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Implementation of the Cognitive Beha...

Feldman, Elizabeth S.

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Implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with Spanish-speaking, immigrant middle-school students: Is effective, culturally competent treatment possible within a public school setting?

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with Spanish-speaking, immigrant middle-school students: Is effective, culturally competent treatment possible within a public school setting?/
作者:	Feldman, Elizabeth S.
面頁冊數:	147 p.
附註:	Adviser: Craig Albers.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261445

Implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with Spanish-speaking, immigrant middle-school students: Is effective, culturally competent treatment possible within a public school setting?
Feldman, Elizabeth S.

Implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with Spanish-speaking, immigrant middle-school students: Is effective, culturally competent treatment possible within a public school setting? - 147 p.

Adviser: Craig Albers.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.

The central purpose of this study was to evaluate the acceptability, feasibility and effectiveness of The Cognitive Behavioral Intervention for Trauma in Schools (CBITS; Jaycox, 2002) as implemented in Spanish with Latino immigrant students in an Englishdominant, suburban public school in the Midwest United States. The study also attempted to identify rates of exposure to traumatic events and rates of symptomology related to Post Traumatic Stress Disorder (PTSD) in a population of Spanish-speaking students enrolled in an English Language Learner program in the school. As secondary points of interest, the study aimed to pinpoint some of the challenges inherent in the implementation of a school-based intervention with this group and to identify specific measures that could be taken to address these challenges and maintain program efficacy. Questions regarding observed challenges to program implementation and related modifications were considered discussion topics rather than specific research questions, primarily due to the constraints on researchers' ability to examine these points empirically. Throughout the study, researchers documented ways in which the students' (and their parents') linguistic and cultural backgrounds may have limited the ability of CBITS to be appropriate, meaningful, and effective; and also attempted to delineate ways in which modifications were made to the program structure and delivery so as to maximize treatment acceptability and effectiveness with this population in particular.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with Spanish-speaking, immigrant middle-school students: Is effective, culturally competent treatment possible within a public school setting?
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520 $a The central purpose of this study was to evaluate the acceptability, feasibility and effectiveness of The Cognitive Behavioral Intervention for Trauma in Schools (CBITS; Jaycox, 2002) as implemented in Spanish with Latino immigrant students in an Englishdominant, suburban public school in the Midwest United States. The study also attempted to identify rates of exposure to traumatic events and rates of symptomology related to Post Traumatic Stress Disorder (PTSD) in a population of Spanish-speaking students enrolled in an English Language Learner program in the school. As secondary points of interest, the study aimed to pinpoint some of the challenges inherent in the implementation of a school-based intervention with this group and to identify specific measures that could be taken to address these challenges and maintain program efficacy. Questions regarding observed challenges to program implementation and related modifications were considered discussion topics rather than specific research questions, primarily due to the constraints on researchers' ability to examine these points empirically. Throughout the study, researchers documented ways in which the students' (and their parents') linguistic and cultural backgrounds may have limited the ability of CBITS to be appropriate, meaningful, and effective; and also attempted to delineate ways in which modifications were made to the program structure and delivery so as to maximize treatment acceptability and effectiveness with this population in particular.
520 $a Twenty-nine sixth- and seventh-grade Spanish-speaking, immigrant students were screened to determine their history of exposure to traumatic events and the presence of symptoms related to PTSD. Of those 29 screened, eight students qualified for program participation. Results suggested that rates of exposure to trauma and resulting PTSD symptoms were quite common. Nearly 80 percent of students screened had experienced at least one traumatic event and approximately half reported having multiple symptoms of PTSD. Data collected indicated that the CBITS program could be implemented in a suburban, English-dominant, public middle school with Spanish-speaking immigrant students and that the program could be modified so as to be highly acceptable to students and their parents. Results also suggested that the program may have contributed to a significant reduction in participants' anxiety-related symptoms both immediately following the group implementation and at a four-month follow up. Implications of these findings for future research and for practice are discussed including recommendations for surmounting likely challenges to program delivery with similar student populations.
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