Response to trauma in children: An examination of effective intervention and post-traumatic growth

Abstract

It is clear that exposure to traumatic events is not uncommon in childhood and adolescence and psychologists working in schools should have some training in meeting the needs of this segment of the population. This manuscript summarizes the incidence of trauma in children worldwide and then discusses interventions for trauma (TraumaFocused Cognitive Behavior Therapy & Cognitive Behavioral Intervention for Trauma in Schools) which have been empirically validated for use with children and/or adolescents. A summary of a project (Project Fleur-de-lis) which attempted to integrate these two treatment approaches into a systematic intervention system is also discussed. In addition, the concept of post-traumatic growth, cultural considerations in working with children from diverse societies, and training needs of school psychologists are addressed.

Adding Trauma-Informed Care at a Bereavement Camp to Facilitate Posttraumatic Growth: A Controlled Outcome Study

“…The findings showed statistically higher levels of posttraumatic growth among youth participating in camp as compared to those who did not take part in camp. The results coincide with previous findings in pre-experimental studies examining PTG among youth that had experienced trauma (Glad et al, 2013;Little et al, 2011). PTSD symptoms decreased, but not to a statistically significant degree.…”

“…Also, although there were clinically significant posttraumatic stress reactions displayed among all of the participants, PTSD was not found to have a substantial relationship with levels of PTG. Little, Akin-Little, and Somerville (2011) studied the efficacy of Project Fleur-de-lis, a program designed to help children in the aftermath of Hurricane Katrina. The project used a three-tier method, moving from least intensive to most intensive intervention: Classroom-Camp-Community-Culture Based Intervention (CBI), Trauma-Focused Cognitive Behavior Therapy (TF-CBT), and Cognitive Behavioral Intervention for Trauma in Schools (CBITS).…”

Psychological resilience among children affected by parental HIV/AIDS: a conceptual framework

“…A few qualitative studies have suggested that some children who lost parents to AIDS experienced personal growth, emotional maturity, and sense of independence (Murphy, Roberts, & Herbeck, 2013). These findings are consistent with the phenomenon of post-traumatic growth, which refers to awareness of new possibilities, appreciation of life, and spiritual change (Little, Akin-Little, & Somerville, 2011). In a qualitative examination of long-term effects of parental cancer in childhood through retrospective interviews with adults, about 44% of participants spontaneously reported post-traumatic growth (Wong, Cavanaugh, MacLeamy, Sojourner-Nelson, & Koopman, 2009).…”

Adolescents' educational outcomes in a social ecology of parenting, family, and community risks in Northern Ireland

“…This chronic stress may function differently than acute stress, such as that experienced during natural disasters, although notably both types of experiences may be related to lower educational outcomes or opportunities for post-traumatic growth (see Little & Akin-Little, 2011). Recent work on trauma experienced by children, naturally-caused or man-made, and their ability to rebound (or not) from those forces, merits consideration (Little, Akin-Little & Somerville, 2011; Nastasi, Overstreet, & Summersville, 2011). Future research could examine which aspects of intervention programs designed for wide-spread natural destruction response are relevant to contexts of historic and ongoing threat.…”