A school-based post-Katrina therapeutic intervention.

Journal Article

The current study presents the implementation of a set of school based interventions in a greater New Orleans school district one year following Hurricane Katrina. The interventions included adaptation and implementation of evidence based treatments in a crisis situation with at-risk youth which involved training and clinical challenges. 386 students found to have significant depressive and/or disruptive disorder symptoms received treatment from the School Therapeutic Enhancement Program (STEP). Further, a district-wide mental health needs assessment of middle and high school students (N = 11,861) screened for behavioral and emotional difficulties at the beginning and end of the school year provided a benchmark for community youth's emotional and behavioral distress. High-need intervention students demonstrated clinically significant lower levels of emotional and behavioral problems, depression and inattention in comparison to pre-treatment levels as indicated by multiple informants (i.e., self, parent, teacher). Self-reported distress levels were also lower than screening group students at post-test. These findings support the efficacy of a school-based intervention for youth struggling with the aftereffects of a highly disruptive natural disaster. Implications for utilizing a flexible adaptation of an evidence-based training model involving coaching and consultation are discussed.

Full Text

Duke Authors

Cited Authors

  • Goldman, EE; Bauer, D; Newman, DL; Kalka, E; Lochman, JE; Silverman, WK; Jensen, PS; Curry, J; Stark, K; Wells, KC; Bannon, WM; Integrated Psychotheraphy Consortium,

Published Date

  • May 2015

Published In

Volume / Issue

  • 42 / 3

Start / End Page

  • 363 - 372

PubMed ID

  • 25047869

Electronic International Standard Serial Number (EISSN)

  • 1573-3289

International Standard Serial Number (ISSN)

  • 0894-587X

Digital Object Identifier (DOI)

  • 10.1007/s10488-014-0576-y

Language

  • eng