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Evaluating Referral, Screening, and Assessment Procedures for Middle School Trauma/Grief-Focused Treatment Groups

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Title: Evaluating Referral, Screening, and Assessment Procedures for Middle School Trauma/Grief-Focused Treatment Groups
Language: English
Authors: Grassetti, Stevie N. (ORCID 0000-0002-5565-4082), Williamson, Ariel A., Herres, Joanna, Kobak, Roger, Layne, Christopher M., Kaplow, Julie B., Pynoos, Robert S.
Source: School Psychology Quarterly. Mar 2018 33(1):10-20.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Grade 7
Descriptors: Referral, Student Evaluation, Evaluation Methods, Posttraumatic Stress Disorder, Grief, Trauma, Screening Tests, Grade 7, Grade 8, Intervention, Therapy, Symptoms (Individual Disorders), Interviews, Regression (Statistics), Behavior Problems, Questionnaires, Child Behavior, Likert Scales, Early Adolescents
Assessment and Survey Identifiers: Strengths and Difficulties Questionnaire
DOI: 10.1037/spq0000231
ISSN: 1045-3830
Abstract: There is a need to delineate best practices for referring, assessing, and retaining students suspected of posttraumatic stress (PTS) and maladaptive grief (MG) in school-based treatment. Evidence-based risk-screening procedures should accurately include students who are appropriate for group treatment and exclude students who do not require treatment or who are better served by other forms of intervention and support. We described and evaluated the sequence of steps used to screen 7th- and 8th-grade students (N = 89) referred by school staff as candidates for an open trial of group-based Trauma and Grief Component Therapy for Adolescents (TGCTA; Saltzman et al., in press). We used t tests to compare included versus excluded students on PTS symptom and MG reaction scores (University of California at Los Angeles Posttraumatic Stress Disorder Reaction Index; Grief Screening Scale) during the group screen, individual interview, and treatment-implementation phases. Logistic regressions tested the incremental utility of including measures of both trauma exposure and related emotional and conduct problems (Strengths and Difficulties Questionnaire) in the screening battery. Results suggest that the group screen helped to detect mental health needs and that the individual interview further identified students with PTS and emotional problems. Conduct problems and trauma exposure predicted attrition among students who qualified for treatment. MG incrementally predicted students who advanced from the group screening to the individual interview, and trauma exposure incrementally predicted attrition from treatment. Findings yield implications for improving research and practice, including procedures for enhancing school-based referral, screening, assessment, and selection procedures.
Abstractor: As Provided
Number of References: 71
Entry Date: 2018
Accession Number: EJ1175425
Database: ERIC
FullText Text:
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  Data: Evaluating Referral, Screening, and Assessment Procedures for Middle School Trauma/Grief-Focused Treatment Groups
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  Data: <searchLink fieldCode="AR" term="%22Grassetti%2C+Stevie+N%2E%22">Grassetti, Stevie N.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5565-4082">0000-0002-5565-4082</externalLink>)<br /><searchLink fieldCode="AR" term="%22Williamson%2C+Ariel+A%2E%22">Williamson, Ariel A.</searchLink><br /><searchLink fieldCode="AR" term="%22Herres%2C+Joanna%22">Herres, Joanna</searchLink><br /><searchLink fieldCode="AR" term="%22Kobak%2C+Roger%22">Kobak, Roger</searchLink><br /><searchLink fieldCode="AR" term="%22Layne%2C+Christopher+M%2E%22">Layne, Christopher M.</searchLink><br /><searchLink fieldCode="AR" term="%22Kaplow%2C+Julie+B%2E%22">Kaplow, Julie B.</searchLink><br /><searchLink fieldCode="AR" term="%22Pynoos%2C+Robert+S%2E%22">Pynoos, Robert S.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Quarterly%22"><i>School Psychology Quarterly</i></searchLink>. Mar 2018 33(1):10-20.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 10.1037/spq0000231
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  Data: 1045-3830
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  Data: There is a need to delineate best practices for referring, assessing, and retaining students suspected of posttraumatic stress (PTS) and maladaptive grief (MG) in school-based treatment. Evidence-based risk-screening procedures should accurately include students who are appropriate for group treatment and exclude students who do not require treatment or who are better served by other forms of intervention and support. We described and evaluated the sequence of steps used to screen 7th- and 8th-grade students (N = 89) referred by school staff as candidates for an open trial of group-based Trauma and Grief Component Therapy for Adolescents (TGCTA; Saltzman et al., in press). We used t tests to compare included versus excluded students on PTS symptom and MG reaction scores (University of California at Los Angeles Posttraumatic Stress Disorder Reaction Index; Grief Screening Scale) during the group screen, individual interview, and treatment-implementation phases. Logistic regressions tested the incremental utility of including measures of both trauma exposure and related emotional and conduct problems (Strengths and Difficulties Questionnaire) in the screening battery. Results suggest that the group screen helped to detect mental health needs and that the individual interview further identified students with PTS and emotional problems. Conduct problems and trauma exposure predicted attrition among students who qualified for treatment. MG incrementally predicted students who advanced from the group screening to the individual interview, and trauma exposure incrementally predicted attrition from treatment. Findings yield implications for improving research and practice, including procedures for enhancing school-based referral, screening, assessment, and selection procedures.
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