Mendelson Tamar, Tandon S Darius, O'Brennan Lindsey, Leaf Philip J, Ialongo Nicholas S
Johns Hopkins Bloomberg School of Public Health, USA.
Northwestern University Feinberg School of Medicine, USA.
J Adolesc. 2015 Aug;43:142-7. doi: 10.1016/j.adolescence.2015.05.017. Epub 2015 Jun 25.
Adolescents in disadvantaged communities have high rates of exposure to stress and trauma, which can negatively impact emotion regulation and executive functioning, increasing likelihood of school problems. This pilot study evaluated RAP Club, a 12-session school-based trauma-informed group intervention co-facilitated by a mental health counselor and young adult community member that utilizes evidence-based cognitive-behavioral and mindfulness strategies. Seventh and eighth graders at two urban public schools serving low-income communities were assigned to receive RAP Club (n = 29) or regular school programming (n = 20). RAP Club improved teacher-rated emotion regulation, social and academic competence, classroom behavior, and discipline. Higher program dose predicted improvements in several teacher-rated outcomes. Student self-report outcomes, however, did not vary by study group or dose. Even students with low baseline depression showed improvement in teacher-rated outcomes following program participation, supporting a model of universal program delivery to all students. Findings suggest RAP Club merits further study.
处于弱势社区的青少年面临压力和创伤的比率很高，这会对情绪调节和执行功能产生负面影响，增加出现学校问题的可能性。这项试点研究评估了“说唱俱乐部”，这是一项为期12节的、以学校为基础的、了解创伤的团体干预项目，由一名心理健康顾问和一名年轻的社区成员共同推动，采用基于证据的认知行为和正念策略。在两所服务低收入社区的城市公立学校中，七年级和八年级学生被分配接受“说唱俱乐部”干预（n = 29）或常规学校课程（n = 20）。“说唱俱乐部”改善了教师评定的情绪调节、社交和学业能力、课堂行为及纪律。更高的项目剂量预示着在多项教师评定结果上会有改善。然而，学生自我报告的结果并未因研究组或剂量而有所不同。即使是基线抑郁程度较低的学生，在参与项目后，教师评定的结果也有所改善，这支持了向所有学生提供通用项目的模式。研究结果表明“说唱俱乐部”值得进一步研究。
