L Gibbs, K Marinkovic, J Nursey, A Tong L, E Tekin, M Ulubasoglu, N Callard, S Cowlishaw, E Cobham V
Melbourne School of Population and Global Health, University of Melbourne, Melbourne, VIC, Australia.
Centre for Disaster Management and Public Safety, University of Melbourne, Melbourne, VIC, Australia.
Curr Psychiatry Rep. 2021 Oct 15;23(12):82. doi: 10.1007/s11920-021-01293-1.
This review aimed to identify and describe evidence published in the past 3 years from trials of psychosocial support programs for children and adolescents affected by natural disasters.
Previous reviews have indicated these programs are beneficial overall. Positive impacts were documented in school-based programs conducted by trained teachers and paraprofessionals with stronger effects achieved by more qualified professionals. The review found supporting evidence for positive impacts of post-disaster psychosocial programs. However, the strength of evidence is limited due to heterogeneity in interventions and evaluations. The stepped care model was found to be useful in differentiating between programs and level of available evidence. Hobfoll's five essential elements of mass trauma intervention provide an additional means of guiding program content and assessments, particularly for universal programs. Identified gaps in evidence included groups likely to be at most risk: preschool children, ethnically diverse groups, those with disability, and social disadvantage. There were promising indications of program benefits for groups with repeated exposure to natural disasters.
本综述旨在识别和描述过去3年中发表的关于为受自然灾害影响的儿童和青少年提供心理社会支持项目的试验证据。
以往的综述表明，这些项目总体上是有益的。由受过培训的教师和辅助专业人员开展的校内项目有积极影响记录，资质更高的专业人员实施的项目效果更显著。该综述发现了灾后心理社会项目产生积极影响的支持性证据。然而，由于干预措施和评估的异质性，证据的力度有限。逐步照护模式被认为有助于区分不同项目和现有证据的水平。霍布福尔的大规模创伤干预的五个基本要素为指导项目内容和评估提供了额外方法，特别是对于普及项目。已确定的证据空白包括可能风险最大的群体：学龄前儿童、不同种族群体、残疾人士和社会弱势群体。有迹象表明，对于反复遭受自然灾害的群体，项目有积极效果。
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