University of California, Los Angeles 90024, USA.
Ethn Dis. 2011 Summer;21(3 Suppl 1):S1-71-7.
To examine academic outcomes of a community-partnered school mental health intervention for students exposed to community violence.
Randomized controlled trial.
Sixth-grade students (N = 123) from 2 middle schools in Los Angeles during the 2001-2002 academic year who had exposure to violence and posttraumatic stress symptoms in the clinical range.
Students were randomized to either receive a 10-session standardized school trauma intervention (Cognitive Behavioral Intervention for Trauma in Schools) soon after screening (early intervention) or after a delay following screening (delayed intervention), but within the same school year.
59 students in the early intervention group vs. 64 students in the delayed intervention group (screened in September or December) were compared on spring semester grades in math and language arts, controlling for the students' standardized state test scores from the previous academic year and other covariates.
Students in the early intervention group had a significantly higher spring semester mean grade in math (2.0 vs 1.6) but not language arts (2.2 vs 1.9). Students in the early intervention group were more likely than students in the delayed intervention group to have a passing grade (C or higher) in language arts (80% vs 61%; P < .033) by spring semester; we also found a substantial difference in the number of students receiving a passing math grade (70% vs 55%; P = .053).
Through a collaborative partnership between school staff and researchers, preliminary evidence suggests that receiving a school trauma intervention soon after screening compared to delaying treatment can result in better school grades.
研究一项针对社区暴力暴露学生的社区伙伴学校心理健康干预的学业成果。
随机对照试验。
2001-2002 学年，洛杉矶两所中学的六年级学生（N=123），具有临床范围的暴力和创伤后应激症状。
学生在筛选后不久（早期干预）或筛选后延迟（延迟干预）随机接受 10 节标准化学校创伤干预（学校创伤认知行为干预），但在同一学年内。
在早期干预组的 59 名学生与延迟干预组的 64 名学生（在 9 月或 12 月筛选）相比，在春季学期的数学和语言艺术成绩上进行比较，控制了学生在前一个学术年度的标准化州立考试成绩和其他协变量。
早期干预组的春季学期数学平均成绩显著更高（2.0 对 1.6），但语言艺术成绩没有差异（2.2 对 1.9）。与延迟干预组相比，早期干预组的学生更有可能在春季学期获得及格成绩（C 或更高）（语言艺术：80%对 61%；P<.033）；我们还发现，通过数学及格的学生人数存在显著差异（70%对 55%；P=.053）。
通过学校工作人员和研究人员之间的合作伙伴关系，初步证据表明，与延迟治疗相比，在筛选后立即接受学校创伤干预可以导致更好的学业成绩。
