A School-Based Post-Katrina Therapeutic Intervention

Eliot E. Goldman, Daliah Bauer, Denise L. Newman, Elaine Kalka, John E. Lochman, Wendy K. Silverman, Peter S. Jensen, John Curry, Kevin Stark, Karen C. Wells, William M. Bannon

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

The current study presents the implementation of a set of school based interventions in a greater New Orleans school district one year following Hurricane Katrina. The interventions included adaptation and implementation of evidence based treatments in a crisis situation with at-risk youth which involved training and clinical challenges. 386 students found to have significant depressive and/or disruptive disorder symptoms received treatment from the School Therapeutic Enhancement Program (STEP). Further, a district-wide mental health needs assessment of middle and high school students (N = 11,861) screened for behavioral and emotional difficulties at the beginning and end of the school year provided a benchmark for community youth’s emotional and behavioral distress. High-need intervention students demonstrated clinically significant lower levels of emotional and behavioral problems, depression and inattention in comparison to pre-treatment levels as indicated by multiple informants (i.e., self, parent, teacher). Self-reported distress levels were also lower than screening group students at post-test. These findings support the efficacy of a school-based intervention for youth struggling with the aftereffects of a highly disruptive natural disaster. Implications for utilizing a flexible adaptation of an evidence-based training model involving coaching and consultation are discussed.

Original languageEnglish (US)
Pages (from-to)363-372
Number of pages10
JournalAdministration and Policy in Mental Health and Mental Health Services Research
Volume42
Issue number3
DOIs
StatePublished - May 1 2015
Externally publishedYes

Fingerprint

Students
Therapeutics
Cyclonic Storms
Benchmarking
Needs Assessment
Disasters
Mental Health
Referral and Consultation
Depression
Problem Behavior
Mentoring

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Public Health, Environmental and Occupational Health
  • Health Policy
  • Phychiatric Mental Health

Cite this

Goldman, E. E., Bauer, D., Newman, D. L., Kalka, E., Lochman, J. E., Silverman, W. K., ... Bannon, W. M. (2015). A School-Based Post-Katrina Therapeutic Intervention. Administration and Policy in Mental Health and Mental Health Services Research, 42(3), 363-372. https://doi.org/10.1007/s10488-014-0576-y

A School-Based Post-Katrina Therapeutic Intervention. / Goldman, Eliot E.; Bauer, Daliah; Newman, Denise L.; Kalka, Elaine; Lochman, John E.; Silverman, Wendy K.; Jensen, Peter S.; Curry, John; Stark, Kevin; Wells, Karen C.; Bannon, William M.

In: Administration and Policy in Mental Health and Mental Health Services Research, Vol. 42, No. 3, 01.05.2015, p. 363-372.

Research output: Contribution to journalArticle

Goldman, EE, Bauer, D, Newman, DL, Kalka, E, Lochman, JE, Silverman, WK, Jensen, PS, Curry, J, Stark, K, Wells, KC & Bannon, WM 2015, 'A School-Based Post-Katrina Therapeutic Intervention', Administration and Policy in Mental Health and Mental Health Services Research, vol. 42, no. 3, pp. 363-372. https://doi.org/10.1007/s10488-014-0576-y
Goldman, Eliot E. ; Bauer, Daliah ; Newman, Denise L. ; Kalka, Elaine ; Lochman, John E. ; Silverman, Wendy K. ; Jensen, Peter S. ; Curry, John ; Stark, Kevin ; Wells, Karen C. ; Bannon, William M. / A School-Based Post-Katrina Therapeutic Intervention. In: Administration and Policy in Mental Health and Mental Health Services Research. 2015 ; Vol. 42, No. 3. pp. 363-372.
@article{fb537c7fa0664c2b90f77087914ec3e2,
title = "A School-Based Post-Katrina Therapeutic Intervention",
abstract = "The current study presents the implementation of a set of school based interventions in a greater New Orleans school district one year following Hurricane Katrina. The interventions included adaptation and implementation of evidence based treatments in a crisis situation with at-risk youth which involved training and clinical challenges. 386 students found to have significant depressive and/or disruptive disorder symptoms received treatment from the School Therapeutic Enhancement Program (STEP). Further, a district-wide mental health needs assessment of middle and high school students (N = 11,861) screened for behavioral and emotional difficulties at the beginning and end of the school year provided a benchmark for community youth’s emotional and behavioral distress. High-need intervention students demonstrated clinically significant lower levels of emotional and behavioral problems, depression and inattention in comparison to pre-treatment levels as indicated by multiple informants (i.e., self, parent, teacher). Self-reported distress levels were also lower than screening group students at post-test. These findings support the efficacy of a school-based intervention for youth struggling with the aftereffects of a highly disruptive natural disaster. Implications for utilizing a flexible adaptation of an evidence-based training model involving coaching and consultation are discussed.",
author = "Goldman, {Eliot E.} and Daliah Bauer and Newman, {Denise L.} and Elaine Kalka and Lochman, {John E.} and Silverman, {Wendy K.} and Jensen, {Peter S.} and John Curry and Kevin Stark and Wells, {Karen C.} and Bannon, {William M.}",
year = "2015",
month = "5",
day = "1",
doi = "10.1007/s10488-014-0576-y",
language = "English (US)",
volume = "42",
pages = "363--372",
journal = "Administration and Policy in Mental Health and Mental Health Services Research",
issn = "0894-587X",
publisher = "Springer New York",
number = "3",

}

TY - JOUR

T1 - A School-Based Post-Katrina Therapeutic Intervention

AU - Goldman, Eliot E.

AU - Bauer, Daliah

AU - Newman, Denise L.

AU - Kalka, Elaine

AU - Lochman, John E.

AU - Silverman, Wendy K.

AU - Jensen, Peter S.

AU - Curry, John

AU - Stark, Kevin

AU - Wells, Karen C.

AU - Bannon, William M.

PY - 2015/5/1

Y1 - 2015/5/1

N2 - The current study presents the implementation of a set of school based interventions in a greater New Orleans school district one year following Hurricane Katrina. The interventions included adaptation and implementation of evidence based treatments in a crisis situation with at-risk youth which involved training and clinical challenges. 386 students found to have significant depressive and/or disruptive disorder symptoms received treatment from the School Therapeutic Enhancement Program (STEP). Further, a district-wide mental health needs assessment of middle and high school students (N = 11,861) screened for behavioral and emotional difficulties at the beginning and end of the school year provided a benchmark for community youth’s emotional and behavioral distress. High-need intervention students demonstrated clinically significant lower levels of emotional and behavioral problems, depression and inattention in comparison to pre-treatment levels as indicated by multiple informants (i.e., self, parent, teacher). Self-reported distress levels were also lower than screening group students at post-test. These findings support the efficacy of a school-based intervention for youth struggling with the aftereffects of a highly disruptive natural disaster. Implications for utilizing a flexible adaptation of an evidence-based training model involving coaching and consultation are discussed.

AB - The current study presents the implementation of a set of school based interventions in a greater New Orleans school district one year following Hurricane Katrina. The interventions included adaptation and implementation of evidence based treatments in a crisis situation with at-risk youth which involved training and clinical challenges. 386 students found to have significant depressive and/or disruptive disorder symptoms received treatment from the School Therapeutic Enhancement Program (STEP). Further, a district-wide mental health needs assessment of middle and high school students (N = 11,861) screened for behavioral and emotional difficulties at the beginning and end of the school year provided a benchmark for community youth’s emotional and behavioral distress. High-need intervention students demonstrated clinically significant lower levels of emotional and behavioral problems, depression and inattention in comparison to pre-treatment levels as indicated by multiple informants (i.e., self, parent, teacher). Self-reported distress levels were also lower than screening group students at post-test. These findings support the efficacy of a school-based intervention for youth struggling with the aftereffects of a highly disruptive natural disaster. Implications for utilizing a flexible adaptation of an evidence-based training model involving coaching and consultation are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84939882275&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84939882275&partnerID=8YFLogxK

U2 - 10.1007/s10488-014-0576-y

DO - 10.1007/s10488-014-0576-y

M3 - Article

VL - 42

SP - 363

EP - 372

JO - Administration and Policy in Mental Health and Mental Health Services Research

JF - Administration and Policy in Mental Health and Mental Health Services Research

SN - 0894-587X

IS - 3

ER -