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Cited by 73Posttraumatic Stress Disorder ResearchChild Abuse and TraumaChild Therapy and Development

Responding to Students with Posttraumatic Stress Disorder in Schools

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Kataoka, Sheryl, Langley, Audra K., Wong, Marleen, Baweja, Shilpa, Stein, Bradley D.·2012·Child and Adolescent Psychiatric Clinics of North America
DOI 10.1016/j.chc.2011.08.009PMC PMC3287974
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Abstract

The prevalence of trauma exposure among youth is a major public health concern. Students who have experienced a traumatic event are at increased risk for academic, social, and emotional problems. School can be an ideal setting for mental health professionals to intervene with traumatized students, school staff, and parents both immediately following a traumatic event and when symptoms of posttraumatic stress disorder and other trauma-related mental health problems develop. This article describes evidence-based treatments for posttraumatic stress disorder and outlines practical approaches to use in schools.

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  • An uncontrolled pre-post study showed that the psychosocial support intervention LPC for children after traumatic events was successful in reducing PTSD and depressive symptoms at post-intervention.

    “An uncontrolled pre–post study [43] showed that the psychosocial support intervention LPC [42] for children after experiencing traumatic events, such as community disaster, emergency, or personal trauma, was successful in reducing PTSD and depressive symptoms at post-intervention.”

    From Promoting Recovery from Disasters, Pandemics, and Trauma: A Systematic Review of Brief Psychological Interventions to Reduce Distress in Adults, Children, and Adolescents (2023) · cites this paper as [42]

    The Practical Approaches section describes LPC as psychological first aid that provides support to children after a crisis. It does not report an uncontrolled pre–post study or post-intervention reductions in PTSD and depressive symptoms; searches for those study details found no such passage in our copy. (LLM, conf=0.82)

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Research works printed but not linked: 1

  1. [25]Kataoka SH Does a school-based trauma program improve academic performance? The 20th NIMH Conference on Mental Health Services Research (MHSR) Washington, D.C

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Authors
Kataoka, S., Langley, A. K., Wong, M., Baweja, S., & Stein, B. D.
Affiliations
  • University of California, Los Angeles (US)
  • University of Southern California (US)
  • RAND Corporation (US)
Corresponding author
Kataoka, Sheryl
ORCID
Venue
Child and Adolescent Psychiatric Clinics of North America
Publisher
Elsevier BV
Published
2012-01
Volume
21
Issue
1
Pages
119-133
ISSN
1056-4993 (ISSN-L)
DOI
10.1016/j.chc.2011.08.009
PMC
PMC3287974
OpenAlex
W2008305803
Cited by
73
References
59
Citations by year
2026: 3 · 2025: 3 · 2024: 3 · 2023: 3 · 2022: 9 · 2021: 21 · 2020: 4 · 2019: 5 · 2018: 6 · 2017: 6 · 2016: 2 · 2015: 2 · 2014: 4 · 2013: 2
FWCI
2.07
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Child and Adolescent Psychiatric Clinics of North America (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of Mental Health (R21MH082712, P30MH082760)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Posttraumatic Stress Disorder Research
  • Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
  • Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
Keywords
post-traumatic stress disorder, school-based intervention, evidence-based treatment
MeSH terms
Adolescent, Child, Crisis Intervention, Female, Humans, Parents, Psychotherapy, Group, School Health Services, Stress Disorders, Post-Traumatic, Students, Cognitive Behavioral Therapy

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