The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program helps students exposed to traumatic events who are experiencing emotional or behavioral problems. This tool is an adaptation of the CBITS program for American Indian youth.
The Cognitive Behavioral Intervention for Trauma in Schools program is designed to help students exposed to traumatic events who are experiencing emotional or behavioral problems. The new edition provides updates from two decades of field experience.
This article identifies gaps in the knowledge of how best to intervene with children following disasters.
In this paper, we describe screening for exposure to traumatic events and associated symptoms of posttraumatic stress, and examine differences by child gender and grade level.
Bounce Back, a program for elementary school students exposed to traumatic events, reduces symptoms of post traumatic stress, depression, and anxiety.
Web-based platforms have the potential to support training and implementation of evidence-based interventions for clinicians of varying levels of experience and may facilitate more rapid dissemination.
The current chapter provides an overview of the effect of trauma on students, and describes the development and core components of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS).
This chapter describes the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program, how it addresses child abuse specifically, the theoretical rationale for the program, and the evidence supporting its effectiveness.
This article describes how schools can circumvent several key barriers to mental health service provision, outcomes that school interventions target, and the role of the family in school-based services.
The purpose of this study was to examine prevalence, correlates and predictors of mental health in children in New Orleans 15 months post-Hurricane Katrina.
The Cognitive-Behavioral Intervention for Trauma in Schools Program is a targeted intervention for school children who have experienced a traumatic or violent event and have symptoms of posttraumatic stress disorder.
Students who have experienced a traumatic event are at increased risk for academic, social, and emotional problems as a result of these experiences.
Exposure to violence correlated with absenteeism and suspension. The strength of these relationships depended on mode and role in exposure.
Schools with greater support from administrative leadership and clinician networks are more successful in implementing evidence-based mental health programs to help students deal with the impact of traumatic events.
Nadeem, E., Jaycox, L.H., Kataoka, S.H., Langley, A.K., Stein, B.D.
School Psychology Review, 40(4): 549-568.
Kataoka, S., Jaycox, L.H., Wong, M., Nadeem, E., Langley, A., Tang, L., Stein, B.D.
Ethnicity and Disease, 21(3 Suppl): S1-71-77.
New Orleans school children participated in an assessment and field trial of two interventions 15 months after Hurricane Katrina.
Assists school-based mental health professionals, school personnel, and child welfare social workers in adapting two school-based interventions for use with youth in foster care who have symptoms of distress following exposure to trauma.
Schools with greater support from administrative leadership and clinician networks are more successful in implementing evidence-based mental health programs to help students deal with the impact of traumatic events.
The Support for Students Exposed to Trauma (SSET) program is a series of ten teacher- or school counselor-led lessons aimed at reducing distress for middle school students who have been exposed to a traumatic life event.
Project Fleur-de-lis[TM] (PFDL) was established to provide a tiered approach to triage and treat children experiencing trauma symptoms after Hurricane Katrina.
This study describes preliminary data from a pilot study of a new program, Support for Students Exposed to Trauma, adapted from the Cognitive Behavioral Intervention for Trauma in Schools program.
This chapter briefly highlights the context for treating child traumatic stress in school settings, reviews the literature supporting treatment approaches in schools, offers a description of techniques used, and identifies empirical support for the reviewed school-based treatment or intervention programs for child traumatic stress.
The authors explored the level of violence exposure and trauma symptoms in Latino youth and the relationship of these factors with English language fluency.
The consequences of Hurricane Katrina have far-reaching implications for the mental health system in the Gulf Coast region, with some of the most vulnerable survivors being children and adolescents.
Ngo, V., Langley, A., Kataoka, S., Nadeem, E., Escudero, P., Stein, B.S.
Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), 858-862.
Wong, M.
American Journal of Preventive Medicine 35(4), 398-400.
Students are unable to benefit from many school programs designed to address their mental health needs if their parents do not consent to their participation.
Jaycox, L.H., Stein, B.D., Amaya-Jackson, L.M., Morse, L.K.
In: Evans, S. W., Weist, M., & Serpell, Z. (Eds). Advances in School-Based Mental Health Interventions, Volume 2 (pp.16-1-16-19). Kingston, NJ: Civic Research Institute.
Wong, M., Rosemond, M., Stein, B.D., Langley, A.K., Kataoka, S., Nadeem, E.
The Prevention Researcher, 14(1), 17-20.
Describes how trauma exposure impacts students' performance and behavior and provides a compendium of programs for schools to support long-term recovery.
When an inner city Latino immigrant faith community in Los Angeles identified mental health care as an area of need, a community-research partnership was formed that resulted in the adaptation of an intervention for children who have trauma-related symptoms from violence exposure. This participatory research partnership includes St. Thomas the Apostle School and Church community; QueensCare Health and Faith Partnership, an organization that provides health services and outreach to faith communities; and mental health researchers from UCLA.
Wong, M.
Ethnicity and Disease, 16(1 Suppl 1), S149-153.
This paper describes the efforts of the Cognitive-Behavioral Intervention for Trauma in Schools (CBITS) program.
Concerns about the ethics of asking children and their families about the children's traumatic experiences have hindered research in this area.
Cognitive-Behavioral Intervention for Trauma in Schools (CBITS) has produced positive results in young people suffering from events such as witnessing extreme violence, being in a natural or man-made disaster, or experiencing physical abuse.
To pilot-test a school mental health program for Latino immigrant students who have been exposed to community violence.
Sixth-grade students at 2 large middle schools in Los Angeles who reported exposure to violence and had clinical levels of symptoms of PTSD.
Predictors of community violence exposure, including gender, age, race, socioeconomic status, behavior patterns, and geography, are discussed.
One problem of substantial importance to the Los Angeles Unified School District (LAUSD) is meeting the mental health needs of new immigrant children.
Recent immigrant children are at risk for violence exposure and related psychological distress from experiences before, during, and after immigration.
This article describes a collaborative research model for school-based mental health services that targets children who are recent immigrants with violence-related mental health symptoms.
