The Effects of a Reading-Based Intervention on Emotion Processing in Children Who Have Suffered Early Adversity and War Related Trauma

Michalek, Julia; Lisi, Matteo; Awad, Deema; Hadfield, Kristin; Mareschal, Isabelle; Dajani, Rana

doi:10.3389/fpsyg.2021.613754

Cited by 13 publications

(13 citation statements)

References 119 publications

(148 reference statements)

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“…The Human Insecurity and Distress Scale (HIDS; Ziadni et al, 2011), which has been previously used with similarly aged children (Michalek et al, 2021), was used to assess two constructs: insecurity (10 items, Cronbach's α = .78) and distress (12 items, Cronbach's α = .80). HIDS uses a 4‐point Likert scale ranging from 1 ( never ) to 4 ( always ), where higher scores indicate higher rates of insecurity or distress.…”

Section: Methodsmentioning

confidence: 99%

War‐related trauma linked to increased sustained attention to threat in children

et al. 2022

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Experiences of war and displacement can have profound effects on children's affective development and mental health, although the mechanism(s) underlying these effects remain unknown. This study investigated the link between early adversity and attention to affective stimuli using a free‐viewing eye‐tracking paradigm with Syrian refugee (n = 31, Mage = 9.55, 12 female) and Jordanian non‐refugee (n = 55, Mage = 9.98, 30 female) children living in Jordan (March 2020). Questionnaires assessed PTSD, anxiety/depression, insecurity, distress, and trauma. Refugee children showed greater initial avoidance of angry and happy faces compared to non‐refugee children, and higher trauma exposure was linked to increased sustained attention to angry stimuli. These findings suggest that war‐related trauma may have differential effects on the early and later stages of affective processing in refugee children.

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Section: Methodsmentioning

confidence: 99%

War‐related trauma linked to increased sustained attention to threat in children

et al. 2022

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“…Most studies were conducted in lower-middle-income countries (Palestine and Sri Lanka), [33][34][35][36][37][38][39][40][41][42][43][44] followed by upper-middle-income countries (Indonesia, Jordan, China, Lebanon and Colombia), [45][46][47][48][49][50][51][52] and then low-income countries (Uganda, South Sudan, Democratic Republic of Congo, Sierra Leone and Niger). [53][54][55][56][57][58][59] The majority of studies took place in the context of an ongoing armed conflict, 33-41 46 47 51 52 54-56 with the remaining studies conducted in a post natural disaster 42-45 49 50 or postconflict displacement context 48 53 57-59 (table 1).…”

Section: Overview Of Study Characteristicsmentioning

confidence: 99%

School-based MHPSS interventions in humanitarian contexts: a realist review

Lasater

Flemming²,

Bourey

et al. 2022

BMJ Open

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ObjectiveThe aim of this review is to elucidate the characteristics of school-based mental health and psychosocial support (MHPSS) interventions in humanitarian contexts and the hypothesised mechanisms by which they influence well-being or learning outcomes.MethodsWe conducted a realist review and searched PubMed, Embase, Global Health, CINAHL, PsychInfo, PILOTS and grey literature through January 2022. Eligible studies included children age 6–12 years, were conducted in humanitarian contexts in low-income or middle-income countries, and focused on universal MPHSS prevention in an educational setting, using any study design. Data were extracted and analysed using narrative synthesis and realist analysis techniques to create ‘context–mechanism–outcome’ configurations that were iteratively developed to modify, refine and substantiate programme theories.ResultsTwenty-seven articles, representing 19 studies, were included in the review. We analysed data from 26 articles. Eleven evidenced-informed programme theories were developed at the levels of the child (n=4), teacher (n=3), caregiver (n=2), school environment (n=1) and school managers/administrators (n=1). At the child level, mechanisms related to strengthening coping skills, emotion regulation, interpersonal relationships led to improved psychosocial well-being or learning outcomes. At the teacher level, coping skills and the provision of support to students were linked to psychosocial well-being and learning outcomes. At the caregiver level, strengthening interpersonal bonds trigger improved psychosocial well-being, and at the school environment level, fostering feelings of security was linked to psychosocial well-being and learning outcomes. We did not find any evidence supporting the programme theory at the school managers/administrators level. We found limited evidence of positive impacts of the included interventions to support these programme theories.ConclusionsThese programme theories are a promising start towards ensuring school-based MHPSS interventions in humanitarian contexts better address the well-being and learning needs of children. Future research is needed to support these programme theories and enhance the evidence base.

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“…Негайне підтримуюче втручання має бути зосереджено на забезпеченні основних фізичних і емоційних ресурсів і догляду за дітьми, щоб допомогти їм відновити як зовнішню, так і внутрішню безпеку [2]. Користь від психосоціапльних втручань продемонстровано за результатами ряду досліджень [4].…”

Section: матеріали та методиunclassified

“…Вплив війни на дітей є величезним і всеохоплюючим, із багатьма наслідками, включаючи негайну реакцію на стрес, підвищений ризик специфічних психічних розладів, страждання через вимушену розлуку з батьками та страх за особисту безпеку та безпеку сім'ї [3]. Ранні травми та негаразди можуть суттєво змінити афективний розвиток дитини [4], спричиняти не лише глибокий, а й тривалий вплив на її когнітивне, поведінкове та фізіологічне функціонування [1].…”

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Emotional State of Children of Ukraine Who Were Affected by War Factors in the Occupied Territory

Misiura¹,

Sova²,

Anoprienko³

et al. 2022

Med. Sci. of Ukr.

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Relevance. The infliction of war and military aggression is a violation of children's basic rights, because during war children gain experiences that are in stark contrast to their needs to grow up in a physically and emotionally safe and predictable environment. Objective of the work was to establish the frequency and manifestations of emotional disorders in children who lived in the occupied territory of Ukraine in February-March 2022. Material and methods. In May-July 2022, 184 children aged 3-17 years who lived in February-March 2022 in Kyiv and Chernihiv regions in the territories occupied by Russian troops were examined. Psychological and psychiatric counseling of 119 children was carried out. The "Child's Dream" method was used to identify themes of disturbing thoughts (the child was asked to draw a sleeping child and a dream that she had). Parents of 81 children were also surveyed using the Pediatric Symptom Checklist-17 (PSC-17): 29 children from May 3 to May 17 (Group I); 17 children from May 19 to May 31 (II group); 35 children from June 6 to July 14 (III group). Results. Anxiety disorders were detected in 27.7% of children, and conditions associated with high anxiety (insomnia, phobias, post-traumatic stress disorder, behavioral disorders) were found in another 24.4%. In 72.4% of the children of the I group, 29.4% of the children of the II group, and 17.1% of the children of the III group, internalization disorders were found; disorders of attention and externalization were found only in children of I (55.2% and 51.7%, respectively) and II groups (20.4% and 11.8%, respectively). Conclusions. More than half of the children who lived in the occupied territory were found to have psychoemotional disorders with a predominance of anxiety. 3 months after experiencing acute stress, internalization problems remain in 17% of children. These emotional disorders indicate the need to develop psychological correction measures.

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The Effects of a Reading-Based Intervention on Emotion Processing in Children Who Have Suffered Early Adversity and War Related Trauma

Cited by 13 publications

References 119 publications

War‐related trauma linked to increased sustained attention to threat in children

War‐related trauma linked to increased sustained attention to threat in children

School-based MHPSS interventions in humanitarian contexts: a realist review

Emotional State of Children of Ukraine Who Were Affected by War Factors in the Occupied Territory

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