TY  - JOUR
PY  - 2021//
TI  - Measuring the impact of trauma-focused, cognitive behavioral group therapy with middle school students
JO  - School mental health
A1  - Sumi, W. Carl
A1  - Woodbridge, Michelle W.
A1  - Wei, Xin
A1  - Thornton, S. Patrick
A1  - Roundfield, Katrina D.
SP  - 680
EP  - 694
VL  - 13
IS  - 4
N2  - 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>
LA  - en
SN  - 1866-2625
UR  - http://dx.doi.org/10.1007/s12310-021-09452-8
ID  - ref1
ER  -