Table 4 Adaptations of Cognitive Behavioral Intervention for Trauma in Schools
Study author, year | Country | Population | Reason for adaptation | Who was involved in adaptation | FRAME categories | Content adaptations | Contextual adaptations |
|---|---|---|---|---|---|---|---|
Auslander et al., 2017 [34] | USA | 12–18-year-old girls in child welfare who experienced trauma | Improve fit | Intervention developer/purveyor, practitioners, researchers, and recipients | − Adding elements − Lengthening/extending − Personnel − Population − Removing/skipping elements − Setting − Tailoring/tweaking/refining | − Lengthened sessions − Added sessions (pre-intervention and graduation) − Removed teacher session − Included population appropriate language and examples − Added grounding/relaxation to each session − Added reminders for meetings by phone | − Changed setting to child welfare − Population changed (12-18 year olds, girls, in child welfare, and could have experienced sexual abuse) − Two group facilitators |
Elswick et al., 2021 [35] | USA | 12–18-year-old African refugee children who experienced trauma | Address cultural factors | Researchers with parent and participant feedback | − Adding elements − Lengthening/extending − Population − Setting − Tailoring/tweaking/refining | − Lengthened intervention − Parent support groups offered included cultural brokers and interpreters − Modified language (e.g., did not use the term “homework”) − Added culturally appropriate activities (e.g., drumming) − Incorporated a pyramid mentoring model | − Changed setting to community − Population changed (12-18 year olds) − Delivered by participant gender (no option of mixed-gender groups) |
Feldman, 2007 [36] | USA | Spanish speaking, immigrant children in middle school who experienced trauma | Address cultural factors | Researchers | − Adding elements − Removing/skipping elements − Tailoring/tweaking/refining | − Ran sessions bilingually − Included culturally appropriate examples − Removed some program components − Addition of communication with families (e.g., could meet with group leaders, phone calls made) | None |
Goodkind et al., 2010 [37] | USA | 12–15-year-old American Indian children in school who experienced trauma | Address cultural factors | Researchers, community members, and clinicians | − Adding elements − Format − Lengthening/extending − Re-ordering of intervention modules or segments − Spreading − Tailoring/tweaking/refining | − Increased sessions (split one session into two) − Changed timing of parent sessions − Included culturally appropriate examples and stories and removed inappropriate ones − Added elements (e.g., alternative activities, option to see traditional healer) − Timing of parent session changed | − Individual (non-group) time spent with students to identify supportive person |
Jaycox et al., 2009 [39] | USA | 11.5-year-old (on average) children in school who experienced severe violence | Improve feasibility | Not listed | − Format − Personnel − Removing/skipping elements | − Removed sessions (break-out and parent sessions) | − Administered by school personnel − Changed session format to lesson plan format − Changed imaginal exposure to curricular format |
Kataoka et al., 2003 [38] | USA | 11.4-year-old (on average) Latino, immigrant children in school who experienced community violence | Address cultural factors | Researchers, community members, and clinicians | − Lengthening/extending − Tailoring/tweaking/refining | − Increased family sessions (four 2-h optional multifamily group sessions offered) − Multifamily groups sessions included support for common experiences related to immigration | None |
Morsette et al., 2009 [40] | USA | 11–12-year-old American Indian children in school who experienced trauma | Address cultural factors | Researchers, community members, and clinicians | − Adding elements − Removing/skipping elements − Tailoring/tweaking/refining | − Included culturally appropriate examples − Removed introductory activities and non-culturally appropriate materials − Modified hot seat activity − Elder provided prayer and participated in graduation | None |
Santiago et al., 2014a [41] | USA | 11.7-year-old (on average) children in school who experienced trauma | Address cultural factors, increase engagement, and improve effectiveness | Researchers, community members, and clinicians | − Adding elements − Integrating another approach into treatment − Lengthening/extending − Shortening/condensing − Spreading − Tailoring/tweaking/refining | − Family component required − Added material to improve parent functioning − The time spent on each module increased for families − Content put into modules that could be grouped or stretched out − Included culturally appropriate examples and examples appropriate to low-income families − Added adapted material from other approaches (e.g., The Incredible Years) | None |
Santiago et al., 2015 [42] | USA | 11.8-year-old (on average) children in school who experienced trauma | Address cultural factors, increase engagement, and improve effectiveness | Researchers, community members, and clinicians | − Adding elements − Integrating another approach into treatment − Lengthening/extending − Shortening/condensing − Spreading − Tailoring/tweaking/refining | − Family component required − Added material to improve parent functioning − The time spent on each module increased for families − Content put into modules that could be grouped or stretched out − Included culturally appropriate examples and examples appropriate to low-income families − Added adapted material from other approaches (e.g., The Incredible Years) | None |