Citation

Brown EJ, McQuaid J, Farina L, Ali R, Winnick-Gelles A. Educ. Treat. Child. 2006; 29(2): 257-286.

Copyright

(Copyright © 2006, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The primary goal was to develop and implement a school-based, trauma-specific intervention program for inner-city children exposed to the World Trade Center attacks on September 11th, 2001. The feasibility and acceptability of the program, and its research component, were examined. The efficacy of the program was evaluated in a pilot study Sixty-three children were assessed using measures of posttraumatic stress disorder (PTSD), generalized anxiety, depression, and externalizing symptoms, and provided a 10-session, skill-based classroom intervention. Following the classroom intervention, children were re-assessed and those who continued to meet criteria for PTSD were offered an individualized intervention. The assessment was repeated following the individualized intervention. The differential influence of the classroom and individual interventions suggest that each intervention may target a separate group of symptoms. Study limitations are discussed and future directions are proposed.

Language: en