Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention

Tamar Mendelson; S. Darius Tandon; Lindsey O'Brennan; Philip J. Leaf; Nicholas S. Ialongo

doi:10.1016/j.adolescence.2015.05.017

Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention

Tamar Mendelson^*, S. Darius Tandon, Lindsey O'Brennan, Philip J. Leaf, Nicholas S. Ialongo

^*Corresponding author for this work

Medical Social Sciences

Research output: Contribution to journal › Article › peer-review

49 Scopus citations

Abstract

Adolescents in disadvantaged communities have high rates of exposure to stress and trauma, which can negatively impact emotion regulation and executive functioning, increasing likelihood of school problems. This pilot study evaluated RAP Club, a 12-session school-based trauma-informed group intervention co-facilitated by a mental health counselor and young adult community member that utilizes evidence-based cognitive-behavioral and mindfulness strategies. Seventh and eighth graders at two urban public schools serving low-income communities were assigned to receive RAP Club (. n=29) or regular school programming (. n=20). RAP Club improved teacher-rated emotion regulation, social and academic competence, classroom behavior, and discipline. Higher program dose predicted improvements in several teacher-rated outcomes. Student self-report outcomes, however, did not vary by study group or dose. Even students with low baseline depression showed improvement in teacher-rated outcomes following program participation, supporting a model of universal program delivery to all students. Findings suggest RAP Club merits further study.

Original language	English (US)
Pages (from-to)	142-147
Number of pages	6
Journal	Journal of Adolescence
Volume	43
DOIs	https://doi.org/10.1016/j.adolescence.2015.05.017
State	Published - Aug 1 2015

Keywords

Mental health
Mindfulness
Prevention
Schools
Stress
Trauma

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Social Psychology
Developmental and Educational Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.adolescence.2015.05.017

Cite this

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title = "Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention",

abstract = "Adolescents in disadvantaged communities have high rates of exposure to stress and trauma, which can negatively impact emotion regulation and executive functioning, increasing likelihood of school problems. This pilot study evaluated RAP Club, a 12-session school-based trauma-informed group intervention co-facilitated by a mental health counselor and young adult community member that utilizes evidence-based cognitive-behavioral and mindfulness strategies. Seventh and eighth graders at two urban public schools serving low-income communities were assigned to receive RAP Club (. n=29) or regular school programming (. n=20). RAP Club improved teacher-rated emotion regulation, social and academic competence, classroom behavior, and discipline. Higher program dose predicted improvements in several teacher-rated outcomes. Student self-report outcomes, however, did not vary by study group or dose. Even students with low baseline depression showed improvement in teacher-rated outcomes following program participation, supporting a model of universal program delivery to all students. Findings suggest RAP Club merits further study.",

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author = "Tamar Mendelson and Tandon, {S. Darius} and Lindsey O'Brennan and Leaf, {Philip J.} and Ialongo, {Nicholas S.}",

note = "Funding Information: This study was funded by the Johns Hopkins Center for Prevention and Early Intervention ( P30 MH066247 ; PI: Ialongo). We gratefully acknowledge Jennifer Keperling and Denicia Titchner for serving as intervention facilitators, Marcus Nole and Donnell Chapman for serving as intervention co-facilitators, April Lawson for her assistance with data management, and Gayane Yenokyan for statistical assistance. We thank Drs. Mandy Habib and Victor Labruna, two of the co-authors of SPARCS, for their intervention training and guidance. We also thank the schools, students, and teachers who participated in this research for their invaluable support. Publisher Copyright: {\textcopyright} 2015 The Foundation for Professionals in Services for Adolescents.",

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AU - Ialongo, Nicholas S.

N1 - Funding Information: This study was funded by the Johns Hopkins Center for Prevention and Early Intervention ( P30 MH066247 ; PI: Ialongo). We gratefully acknowledge Jennifer Keperling and Denicia Titchner for serving as intervention facilitators, Marcus Nole and Donnell Chapman for serving as intervention co-facilitators, April Lawson for her assistance with data management, and Gayane Yenokyan for statistical assistance. We thank Drs. Mandy Habib and Victor Labruna, two of the co-authors of SPARCS, for their intervention training and guidance. We also thank the schools, students, and teachers who participated in this research for their invaluable support. Publisher Copyright: © 2015 The Foundation for Professionals in Services for Adolescents.

PY - 2015/8/1

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N2 - Adolescents in disadvantaged communities have high rates of exposure to stress and trauma, which can negatively impact emotion regulation and executive functioning, increasing likelihood of school problems. This pilot study evaluated RAP Club, a 12-session school-based trauma-informed group intervention co-facilitated by a mental health counselor and young adult community member that utilizes evidence-based cognitive-behavioral and mindfulness strategies. Seventh and eighth graders at two urban public schools serving low-income communities were assigned to receive RAP Club (. n=29) or regular school programming (. n=20). RAP Club improved teacher-rated emotion regulation, social and academic competence, classroom behavior, and discipline. Higher program dose predicted improvements in several teacher-rated outcomes. Student self-report outcomes, however, did not vary by study group or dose. Even students with low baseline depression showed improvement in teacher-rated outcomes following program participation, supporting a model of universal program delivery to all students. Findings suggest RAP Club merits further study.

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Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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