Common practice elements of school-based trauma interventions for children and adolescents exhibiting symptoms of post-traumatic stress disorder: a systematic review

Common practice elements of school-based trauma interventions for children and adolescents exhibiting symptoms of post-traumatic stress disorder: a systematic review

Forfattere
Kenyon, G. D. Schirmer, J.
Årstall
2020
Tidsskrift
Journal of Psychologists and Counsellors in Schools
Volum
30
Sider
112-128
The prevalence of post-traumatic stress disorder symptoms in children and adolescents requires school psychologists and counsellors to be informed of evidence-based elements of interventions through which they can tailor their treatment to the individual in a school context. This meta-analysis identified common practice elements within evidence-based trauma interventions for schools. A small to medium effect size was identified in the 10 randomised controlled trials (RCTs) included in this meta-analysis. Within these RCTs, 31 common practice elements were identified, with social skills training, coping skills training, relaxation techniques, psychoeducation, mind-body techniques, group work and creative-expressive techniques correlating with the most effective outcomes. The findings suggest that common practice elements exist across multiple school-based trauma interventions of varying modalities.

Oversett med Google Translate
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Tiltaksnivå

Tidlig innsats

Behandling og hjelpetiltak

Tema

Psykiske vansker og lidelser

Angstproblematikk

Traumatiske belastninger/stress (PTSD)

Tiltak

Organisering av tiltak

Skole/barnehagebaserte tiltak

Aldersgruppe

Barn i skolealder (6-12 år)

Ungdom (13-18 år)

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