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Polar Histogram Visualization of Acute Stress Disorder Scale Scores for Comprehensive Clinical Assessment

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Published on: December 6, 2024

Preventing children's posttraumatic stress after disaster with teacher-based intervention: a controlled study.

Leo Wolmer¹, Daniel Hamiel, Nathaniel Laor

¹Tel Aviv-Brull Community Mental Health Center, Association for Children at Risk, Israel. tlv_cmhc@netvision.net.il

Journal of the American Academy of Child and Adolescent Psychiatry

|March 23, 2011

Summary

A teacher-led intervention significantly reduced psychological distress in Israeli students exposed to mass trauma. This resilience-focused approach proved effective in preventing posttraumatic stress disorder (PTSD) symptoms.

Related Experiment Videos

Last Updated: Jun 3, 2026

Polar Histogram Visualization of Acute Stress Disorder Scale Scores for Comprehensive Clinical Assessment

Polar Histogram Visualization of Acute Stress Disorder Scale Scores for Comprehensive Clinical Assessment

Published on: December 6, 2024

Area of Science:

Child Psychology
Trauma Studies
Intervention Science

Background:

Mass trauma significantly impacts children's psychological well-being.
Previous research has extensively documented these adverse effects.

Purpose of the Study:

To evaluate a universal, teacher-based preventive intervention for students before mass trauma exposure.
To compare outcomes in an intervention group versus a non-intervention control group exposed to rocket attacks during Operation Cast Lead.

Main Methods:

1,488 fourth and fifth graders in southern Israel participated.
An intervention group (53.5%) received a teacher-led program 3 months pre-exposure.
A matched control group (46.5%) did not receive the intervention.
Post-event assessments used the UCLA-PTSD Reaction Index and Stress/Mood Scale.

Main Results:

The intervention group showed significantly lower post-trauma and stress/mood symptoms (p < .001).
Control children had 57% more diagnosed posttraumatic stress disorder (PTSD) cases.
Gender differences observed: PTSD more pronounced in boys (10.2% vs. 4.4%) than girls (12.5% vs. 10.1%).

Conclusions:

A teacher-based, resilience-focused intervention is a viable universal approach.
This method enhances children's preparedness for mass trauma.
It effectively prevents the development of PTSD following traumatic exposure.