Short-Term Effects of a Writing Intervention Among Adolescents in Gaza

Abstract

This study evaluates the effect of a short-term group intervention titled Writing for Recovery in Gaza. Adolescents (N ¼ 139) aged 12-17 were randomly assigned to an intervention or to a waiting list group. Levels of distress were assessed at baseline and at posttest. A follow-up assessment was conducted 5 months after both groups had received the intervention. Results at posttest showed a reduction in posttraumatic stress symptoms in both groups, an increase in depression in the intervention group, and no change in anxiety symptoms. At follow-up, a significant decline in depression scores was evident. Overall, no evidence for improvements due to the intervention was found.

The effectiveness of psychosocial interventions in war-traumatized refugee and internally displaced minors: systematic review and meta-analysis

“…Any other effects on PTSD were null or not significant, that is, the confidence intervals included the zero. Regarding treatment effects on depression, IPT had large positive effects compared to waitlist controls, but only in girls (SMD = 1.06, Betancourt et al, 2012a), while writing for recovery had large adverse effects (SMD = −1.25, Lange-Nielsen et al, 2012) which had disappeared by follow-up. Any other reported effects were null or small, and not significant.…”

“…Among the eight RCTs, three studies did not provide full details of the randomization method (Kalantari, Yule, Dyregrov, Neshatdoost, & Ahmadi, 2012; Lange-Nielsen et al, 2012; Tol et al, 2012) and three used small experimental and control groups ( n  < 30) (Catani et al, 2009; Schauer, 2008; Schottelkorb, Doumas, & Garcia, 2012), which means that the randomization may not have been successful. However, no significant group differences on putatively relevant characteristics were detected in either of these studies.…”

“…In three studies, drop-outs were not recorded (Išpanović-Radojković et al, 2002; Šehović, 2002; Šestan, 2002). Five studies reported drop-outs but gave no reasons for them (Dybdahl, 2001; Kalantari et al, 2012; Lange-Nielsen et al, 2012; O’Shea, Hodes, Down, & Bramley, 2000; Schottelkorb et al, 2012). Attrition rates ranged from 2.9% (Gupta & Zimmer, 2008) to 50% (O’Shea et al, 2000).…”

“…Additionally, the following non-evidence based treatments were examined either in the experimental or the control condition: creative play (Betancourt et al, 2012a), child-centred play therapy (Schottelkorb et al, 2012), writing intervention (writing for recovery; Kalantari et al, 2012; Lange-Nielsen et al, 2012), meditation and relaxation techniques (Schauer, 2008), crisis intervention (Thabet, Vostanis, & Karim, 2005), psychosocial support (Šestan, 2002), psychoeducation alone (Thabet et al, 2005), a systemic approach with preventive skill building (Ellis et al, 2013), psychosocial support combined with medical care (Dybdahl, 2001), or mixed interventions/eclectic (Fazel, Doll, & Stein, 2009; O’Shea et al, 2000). One study examined the effects of a school educational programme (Gupta & Zimmer, 2008).…”

“…In 13 studies, the interventions were provided in a school setting (Ehntholt et al, 2005; Ellis et al, 2013; Fazel et al, 2009; Išpanović-Radojković et al, 2002; Kalantari et al, 2012; Lange-Nielsen et al, 2012; O’Shea et al, 2000; Ooi, 2012; pilot; Ooi et al, 2016; Schauer, 2008; Schottelkorb et al, 2012; Thabet et al, 2005; Tol et al, 2012). In 12 studies, trained lay persons (e.g.…”