A School-Based, Teacher-Mediated Prevention Program (Erase-Stress) for Reducing Terror-Related Traumatic Reactions in Israeli Youth: A Quasi-Randomized Controlled Trial

Autor/inn/en	Gelkopf, Marc; Berger, Rony
Titel	A School-Based, Teacher-Mediated Prevention Program (Erase-Stress) for Reducing Terror-Related Traumatic Reactions in Israeli Youth: A Quasi-Randomized Controlled Trial
Quelle	In: Journal of Child Psychology and Psychiatry, 50 (2009) 8, S.962-971 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2008.02021.x
Schlagwörter	Experimental Groups; Control Groups; Intervention; Terrorism; Foreign Countries; Depression (Psychology); Posttraumatic Stress Disorder; Stress Variables; Stress Management; Outcomes of Treatment; Pretests Posttests; Prevention; Mental Health Programs; Instructional Material Evaluation; Israel + Suchen Sie Ihr Suchwort? Terrorismus; Ausland; Stressmanagement; Stressbewältigung; Prävention; Vorbeugung
Abstract	Background: Since September 2000 Israeli children have been exposed to a large number of terrorist attacks. A universal, school-based intervention for dealing with the threat of terrorism as well as with terror-related symptoms, ERASE-Stress (ES), was evaluated in a male religious middle school in southern Israel. The program was administered by the homeroom teachers as part of the school curriculum. It consists of 12 classroom sessions each lasting 90 minutes, and included psycho-educational material, skill training and resiliency strategies delivered to the students by homeroom teachers. Methods: One hundred and fourteen 7th and 8th grade students were randomly assigned to the ES intervention or were part of a waiting list (WL). They were assessed on measures of posttraumatic symptomatology, depression, somatic symptoms and functional problems before and 3 months after the intervention or the WL period. Results: Three months after the program ended, students in the experimental group showed significant reduction in all measures compared to the waiting-list control group. Conclusions: The ERASE-Stress program may help students suffering from terror-related posttraumatic symptoms and mitigate the negative effects of future traumatic experiences. Furthermore, a school-based universal program such as the ERASE-Stress may potentially serve as an important and effective component of a community mental health policy for communities affected by terrorism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10