@article{ref1,
title="Measuring the impact of trauma-focused, cognitive behavioral group therapy with middle school students",
journal="School mental health",
year="2021",
author="Sumi, W. Carl and Woodbridge, Michelle W. and Wei, Xin and Thornton, S. Patrick and Roundfield, Katrina D.",
volume="13",
number="4",
pages="680-694",
abstract="This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students. Researchers administered screenings to grade 6 students to assess traumatic stress and then randomized those with elevated levels to the CBITS treatment (n = 150; 47% female) or comparison group (n = 143; 53% female). Analyses examined the overall impact of CBITS and differential effects among subpopulations of students who reported clinically significant externalizing (n = 75; 67% female) or internalizing behavior (n = 185; 53% female) at baseline. Overall, students who received CBITS reported significantly reduced post-traumatic stress symptoms and marginally significant improvements in internalizing symptoms. Relative to counterparts in the comparison group, students exhibiting externalizing behaviors in the CBITS group reported significantly reduced post-traumatic stress, dissociation, anger, internalizing and total behavior problems, and also significantly improved scores on a standardized literacy assessment at posttest and follow-up. Students with internalizing behavior problems showed differential academic effects at 1-year follow-up; those in CBITS did significantly better on standardized math tests.<p /> <p>Language: en</p>",
language="en",
issn="1866-2625",
doi="10.1007/s12310-021-09452-8",
url="http://dx.doi.org/10.1007/s12310-021-09452-8"
}