Purpose: This review discusses the efficacy of trauma-specific interventions among juvenile offenders. Method: The reviewers conducted a comprehensive search of trauma intervention studies completed in the United States in peer-reviewed journals, highlighting their methodological rigor by using the risk of bias tool for quantitative studies and Wu, Wyant, and Fraser's guidelines for qualitative studies. Results: Sixteen studies met the inclusion criteria; fourteen studies used quantitative and two used qualitative research designs. Nine studies reported medium to large effects on post-traumatic stress disorder (PTSD) symptoms and five assessed externalizing behavioral problems. Eye movement desensitization and reprocessing therapy demonstrated the most rigor and had the largest reductions on PTSD symptoms followed by trauma-focused cognitive behavioral therapy. Art therapy was the most rigorous qualitative study, but the intervention did not focus on reducing trauma symptoms. Discussion: Overall, most interventions were effective in reducing participants’ PTSD symptoms, but little is known about their effects on externalizing behavioral problems.
Research has identified higher rates of mental disorders among former child welfare youth and youth experiencing homelessness when compared with their peers in the general population. Given the growing number of campus support programs serving these youth, research should focus on students in these programs to understand whether mental health problems interfere with these students’ receipt of program services, which can lead to unsatisfactory academic performance. This study collected both quantitative and qualitative data from students in a campus support program to examine the prevalence of mental disorders, mental health service use, receipt of program services, students’ grade point average, and their perceptions of obstacles and motivations to academic success. Implications for social work research and practice are discussed.
Purpose: This study focuses on a campus support program that serves former child welfare and homeless youth. This study aims to identify the program elements that help students transition into and succeed in college. Method: This study uses a mixed-method approach. Quantitative data included administrative and survey data of 50 students. Bivariate and multivariate analyses were used to examine the effects of early engagement on students’ grade point averages (GPAs). Qualitative data were collected from interviews with 17 students. Thematic content analysis was used to identify themes from the qualitative data. Results: Quantitative data showed positive effects of early engagement on students’ GPAs. Qualitative data showed that students perceived that the campus support program helped them transition into and success in college. Conclusions: Future programs should emphasize providing academic and financial services and engaging students as soon as or even before they enroll into college.
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