Cited by 113Child Abuse and TraumaChild and Adolescent Psychosocial and Emotional DevelopmentChild Therapy and Development

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Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention

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Mendelson, Tamar, Tandon, S. Darius, O'Brennan, Lindsey, Leaf, Philip J., Ialongo, Nicholas S.·2015·Journal of Adolescence

DOI 10.1016/j.adolescence.2015.05.017PMC PMC7064285

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Abstract

Adolescents in disadvantaged communities have high rates of exposure to stress and trauma, which can negatively impact emotion regulation and executive functioning, increasing likelihood of school problems. This pilot study evaluated RAP Club, a 12‐session school‐based trauma‐informed group intervention co‐facilitated by a mental health counselor and young adult community member that utilizes evidence‐based cognitive‐behavioral and mindfulness strategies. Seventh and eighth graders at two urban public schools serving low‐income communities were assigned to receive RAP Club (n = 29) or regular school programming (n = 20). RAP Club improved teacher‐rated emotion regulation, social and academic competence, classroom behavior, and discipline. Higher program dose predicted improvements in several teacher‐rated outcomes. Student self‐report outcomes, however, did not vary by study group or dose. Even students with low baseline depression showed improvement in teacher‐rated outcomes following program participation, supporting a model of universal program delivery to all students. Findings suggest RAP Club merits further study.

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Authors: Mendelson, T., Tandon, S. D., O'Brennan, L., Leaf, P. J., & Ialongo, N. S.
Affiliations: Johns Hopkins University (US)
Northwestern University (US)
Johns Hopkins Bloomberg School of Public Health USA
Corresponding author: Mendelson, Tamar
ORCID: Mendelson, Tamar
Tandon, S. Darius
Ialongo, Nicholas S.
Venue: Journal of Adolescence
Publisher: Wiley
Published: 2015-06-25
Volume: 43
Issue: 1
Pages: 142-147
ISSN: 0140-1971 (ISSN-L)
1095-9254
DOI: 10.1016/j.adolescence.2015.05.017
PMC: PMC7064285
OpenAlex: W955299697
Cited by: 113
References: 41
Citations by year: 2026: 3 · 2025: 13 · 2024: 9 · 2023: 15 · 2022: 11 · 2021: 16 · 2020: 17 · 2019: 16 · 2018: 2 · 2017: 6 · 2016: 5
FWCI: 5.37
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of Adolescence (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Funders: Johns Hopkins Center for Prevention and Early Intervention (P30 MH066247)
Topics: Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
Keywords: trauma-informed interventions, school-based prevention, adolescents, emotion regulation, executive function, cognitive-behavioral intervention, mindfulness, low-income communities, urban public schools, classroom behavior, student discipline, social competence, academic competence, depression, universal prevention
MeSH terms: Trauma and Stressor Related Disorders, Adolescent, Adolescent Behavior, Adult, Depression, Emotions, Faculty, Female, Humans, Male, Pilot Projects, Schools, Students, Cognitive Behavioral Therapy, Self Report

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Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention

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