Background: Post-traumatic stress disorder is a global mental health condition. Previous studies have demonstrated the use of multiple psychosocial interventions that aim to reduce the symptoms of PTSD in children. Considering the increasing prevalence of trauma-exposed school students, the present study aimed to culturally adapt a school-focused intervention ‘Listen Protect Connect Model and Teach (LPC)’ that targets trauma-exposed children and aid in reducing the symptoms of PTSD.
Methods: The psychological instruments used in the study included the Life Events Checklist-5 and the Child PTSD Symptom Scale. The study utilized pre- and post-follow-up designs. The acceptability and feasibility of the LPC intervention were evaluated by conducting a double-blinded, cluster, parallel, two-arm, randomized controlled trial. A sample of 64 school students was chosen from eight private schools located in Rawalpindi and Islamabad (1:1 randomization in the intervention and control groups). The acceptability of the LPC intervention was evaluated by conducting a two-way ANOVA analysis.
Results: The results revealed a significant reduction in the symptoms of PTSD among the students who received the intervention. The decreased PTSD symptoms also contributed to the overall good readjustment of the students back in school after being exposed to the traumatic event. The attendance and academic performance of the students were also boosted as an effect of the intervention among students.
Conclusions: The results and findings of the study demonstrated that embedding LPC intervention within schools is effective in fostering a continuum of improving the psychosocial health of trauma-exposed students in Pakistan and is also beneficial for reducing the symptoms of PTSD among trauma-exposed students.
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Copyright (c) 2023 Anam Tariq, Dr. Marleen Wong