The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) to the CBITS interactive online training course, the CBITS manual, and support materials. The CBITS manual for the entire course is available as a FREE download from: #download. CBITS is a skills-based, group intervention that is aimed at relieving The order form for the CBITS manual is available on the internet from Sopris West.
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CEBC » Cognitive Behavioral Intervention For Trauma In Schools › Program › Detailed
CBITS is a school-based, group and individual intervention designed to reduce symptoms of posttraumatic stress disorder PTSDdepression, and behavioral problems among students exposed to traumatic life events, such as exposure to community and school violence, accidents, physical abuse, and cbitz violence.
It is designed for students, who have experienced a traumatic event and have current distress related to that event. The goals cbitx the intervention are to reduce symptoms and behavior problems and improve functioning, improve peer and parent support, and enhance coping skills. The program includes 10 student group sessions, student individual sessions, 2 parent sessions, and a teacher educational session.
Developed for the school setting in close collaboration with school personnel, the program is well suited to the school environment. This program involves the family or other support systems in the individual’s treatment: The program includes extensive outreach to parents as well as 2 parent sessions to keep them informed about what is happening in the groups as well as to teach them some of the same skills as the child is learning.
Weekly minute sessions in group format, plus individual minute sessions throughout treatment.
The program uses activities to be practiced between sessions. Worksheets and handouts included with the manual. For information on which materials are available in this language, please check on the program’s website or contact the program representative contact information is listed at the bottom of this page. Cbuts is a manual that describes how to implement this programand there is training available for this program.
Extensive training and implementation materials are available at no cost for registered users at www. Usually training is on-site. Some regional trainings are manuxl. There is a readiness measure publicly available for download off of the website.
Cognitive Behavioural Intervention for Trauma in Schools (CBITS)
They are free to registrants at www. Fidelity measures are provided on the website as well, including those used in research studies and some used to monitor quality on an ongoing basis in the field. There is a detailed manual with scripts and handouts available. This program is rated a ” 3 – Promising Research Evidence ” on the Scientific Rating Scale based on the published, peer-review ed research available.
The practice must have at least one study utilizing some form of control e. Please see the Scientific Rating Scale for more information.
A mental health intervention for schoolchildren exposed to violence: A randomized controlled trial. Journal of the American Medical Association, 5 Randomized controlled trial Number of Participants: Students were randomly assigned to a session standardized early intervention group, the Cognitive-Behavioral Intervention for Trauma in Schools CBITSor to a wait-list delayed intervention comparison group.
Students and teachers completed questionnaires at baseline, 3 months, and 6 months. All children eventually participated in the intervention at some point during the academic year. Results at 6 months, when both groups had received the intervention, indicated no significant differences between groups. Limitations included possible symptom detection and definition discrepancies among teachers, and lack of blinding to condition.
Length of postintervention follow-up: Approximately 14 weeks for the early intervention group. None for delayed intervention control group. Effectiveness of a school-based mental health program for traumatized Latino immigrant children.
Pretest-posttest control group design Number of Participants: To include comparison groups, outcomes, measures, notable limitations The study objective was to pilot-test a school mental health program for Latino immigrant students exposed to community violence.
Parents and teachers were xbits to receive psychoeducation and support services. Results indicated that students in the intervention group had significantly greater improvement in posttraumatic stress disorder and depressive symptoms compared with those on the waitlist at 3-month follow-up.
Cognitive Behavioral Intervention for Trauma in Schools
Limitations included modest symptom changes that remained in the clinical range at follow-up and that only a portion of the participants were randomized. School-based treatment on a rural American Indian reservation. Journal of Behavior Therapy and Experimental Psychiatry, 40, Series of within-subjects designs Number of Participants: To include comparison groups, outcomes, measures, notable limitations The study examined preliminary data from a school-based intervention, Cognitive-Behavioral Intervention for Trauma in Schools CBITS to evaluate its effectiveness in a Native American community.
Efforts to adapt CBITS in reservation schools included inviting Native elders and healers to participate in the intervention. Results indicated that three of the four students decreased substantially on PTSD or depressive symptoms. Children’s mental health care following Hurricane Katrina: Journal of Traumatic Stress, 23 2: To include comparison groups, outcomes, measures, notable limitations The study randomized students with PTSD symptoms post-Hurricane Katrina into one of two trauma-specific interventions: Children reported on hurricane exposure, lifetime trauma exposure, peer and parent support, PTSD, and depressive symptoms.
Teachers reported on behavior. Limitations included a smaller than anticipated sample size, limiting analyses methods. Preliminary evaluation of a family treatment component to augment a school-based intervention serving low-income families.
Journal of Emotional and Behavioral Disorders, 23, One-group pretest-posttest study Number of Participants: Results indicated that parents who received the family treatment component reported higher satisfaction and attended a greater proportion of sessions than parents who received CBITS.
In addition, parents who received the family treatment component reported improvements in primary control coping, secondary control coping, family loyalty and closeness, as well as decreases in involuntary engagement and family passive appraisal. Parents who received the family component also showed more warmth, monitoring, and less inconsistency at post-intervention. Limitations include lack of randomizationlack of control group, small sample size, and generalizability due to ethnicity of participants.
Acceptability of a culturally informed school-based program. Theory, Research, Practice, and Policy, 8 3 One-group pretest-posttest Number of Participants: To include comparison groups, outcomes, measures, notable limitations This study utilized population from Santiago et al.
Parents reported that both they and their children acquired skills and experienced improvements in functioning and psychological symptoms.
They noted enhanced communication, benefits to other members of their families, and social support from other parent participants. Child and Adolescent Social Work Journal, 34 2 To include comparison groups, outcomes, measures, notable limitations This study assesses the benefits and effectiveness of utilizing Cognitive Behavioral Intervention for Trauma in Schools CBITSwith Spanish speaking, Latino youth residing in New Orleans, Louisiana, in effort to address presenting symptoms of trauma and depression.
Results indicated that children who participated in CBITS reported significantly fewer symptoms of trauma and depression following the intervention; however, no differences were noted between genders. Significant differences were observed between older boys and girlsas they were more likely to report higher levels of exposure to trauma than younger boys and girls 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?
Dissertation Abstracts International Section A, 68, School-based intervention for children exposed to violence: Journal of the American Medical Association, 19 Selected Programs to Compare: This information was printed from: About This Program Target Population: Techniques based on cognitive and behavioral theories of adjustment to traumatic events delivered in an individual or group with participants format: Weekly minute sessions in group format, plus individual minute sessions throughout treatment Recommended Duration: Spanish For information on which materials are available in this language, please check on the program’s website or contact the program representative contact information is listed at the bottom of this page.
Resources Needed to Run Program The typical resources for implementing the program are: Audra Langley ALangley mednet. Nine public Los Angeles elementary and middle schools Summary: Two schools on or near a Montana reservation Summary: New Orleans, Louisiana Summary: