The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.
School-based Cognitive-Behavioural Therapy Group Intervention for Refugee Children who have Experienced War-related Trauma
Abstract
This study evaluated the effectiveness of a school-based group intervention designed for children who have experienced trauma. Twenty-six children (aged 11-15 years) who were refugees or asylum-seekers from war-affected countries participated. The manual-based intervention consisted of cognitive-behavioural therapy (CBT) techniques and was implemented within secondary schools. The treatment group ( n = 15) received six sessions of group CBT over a 6-week period, while the control group ( n = 11) were placed on a waiting list for 6 weeks and then invited to enter treatment. Children in the CBT group showed statistically significant, but clinically modest improvements following the intervention, with decreases in overall severity of post-traumatic stress symptoms. Significant improvements were also found in overall behavioural difficulties and emotional symptoms. Children in the waiting list control group did not show any improvements over the same period. However, follow-up data, which were only available for a small subset of eight children, suggest that gains in the CBT group were not maintained at 2-month follow-up.
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“Group CBT appeared to result in a significant decrease in overall PTSD symptoms severity and intrusive PTSD symptoms.”
From Examining cognitive behavioral therapy interventions for unaccompanied minors: a systematic review and qualitative research synthesis. (2025) · cites this paper as [63]
In the citing paper
“Unfortunately, these improvements were not maintained at 2-month follow-up [63].”
From Examining cognitive behavioral therapy interventions for unaccompanied minors: a systematic review and qualitative research synthesis. (2025) · cites this paper as [63]
In the citing paper
“Three studies (16.7%) examined CBT in UM [63–65].”
From Examining cognitive behavioral therapy interventions for unaccompanied minors: a systematic review and qualitative research synthesis. (2025) · cites this paper as [63]
In the citing paper
“UM also appeared to improve with regards to behavior and emotional difficulties [63].”
From Examining cognitive behavioral therapy interventions for unaccompanied minors: a systematic review and qualitative research synthesis. (2025) · cites this paper as [63]
In the citing paper
“In addition, only seven studies (38.9%) included follow-up assessments in their study designs limiting the evidence regarding long-term benefits of the interventions [60, 61, 63, 67, 68, 73, 78].”
From Examining cognitive behavioral therapy interventions for unaccompanied minors: a systematic review and qualitative research synthesis. (2025) · cites this paper as [63]
In the citing paper
“Additionally, excluding UM who do not speak the language of the host country, also prevents a great number of UM from receiving support [63, 69, 70, 73, 75].”
From Examining cognitive behavioral therapy interventions for unaccompanied minors: a systematic review and qualitative research synthesis. (2025) · cites this paper as [63]
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“Schools are also an ideal location at which to provide mental health-related services as schools can mobilize community-based social supports and help families and individuals to manage ongoing stressors following migration (e.g., Ehntholt et al., 2005; Ellis et al., 2013; Fazel et al., 2012).”
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“Two studies using CBT reported medium and large effects on PTSD compared to untreated controls (SMD= 0.88, Ehntholt et al., 2005; SMD = 0.37 in the group of girls, Tol et al., 2012; see Table 1).”
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“A different CBT model [53] was used by Ehntholt and colleagues [54] in a controlled study with 26 refugee youth in a school, compared with wait-list control.”
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“Family risk and protective factors include quality of attachment, family cohesion, separation, role change, paternal unemployment and parental psychological health (Betancourt and Williams 2008; Ehntholt et al. 2005; National Child Traumatic Stress Network 2003; Thomas and Lau 2002).”
BackgroundInfluentialPfeiffer, E., Sachser, C., Tutus, D., Fegert, J. M., & Plener, P. L. (2019) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-019-0277-0 · Cited by 39
Trauma, Burnout, and Resilience of Syrian Primary Teachers Working in a War Zone
Sharifian, M. S., Hoot, J. L., Shibly, O., & Reyhanian, A. (2022) · Journal of Research in Childhood Education · doi:10.1080/02568543.2022.2076267 · Cited by 41
“The role of teachers as support systems for children in traumatic environments has been highlighted in school intervention studies (Alisic et al., 2012; Berger et al., 2007; Ehntholt et al., 2005).”
BackgroundNarratives of healing: A case study of a young Liberian refugee settled in Australia
Schweitzer, R., Vromans, L., Ranke, G., & Griffin, J. (2013) · The Arts in Psychotherapy · doi:10.1016/j.aip.2013.10.006 · Cited by 39
Lawton, K., & Spencer, A. (2021) · Journal of Immigrant and Minority Health · doi:10.1007/s10903-021-01151-5 · Cited by 39
Yohannan, J., & Carlson, J. S. (2018) · Psychology in the Schools · doi:10.1002/pits.22202 · Cited by 54
Resmi İlkokullara Devam Eden Suriyeli Mülteci Öğrencilerin Eğitim Sorunları
Karaağaç, F. C., & Güvenç, H. (2019) · Opus uluslararası toplum araştırmaları dergisi · doi:10.26466/opus.530733 · Cited by 37
Rafieifar, M., & Macgowan, M. J. (2021) · Research on Social Work Practice · doi:10.1177/10497315211022812 · Cited by 37
“PTSS outcomes were reported for nine CBT treatment groups (Allison & Ferreira, 2017; Ehntholt et al., 2005; ElKhani et al., 2018; Gormez et al., 2017; Kataoka et al., 2003; Ooi et al., 2016; Pfeiffer et al., 2018; Pfeiffer & Goldbeck, 2017; Sarkadi et al., 2018).”
BackgroundMethodInfluentialVostanis, P. (2009) · Cited by 34
Diab, M., Punamäki, R., Palosaari, E. J., & Qouta, S. (2013) · Social Development · doi:10.1111/sode.12052 · Cited by 38
Care for Children with Migrant or Refugee Backgrounds in the School Context
Due, C., & Riggs, D. W. (2016) · Children Australia · doi:10.1017/cha.2016.24 · Cited by 34
Developing mental health social work for asylum seekers: A proposed model for practice
Masocha, S., & Simpson, M. K. (2011) · Journal of Social Work · doi:10.1177/1468017310392283 · Cited by 33
Impact of resilience enhancing programs on youth surviving the Beslan school siege
Vetter, S., Dulaev, I., Mueller, M., Henley, R. R., Gallo, W. T., & Kanukova, Z. (2010) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/1753-2000-4-11 · Cited by 35
“Previous literature on school-based interventions for non-environmental traumatic events suggests that the use of a waitlist control group provides a feasible method for analysis [41-43].”
BackgroundNewnham, E. A., Kashyap, S., Tearne, J. E., & Fazel, M. S. (2018) · Springer eBooks · doi:10.1007/978-3-319-97046-2_3 · Cited by 32
Cognitive Behaviour Therapies and their implications for applied educational psychology practice
Rait, S., Monsen, J. J., & Squires, G. (2010) · Educational Psychology in Practice · doi:10.1080/02667361003768443 · Cited by 32
“Though an emerging evidence base is appearing, with positive outcomes for children seen in school settings by an educational psychologist using CBT (Squires, 2001 ), these are not always sustained for all children (Ehntholt, Smith, & Yule, 2005 ; Luk et al, 2001 ).”
BackgroundKing, D., & Said, G. (2019) · The Cognitive Behaviour Therapist · doi:10.1017/s1754470x18000260 · Cited by 31
“…have been shown to be effective in reducing PTSD and functional impairment and in increasing hope, coping and social support in low-resource settings (Purgato et al., 2018) and in middle- and high-income countries (Ehntholt et al., 2005; Fazel and Betancourt, 2017; Sarkadi et al., 2018).”
BackgroundMethodInfluentialCowling, M. M., & Anderson, J. (2023) · Journal of Clinical Psychology · doi:10.1002/jclp.23479 · Cited by 31
Eberle-Sejari, R., Nocon, A., & Rosner, R. (2015) · Kindheit und Entwicklung · doi:10.1026/0942-5403/a000171 · Cited by 33
Berger, R., Gelkopf, M., Heineberg, Y., & Zimbardo, P. G. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000066 · Cited by 31
Metadata
- Authors
- Ehntholt, K. A., Smith, P. A., & Yule, W.
- Affiliations
- Maudsley Hospital (GB)
- South London and Maudsley NHS Foundation Trust (GB)
- Venue
- Clinical Child Psychology and Psychiatry
- Publisher
- SAGE Publications
- Published
- 2005-04
- Volume
- 10
- Issue
- 2
- Pages
- 235-250
- ISSN
- 1359-1045 (ISSN-L)
- 1461-7021
- OpenAlex
- W2070171994
- Cited by
- 298
- References
- 24
- Citations by year
- 2026: 8 · 2025: 6 · 2024: 10 · 2023: 12 · 2022: 17 · 2021: 13 · 2020: 76 · 2019: 23 · 2018: 12 · 2017: 17 · 2016: 14 · 2015: 12 · 2014: 5 · 2013: 17 · 2012: 9
- FWCI
- 6.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Clinical Child Psychology and Psychiatry (publishedVersion)
- Research Portal (King's College London) (submittedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Migration, Health and Trauma
- Social Sciences › Psychology › Clinical Psychology › Posttraumatic Stress Disorder Research
- Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
- Keywords
- cognitive behavioral therapy, group intervention, refugee children, asylum seekers, war trauma, posttraumatic stress symptoms, school-based intervention, high school students, emotional symptoms, behavioral problems, maintenance therapy, waitlist control
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