Trauma-focused cognitive-behavioral therapy for children and adolescents: Assessing the evidence. R., Jobe-Shields, L., George, P., Dougherty, R. Evidence-Based Practice in Child and Adolescent Mental Health, 5(3), 271–287ĭe Arellano, M. School counselor perspectives on implementing a modular treatment for youth. Archives of General Psychiatry, 64(5), 577–584Ĭorteselli, K. Traumatic events and posttraumatic stress in childhood. E., Keeler, G., Angold, A., & Costello, E. Journal of the American Academy of Child and Adolescent Psychiatry, 43(4), 393–402Ĭohen JA, Mannarino AP, & Deblinger E (2012) Trauma-focused CBT for children and adolescents: Treatment applications: Guilford Press.Ĭopeland, W. A multisite, randomized controlled trial for children with sexual abuse–related PTSD symptoms. Toward a blueprint for trauma-informed service delivery in schools. Journal of the American Academy of Child and Adolescent Psychiatry, 55(8), 701–708Ĭhafouleas, S. Childhood trauma and illicit drug use in adolescence: A population-based national comorbidity survey replication–adolescent supplement study. Children’s mental health service use across service sectors. J., Angold, A., Tweed, D., Stangl, D., Farmer, E. Training school mental health providers to deliver cognitive-behavioral therapy. Training and consultation to promote implementation of an empirically supported treatment: A randomized trial. Journal of Clinical Child and Adolescent Psychology, 47(1), 1–23īeidas, R. Forty years of engagement research in children’s mental health services: Multidimensional measurement and practice elements. D., Boustani, M., Gellatly, R., & Chorpita, B. Cochrane Database of Systematic Reviews, (4).īecker, K. Tailored interventions to address determinants of practice. īaker R, Camosso‐Stefinovic J, Gillies C, Shaw EJ, Cheater F, Flottorp S, & Jaeger C (2015). Factors that influenced adoption of a school-based trauma-informed universal mental health intervention. Utilization of mental health services in educational setting by adolescents in the United States. L., Lynch, S., Mutter, R., & Dubenitz, J. Specifically, school setting-specific intervention adaptations, school-tailored implementation support, and thoughtful consideration of school-based clinicians’ roles and responsibilities are needed to enhance future implementation success.Īli, M. Yet, by connecting focus group results to top-rated barriers and facilitators, we identify several adjustments that should be made to improve intervention-setting fit in future studies. Results point to the potential value of training school mental health clinicians in TF-CBT based on its compatibility with student needs. Although 70% of clinicians reported confidence in the evidence-base of TF-CBT and its potential to support their students who have a very high prevalence of lifetime trauma exposure, implementation practice outcomes suggest a wide range of TF-CBT use (range = 0–11 students enrolled per clinician, mean = 1.4 students) with 23 clinicians implementing the TF-CBT model with at least one case. A mixed methods design was used to assess implementation barriers, facilitators, and outcomes to examine initial feasibility, acceptability, and appropriateness of TF-CBT delivered in school settings. In this pilot study, 31 clinicians in 13 urban public schools received TF-CBT training to improve access to high-quality trauma treatment for youth in need. Trauma-focused cognitive behavioral therapy (TF-CBT) is an evidence-based intervention to treat post-traumatic stress disorder among youth ages 3–18 years old.
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