Evaluation of a classroom‐based psychosocial intervention in conflict‐affected Nepal: a cluster randomized controlled trial

Abstract

A school-based psychosocial intervention demonstrated moderate short-term beneficial effects for improving social-behavioral and resilience indicators among subgroups of children exposed to armed conflict. The intervention reduced psychological difficulties and aggression among boys, increased prosocial behavior among girls, and increased hope for older children. The intervention did not result in reduction of psychiatric symptoms.

- Cyber and Traditional Bullying Victimization as a Risk Factor for Mental Health Problems and Suicidal Ideation in Adolescents

“…Eight school interventions were developed in the implementing country. Five interventions were adapted versions of evidence-based interventions from high income countries [37,38,42,[47][48][49].…”

Differences in the Association Between Childhood Trauma and BMI in Black and White South African Women

“…Previous evaluation studies of psychosocial interventions in diverse settings have found differing effects by age and gender [17][18][19][20][21]. In addition, we were interested in the moderating roles of family-level variables, including household size, family connectedness, displacement status, and family composition.…”

Research methodology used in studies of child disaster mental health interventions for posttraumatic stress

“…Thus using diagnosis for inclusion or for measuring outcome, which might improve the interpretation of results in studies of children with psychiatric conditions, is not appropriate for these community-based studies. For example, studies of school-based interventions which have not found a decrease in psychiatric symptoms have found improvement on indicators of psychological difficulty, social behavior, well-being [19], and functioning [39]. Thus, future studies may be enhanced by including a greater range of outcomes beyond psychiatric symptoms.…”

“…Of the five cluster randomized studies, two were randomized by classroom [14,32] and three were randomized by school [19,20,33]. See Table 1.…”

“…In two studies where a hierarchical linear model assessed the effectiveness of the intervention [19,20], the Optimal Design software version 3.01 was used for the power calculation [21]. Power analysis for repeated-measures ANOVA, ANCOVA and MANOVA designs relied on effect size f, with large, medium, and small effects identified as .40, .25, and .10, respectively [22].…”