University of Illinois Chicago, Chicago, IL, USA,
Am J Community Psychol. 2012 Sep;50(1-2):155-68. doi: 10.1007/s10464-011-9486-2.
A collaborative study of Cultural Adjustment and Trauma Services (CATS), a comprehensive, school-based mental health program for traumatized immigrant children and adolescents, was conducted to generate practice-based evidence on the service delivery model across two school districts. Program effectiveness was assessed by testing whether client functioning and PTSD symptoms improved as a result of 7 separate service elements. An array of clinical services including CBT, supportive therapy, and coordinating services were provided to all students, and an evidence-based intervention for trauma, TF-CBT, was implemented with a subset of students. Greater quantities of CBT and supportive therapy increased functioning, while greater quantities of coordinating services decreased symptoms of PTSD. TF-CBT services were associated with both improved functioning and PTSD symptoms, although TF-CBT was implemented with fidelity to the overall comprehensive service model rather than the structured intervention model. Results suggest the comprehensive school-based model was effective, though different service components affected different student outcomes. Implications of these findings for immigrant mental health interventions and implementing structured evidence-based practices into community mental health programs are discussed. Suggestions are made for future research on existing mental health practices with immigrants.
对文化调整和创伤服务（CATS）的合作研究，这是一个针对创伤移民儿童和青少年的综合性学校心理健康计划，旨在为两个学区的服务提供模式生成基于实践的证据。通过测试 7 个独立服务要素是否改善客户功能和创伤后应激障碍症状来评估计划的有效性。为所有学生提供包括 CBT、支持性治疗和协调服务在内的一系列临床服务，并为一部分学生实施创伤的循证干预疗法 TF-CBT。更多的 CBT 和支持性治疗增加了功能，而更多的协调服务减少了 PTSD 症状。TF-CBT 服务与功能改善和 PTSD 症状改善都有关联，尽管 TF-CBT 是按照全面综合服务模式而不是结构化干预模式实施的。结果表明，综合性学校模式是有效的，尽管不同的服务成分对不同的学生结果产生了影响。讨论了这些发现对移民心理健康干预和将结构化循证实践纳入社区心理健康计划的意义。对与移民有关的现有心理健康实践的未来研究提出了建议。
