Support for Students Exposed to Trauma: The SSET Program

Jaycox, Lisa H.; Langley, Audra K.; Dean, Kristin L.

doi:10.7249/tr675

Cited by 16 publications

(17 citation statements)

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“…The SSET Program consists of 10 lessons designed to reduce post-traumatic and depressive symptoms and improve functioning in middle school youth who have been exposed to traumatic events (Jaycox & Langley, 2005). The core cognitive behavioral elements of the 10 lessons are the same as those used in CBITS.…”

Section: Methodsmentioning

confidence: 99%

Support for Students Exposed to Trauma: A Pilot Study

Jaycox

Langley²,

Stein

et al. 2009

School Mental Health

121

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With high rates of trauma exposure among students, the need for intervention programs is clear. Delivery of such programs in the school setting eliminates key barriers to access, but there are few programs that demonstrate efficacy in this setting. Programs to date have been designed for delivery by clinicians, who are a scarce resource in many schools. This study describes preliminary feasibility and acceptability data from a pilot study of a new program, Support for Students Exposed to Trauma, adapted from the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program. Because of its "pilot" nature, all results from the study should be viewed as preliminary. Results show that the program can be implemented successfully by teachers and school counselors, with good satisfaction among students and parents. Pilot data show small reductions in symptoms among the students in the SSET program, suggesting that this program shows promise that warrants a full evaluation of effectiveness. Keywords school; trauma; violence; interventionIn the last two decades, there has been increasing attention to children's exposure to violence (Osofksy, 2003;Pynoos, Steinberg, & Goenjian, 1996;Stein, Jaycox, Kataoka, Rhodes, & Vestal, 2003). Early reports showed that between 20% and 50% of American children were victims of violence within their families, at school, and in their communities (Finkelhor & Dziuba-Leatherman, 1994). In fact, the rate of violent victimization among adolescents between the ages of twelve and nineteen was higher than all other age groups in the years 1976-2000(Klaus & Rennison, 2002. Not only are a large number of American children victims of this violence, but an even greater number may be traumatized through witnessing violence. Minority children, those with lower socio-economic status, and those in urban areas are disproportionately affected (see , for a review).A trauma is defined in the psychiatric literature as a sudden, life threatening event, in which an individual feels horrified, terrified, or helpless and includes such events as personal experience or witnessing of violent assaults (American Psychiatric Association, 1994). Studies have documented the broad range of negative sequelae of trauma exposure for children and adolescents, including problems such as posttraumatic stress disorder (PTSD) (Jaycox et al.,Corresponding Author: Lisa Jaycox, RAND Corporation, 1200 South Hayes Street, Arlington, Virginia, 22202., Phone: 703-413-1100, x5118; FAX: 703-414-4725; jaycox@rand.org. NIH Public Access Author ManuscriptSchool Ment Health. Author manuscript; available in PMC 2010 August 31. Anglin, Song, & Lunghofer, 1995;Stein et al., 2001); other anxiety problems (Finkelhor, 1995;Osofsky, Wewers, Hann, & Fick, 1993); depressive symptoms (Jaycox et al., 2002;Kliewer, Lepore, Oskin, & Johnson, 1998;Overstreet, 2000); dissociation (Putnam, 1997); impairment in school functioning (Hurt, Malmud, Brodsky, & Giannetta, 2001;Schwab-Stone, et al., 1995); decreased intellectual functioning ...

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Section: Methodsmentioning

confidence: 99%

Support for Students Exposed to Trauma: A Pilot Study

Jaycox

Langley²,

Stein

et al. 2009

School Mental Health

121

View full text Add to dashboard Cite

show abstract

“…For schools that are in relatively isolated communities, school-based interventions may be the best way to meet these needs. Examples of such interventions include Cognitive Behavioral Intervention for Trauma in Schools (CBITS; Jaycox, 2003) and Support for Students Exposed to Trauma (SSET; Jaycox, Langley, & Dean, 2009). CBITS is a skills-based, group intervention provided by mental health professionals that is intended to relieve symptoms of Posttraumatic Stress Disorder (PTSD), depression, and trauma-related anxiety.…”

Section: Discussion and Implications For Practice And Researchmentioning

confidence: 99%

The Crisis Response to a School-Based Hostage Event: A Case Study

Crepeau‐Hobson

Summers

2011

Journal of School Violence

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During the past two decades there has been increased public, professional, and legislative interest in school crisis prevention and intervention. It is recommended that comprehensive crisis teams be established at the school, district, and community levels. A case study was conducted in which interviews were utilized to facilitate an increased understanding of the experiences of state crisis team members responding to a school-based crisis event and how crisis teams attempted a coordinated response. Data analysis revealed several themes related to the importance of knowing the school system, having prior crisis-related training, the need for role flexibility, expectations related to the response, personal impact of the response, and the need for self-care. School mental health professionals and crisis response teams can consider these themes and ways to address concerns related to these themes to improve crisis response efforts.

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“…An adaptation of CBITS, Support for Students Exposed to Trauma (SSET), was developed for delivery by school personnel (Jaycox, Langley, & Dean, 2009). The adaption involved using a lesson plan format, eliminating individual break-out sessions and parent sessions, and using a more curricular format for imaginal exposure.…”

Section: Cognitive Behavioral Intervention For Trauma In Schools (Cbits)mentioning

confidence: 99%

“…The adaption involved using a lesson plan format, eliminating individual break-out sessions and parent sessions, and using a more curricular format for imaginal exposure. A randomized trial of SSET ( N = 76), demonstrated reductions in PTSD and depressive symptoms, particularly for youth with high levels of symptoms pre-treatment (Jaycox et al, 2009). Compared to CBITS effects, smaller reductions in symptoms were seen with SSET.…”

Section: Cognitive Behavioral Intervention For Trauma In Schools (Cbits)mentioning

confidence: 99%

“…CBITS has been implemented in a variety of communities in the United States (e.g., immigrant, urban ethnic minority, low SES, middle class) and internationally (i.e., Australia, Japan; for more information, see, www.nctstnet.org; Treatments that Work) . CBITS has been specifically adapted for the Latino immigrant faith community (Kataoka et al, 2006) and to be delivered by non-clinical school staff (i.e., SSET; Jaycox et al, 2009). …”

Section: Cognitive Behavioral Intervention For Trauma In Schools (Cbits)mentioning

confidence: 99%

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Cognitive-Behavioral Treatment for Posttraumatic Stress Disorder in Children and Adolescents

Dorsey

Briggs

Woods

2011

Child and Adolescent Psychiatric Clinics of North America

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A number of Cognitive Behavioral Therapy (CBT) approaches are available for treating child and adolescent posttraumatic stress disorder (PTSD). Similar to other CBT treatments, particularly those for anxiety disorders, these treatments all include common elements (e.g., psychoeducation, relaxation and affective modulation skills, exposure). The goals of this review are to: 1) delineate common elements in CBT approaches for treating child and adolescent PTSD; 2) provide a detailed review of two CBT approaches with substantial evidence of effectiveness; and 3) describe “Promising Practices,” in the area of CBT approaches to treating child and adolescent PTSD. The two treatments reviewed in detail are Trauma-focused Cognitive Behavioral Therapy (TF-CBT) and Cognitive Behavioral Intervention for Trauma in Schools (CBITS). For these treatments, we describe the research evidence to date, specific elements of the treatment model, and discuss implementation and cultural considerations. In the “Promising Practices” section, other CBT approaches are reviewed that include many of the common elements; however, these approaches have accumulated less evidence of effectiveness to date. Research on CBT approaches to treating PTSD is ongoing, with a growing focus on explicit consideration of the multiple systems in which youth exposed to trauma are involved, and ways to better address co-occurring difficulties (e.g. serious behavior problems, substance use). Future directions for the field are discussed. These include further study of promising practices, cultural applicability of CBT approaches to treating PTSD, and strategies to enhance implementation and dissemination efforts to improve access to high-quality, evidence-based care for children and adolescents with PTSD.

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Support for Students Exposed to Trauma: The SSET Program

Cited by 16 publications

References 0 publications

Support for Students Exposed to Trauma: A Pilot Study

Support for Students Exposed to Trauma: A Pilot Study

The Crisis Response to a School-Based Hostage Event: A Case Study

Cognitive-Behavioral Treatment for Posttraumatic Stress Disorder in Children and Adolescents

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