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Trauma Interventions in Schools: Assessing the Evidence Base.

John Cosgrove1, N Phil Masiakowski1, Emma Scott1

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Summary
This summary is machine-generated.

This review found effective school-based trauma interventions like ERASE-Stress and Teaching Recovery Techniques. More research is needed on their cost-effectiveness for students.

Keywords:
Child Psychiatry/GeneralChildhood TraumaPosttraumatic Stress Disorder (PTSD)School-Based Interventions

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Area of Science:

  • Psychology
  • Education
  • Public Health

Background:

  • Schools are vital for delivering trauma interventions to students.
  • Evidence for school-based trauma intervention models needs examination.
  • Understanding program components and cost benefits is crucial.

Purpose of the Study:

  • To systematically review the evidence for school-based trauma intervention models.
  • To identify common program components in effective interventions.
  • To assess the cost benefits of these interventions.

Main Methods:

  • A comprehensive search of databases, gray literature, and registries was conducted.
  • Studies published between 2008 and 2022 were included.
  • Interventions were rated based on evidence level (high, moderate, low).

Main Results:

  • Two interventions (ERASE-Stress, Teaching Recovery Techniques) showed high evidence.
  • Four interventions demonstrated moderate evidence.
  • Cognitive-behavioral and creative-expressive techniques were prevalent.

Conclusions:

  • Several school-based trauma interventions are effective across diverse settings and populations.
  • These interventions serve as valuable resources for decision-makers.
  • Further research on cost-effectiveness and cost benefits is recommended.