multidimensional approach to the consequences of disasters in children is crucial to understand

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Section: Interpersonal Levelmentioning

confidence: 99%

Resilience in children in the aftermath of disasters: A systematic review and a new perspective on individual, interpersonal, group, and intergroup level factors

Cadamuro

Birtel

Bernardo

et al. 2021

Community & Applied Soc Psy

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“…Interventions for child mental health were performed in response to pandemics-mostly COVID-19 [29•, 30, 32, 34, 35, 37], earthquakes [31, 36•, 38], floods [27•], hurricanes [33], tsunamis [31], typhoons [26] and volcanic eruptions [28]. Ten out of thirteen interventions were carried out in school contexts [26,27 [29•, 30, 34, 35, 38]. Almost all the online interventions [29•, 30, 34, 35] were designed in response to the challenges of accessing children during the COVID-19 pandemic in 2019-2020, with one exception that was delivered after an earthquake [38].…”

Section: When and Where Were The Interventions Implemented?mentioning

confidence: 99%

Child and Adolescent Psychosocial Support Programs Following Natural Disasters—a Scoping Review of Emerging Evidence

Gibbs

Marinkovic

Nursey

et al. 2021

Curr Psychiatry Rep

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Purpose of Review This review aimed to identify and describe evidence published in the past 3 years from trials of psychosocial support programs for children and adolescents affected by natural disasters. Recent Findings Previous reviews have indicated these programs are beneficial overall. Positive impacts were documented in school-based programs conducted by trained teachers and paraprofessionals with stronger effects achieved by more qualified professionals. Summary The review found supporting evidence for positive impacts of post-disaster psychosocial programs. However, the strength of evidence is limited due to heterogeneity in interventions and evaluations. The stepped care model was found to be useful in differentiating between programs and level of available evidence. Hobfoll’s five essential elements of mass trauma intervention provide an additional means of guiding program content and assessments, particularly for universal programs. Identified gaps in evidence included groups likely to be at most risk: preschool children, ethnically diverse groups, those with disability, and social disadvantage. There were promising indications of program benefits for groups with repeated exposure to natural disasters.

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“…A trauma-aware approach to education can address learner concerns associated with both simple and complex trauma. Simple trauma (also known as Type I or acute trauma) involves time-limited, sudden, and unexpected events that are perceived as traumatic by those who experience them and can include trauma experienced as a result of a natural or other disaster (Amin et al, 2020). Although this type of trauma can impact the mental health and wellbeing of children and adolescents for a time, this is often shorter-term and there is lesser risk of victims developing posttraumatic stress symptoms or disorder (Astitene et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

National Guidelines for Trauma-Aware Education in Australia

Howard

L’Estrange²,

Brown³

2022

Front. Educ.

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The National Guidelines for Trauma-Aware Education in Australia were developed in response to a rapidly growing interest in trauma-aware education across the country and to address the lack of site- and system-level guidance for application of trauma-aware practices in schools and early childhood services. Although research into trauma-aware education was increasing and resources and training and support programs were being developed across Australia, there were no nationally agreed upon guidelines providing consistency to thinking, policy, and practice. Drawing from public health and health promotion models for establishing guidelines for trauma-aware policy and practice, the Guidelines were developed through a thorough process of incorporating research evidence and expert and end-user input. The Guidelines were developed across 2017–2019 and were finalized in 2021 and provide an important first step in a national response to trauma-aware education in Australia. This article will describe the “story” behind the development of the Guidelines. It is hoped that this “story” will help others considering development of systemic resources to inform the establishment and enhancement of trauma-aware policy and practice in schools and early childhood education services.

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Support for Students Exposed to Trauma (SSET) Program: An Approach for Building Resilience and Social Support Among Flood-Impacted Children

Cited by 19 publications

References 50 publications

Resilience in children in the aftermath of disasters: A systematic review and a new perspective on individual, interpersonal, group, and intergroup level factors

Resilience in children in the aftermath of disasters: A systematic review and a new perspective on individual, interpersonal, group, and intergroup level factors

Child and Adolescent Psychosocial Support Programs Following Natural Disasters—a Scoping Review of Emerging Evidence

National Guidelines for Trauma-Aware Education in Australia

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