Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial

Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial

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Background: In situations of ongoing violence, childhood psychosocial and mental health problems require care. However, resources and evidence for adequate interventions are scarce for children in low and middle-income countries. This study evaluated a school-based psychosocial intervention in confl...

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Main Authors: Jordans, MJD, Komproe, IH, Luitel, NP, Macy, RD, de Jong, J T.V.M
Format: Technical Report
Language:en_US
Published: 2016
Subjects:
children
efficacy
psychosocial
war
Online Access:http://103.69.126.140:8080/handle/123456789/104
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spelling oai:103.69.126.140:123456789-1042022-11-08T10:29:23Z Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial Mental Health and Subsatnce Abuse Jordans, MJD Komproe, IH Luitel, NP Macy, RD de Jong, J T.V.M children efficacy psychosocial war Background: In situations of ongoing violence, childhood psychosocial and mental health problems require care. However, resources and evidence for adequate interventions are scarce for children in low and middle-income countries. This study evaluated a school-based psychosocial intervention in conflict-affected, rural Nepal. Methods: A cluster randomized controlled trial was used to evaluate changes on a range of indicators, including psychiatric symptoms (depression, anxiety, posttraumatic stress disorder), psychological difficulties, resilience indicators (hope, prosocial behavior) and function impairment. Children (n = 325) (mean age = 12.7, SD = 1.04, range 11–14 years) with elevated psychosocial distress were allocated to a treatment or waitlist group. Results: Comparisons of crude change scores showed significant between-group differences on several outcome indicators, with moderate effect sizes (Cohen d = .41 to .58). After correcting for nested variance within schools, no evidence for treatment effects was found on any outcome variable. Additional analyses showed gender effects for treatment on prosocial behavior (mean change difference: (2.70; 95% CI, .97 to 4.44), psychological difficulties (-2.19; 95% CI, 3.82 to -0.56), and aggression (-4.42; 95% CI, -6.16 to -2.67). An age effect for treatment was found for hope (.90; 95% CI, -1.54 to -0.26). Conclusions: A school-based psychosocial intervention demonstrated moderate short-term beneficial effects for improving social behavioral and resilience indicators among subgroups of children exposed to armed conflict. The intervention reduced psychological difficulties and aggression among boys, increased prosocial behavior among girls, and increased hope for older children. The intervention did not result in reduction of psychiatric symptoms. Keywords: children; efficacy; psychosocial; war. 2016-11-13T08:17:04Z 2022-11-08T10:10:20Z 2016-11-13T08:17:04Z 2022-11-08T10:10:20Z 2010 Technical Report http://103.69.126.140:8080/handle/123456789/104 en_US application/vnd.openxmlformats-officedocument.wordprocessingml.document
institution My University
collection DSpace
language en_US
topic children
efficacy
psychosocial
war
spellingShingle children
efficacy
psychosocial
war
Jordans, MJD
Komproe, IH
Luitel, NP
Macy, RD
de Jong, J T.V.M
Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial
description Background: In situations of ongoing violence, childhood psychosocial and mental health problems require care. However, resources and evidence for adequate interventions are scarce for children in low and middle-income countries. This study evaluated a school-based psychosocial intervention in conflict-affected, rural Nepal. Methods: A cluster randomized controlled trial was used to evaluate changes on a range of indicators, including psychiatric symptoms (depression, anxiety, posttraumatic stress disorder), psychological difficulties, resilience indicators (hope, prosocial behavior) and function impairment. Children (n = 325) (mean age = 12.7, SD = 1.04, range 11–14 years) with elevated psychosocial distress were allocated to a treatment or waitlist group. Results: Comparisons of crude change scores showed significant between-group differences on several outcome indicators, with moderate effect sizes (Cohen d = .41 to .58). After correcting for nested variance within schools, no evidence for treatment effects was found on any outcome variable. Additional analyses showed gender effects for treatment on prosocial behavior (mean change difference: (2.70; 95% CI, .97 to 4.44), psychological difficulties (-2.19; 95% CI, 3.82 to -0.56), and aggression (-4.42; 95% CI, -6.16 to -2.67). An age effect for treatment was found for hope (.90; 95% CI, -1.54 to -0.26). Conclusions: A school-based psychosocial intervention demonstrated moderate short-term beneficial effects for improving social behavioral and resilience indicators among subgroups of children exposed to armed conflict. The intervention reduced psychological difficulties and aggression among boys, increased prosocial behavior among girls, and increased hope for older children. The intervention did not result in reduction of psychiatric symptoms. Keywords: children; efficacy; psychosocial; war.
format Technical Report
author Jordans, MJD
Komproe, IH
Luitel, NP
Macy, RD
de Jong, J T.V.M
author_facet Jordans, MJD
Komproe, IH
Luitel, NP
Macy, RD
de Jong, J T.V.M
author_sort Jordans, MJD
title Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial
title_short Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial
title_full Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial
title_fullStr Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial
title_full_unstemmed Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial
title_sort evaluation of a classroom-based psychosocial intervention in conflict-affected nepal: a cluster randomized controlled trial
publishDate 2016
url http://103.69.126.140:8080/handle/123456789/104
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