Santiago Catherine Decarlo, Pears Gillian, Baweja Shilpa, Vona Pamela, Tang Jennifer, Kataoka Sheryl H
Loyola University Chicago, Department of Psychology.
School Ment Health. 2013 Dec 1;5(4). doi: 10.1007/s12310-012-9100-2.
This study explored parent engagement in an evidence-based treatment, the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), which was delivered in a school setting. To examine the successes and challenges in engaging parents in this school-based program, we conducted qualitative interviews by phone to obtain data from clinicians, parents, and other school personnel across eleven schools from 3 different regions of the United States. Almost all of these schools served low-income and ethnically diverse communities. We describe general impressions of parent engagement, parent reactions and preferences with regard to CBITS, barriers to parent engagement, and how to overcome barriers from multiple perspectives. Parent engagement across schools varied, with extensive outreach and relatively good parent engagement in CBITS described in some schools, while in other schools, efforts to engage parents were not as consistent. Implications for future efforts to engage parents in school-based treatments are discussed.
本研究探讨了家长对一种循证治疗方法——学校创伤认知行为干预（CBITS）的参与情况，该治疗在学校环境中实施。为了考察让家长参与这一校本项目的成功之处与挑战，我们通过电话进行了定性访谈，以获取来自美国3个不同地区11所学校的临床医生、家长及其他学校工作人员的数据。几乎所有这些学校都服务于低收入且种族多样的社区。我们描述了家长参与的总体印象、家长对CBITS的反应和偏好、家长参与的障碍，以及如何从多个角度克服这些障碍。各学校的家长参与情况各不相同，一些学校开展了广泛的外展活动，家长对CBITS的参与度相对较高，而在其他学校，让家长参与的努力则不太一致。本文还讨论了未来让家长参与校本治疗的努力方向。
