Department of Emergency Medicine, Ben Gurion University of Negev, Beer-Sheba, Israel.
J Adolesc Health. 2012 Nov;51(5):453-61. doi: 10.1016/j.jadohealth.2012.02.011. Epub 2012 Apr 14.
For the past 8 years, the residents of Sderot-a town in southern Israel-have been exposed to ongoing and intense war-related threat due to daily rocket attacks and mortar shelling from the adjacent Gaza region. This study first evaluates the prevalence of posttraumatic symptomatology in a sample of seventh- and eighth-grade students, and then assesses the efficacy of a universal teacher-delivered skill-oriented and present-focused intervention in preventing and reducing adolescents' posttraumatic stress-related symptoms.
In a quasi-randomized controlled trial, 154 seventh- and eighth-grade students with significant levels of war-related exposure were assigned to participate in either a manualized active 16-session intervention (Extended Enhancing Resiliency Amongst Students Experiencing Stress, ERASE-Stress) or a waiting-list control group. They were assessed using self-report measures before and after the intervention on posttraumatic stress-related symptoms, somatic complaints, functional impairment, and anxiety.
At baseline, 43.5% were found to have a likely diagnosis of posttraumatic stress disorder. A month after the intervention ended, students in the active intervention showed statistically significant reduction on all outcome measures compared with those in the waiting-list control group.
Extended ERASE-Stress-a universal teacher-delivered skill-oriented program not targeting traumatic memories and involving trained and supervised homeroom teachers-may help students suffering from significant war-related posttraumatic symptoms reduce their level of symptomatology and can serve as an important and effective component of a community mental health policy for communities affected by chronic trauma, such as war and terrorism.
在过去的 8 年中，由于来自毗邻加沙地区的日常火箭袭击和迫击炮弹的袭击，以色列南部城镇斯代罗特的居民一直面临着持续且强烈的与战争相关的威胁。本研究首先评估了一个 7 至 8 年级学生样本中创伤后症状的流行情况，然后评估了一种普遍的教师实施的以技能为导向和以当下为重点的干预措施在预防和减少青少年与创伤后相关的应激症状方面的效果。
在一项准随机对照试验中，将 154 名有显著战争暴露水平的 7 至 8 年级学生分配到接受标准化的 16 节主动干预（扩展增强经历压力的学生的适应力，ERASE-Stress）或等待名单对照组。在干预前后，他们使用自我报告的方法评估与创伤后相关的应激症状、躯体抱怨、功能障碍和焦虑。
在基线时，发现有 43.5%的学生可能患有创伤后应激障碍。干预结束一个月后，与等待名单对照组相比，主动干预组的学生在所有结局测量上都显示出统计学上显著的降低。
扩展的 ERASE-Stress——一种普遍的教师实施的以技能为导向的方案，不针对创伤记忆，涉及经过培训和监督的班主任教师——可能有助于遭受严重与战争相关的创伤后症状的学生减轻其症状水平，并且可以作为受慢性创伤（如战争和恐怖主义）影响的社区的社区心理健康政策的一个重要和有效的组成部分。
