Annual Research Review: Breaking cycles of violence – a systematic review and common practice elements analysis of psychosocial interventions for children and youth affected by armed conflict / Felicity L. BROWN in Journal of Child Psychology and Psychiatry, 58-4 (April 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.507-524 Titre : Annual Research Review: Breaking cycles of violence – a systematic review and common practice elements analysis of psychosocial interventions for children and youth affected by armed conflict Type de document : Texte imprimé et/ou numérique Auteurs : Felicity L. BROWN, Auteur ; Anne M. DE GRAAFF, Auteur ; Jeannie ANNAN, Auteur ; Theresa S. BETANCOURT, Auteur Article en page(s) : p.507-524 Langues : Anglais (eng) Mots-clés : Armed conflict  war  violence  developing countries  children  adolescents  youth  mental health  well-being  psychosocial treatment  systematic review Index. décimale : PER Périodiques Résumé : Background Globally, one in 10 children live in regions affected by armed conflict. Children exposed to armed conflict are vulnerable to social and emotional difficulties, along with disrupted educational and occupational opportunities. Most armed conflicts occur in low- and middle-income countries (LMICs), where mental health systems are limited and can be further weakened by the context of war. Research is needed to determine feasible and cost-effective psychosocial interventions that can be delivered safely by available mental health workforces (including nonspecialists). A vital first step toward achieving this is to examine evidence-based psychosocial interventions and identify the common therapeutic techniques being used across these treatments. Methods A systematic review of psychosocial interventions for conflict-affected children and youth living in LMICs was performed. Studies were identified through database searches (PsycINFO, PubMed, Cochrane Central Register of Controlled Trials, PILOTS and Web of Science Core Collection), hand-searching of reference lists, and contacting expert researchers. The PracticeWise coding system was used to distill the practice elements within clinical protocols. Results Twenty-eight randomized controlled trials and controlled trials conducted in conflict-affected settings, and 25 efficacious treatments were identified. Several practice elements were found across more than 50% of the intervention protocols of these treatments. These were access promotion, psychoeducation for children and parents, insight building, rapport building techniques, cognitive strategies, use of narratives, exposure techniques, and relapse prevention. Conclusions Identification of the common practice elements of effective interventions for conflict-affected children and youth can inform essential future treatment development, implementation, and evaluation for this vulnerable population. To further advance the field, research should focus on identifying which of these elements are the active ingredients for clinical change, along with attention to costs of delivery, training, supervision and how to sustain quality implementation over time. En ligne : http://dx.doi.org/10.1111/jcpp.12671 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Annual Research Review: Breaking cycles of violence – a systematic review and common practice elements analysis of psychosocial interventions for children and youth affected by armed conflict [Texte imprimé et/ou numérique] / Felicity L. BROWN, Auteur ; Anne M. DE GRAAFF, Auteur ; Jeannie ANNAN, Auteur ; Theresa S. BETANCOURT, Auteur . - p.507-524. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.507-524 Mots-clés : Armed conflict  war  violence  developing countries  children  adolescents  youth  mental health  well-being  psychosocial treatment  systematic review Index. décimale : PER Périodiques Résumé : Background Globally, one in 10 children live in regions affected by armed conflict. Children exposed to armed conflict are vulnerable to social and emotional difficulties, along with disrupted educational and occupational opportunities. Most armed conflicts occur in low- and middle-income countries (LMICs), where mental health systems are limited and can be further weakened by the context of war. Research is needed to determine feasible and cost-effective psychosocial interventions that can be delivered safely by available mental health workforces (including nonspecialists). A vital first step toward achieving this is to examine evidence-based psychosocial interventions and identify the common therapeutic techniques being used across these treatments. Methods A systematic review of psychosocial interventions for conflict-affected children and youth living in LMICs was performed. Studies were identified through database searches (PsycINFO, PubMed, Cochrane Central Register of Controlled Trials, PILOTS and Web of Science Core Collection), hand-searching of reference lists, and contacting expert researchers. The PracticeWise coding system was used to distill the practice elements within clinical protocols. Results Twenty-eight randomized controlled trials and controlled trials conducted in conflict-affected settings, and 25 efficacious treatments were identified. Several practice elements were found across more than 50% of the intervention protocols of these treatments. These were access promotion, psychoeducation for children and parents, insight building, rapport building techniques, cognitive strategies, use of narratives, exposure techniques, and relapse prevention. Conclusions Identification of the common practice elements of effective interventions for conflict-affected children and youth can inform essential future treatment development, implementation, and evaluation for this vulnerable population. To further advance the field, research should focus on identifying which of these elements are the active ingredients for clinical change, along with attention to costs of delivery, training, supervision and how to sustain quality implementation over time. En ligne : http://dx.doi.org/10.1111/jcpp.12671 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Commentary on Aber et al / Sarah SMITH in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.69-70 Titre : Commentary on Aber et al Type de document : Texte imprimé et/ou numérique Auteurs : Sarah SMITH, Auteur ; Aissatou BALDE, Auteur ; Paul FRISOLI, Auteur ; Nina WEISENHORN, Auteur ; Jeannie ANNAN, Auteur Article en page(s) : p.69-70 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/s0954579416001140 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Commentary on Aber et al [Texte imprimé et/ou numérique] / Sarah SMITH, Auteur ; Aissatou BALDE, Auteur ; Paul FRISOLI, Auteur ; Nina WEISENHORN, Auteur ; Jeannie ANNAN, Auteur . - p.69-70. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.69-70 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/s0954579416001140 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo / J. Lawrence ABER in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.53-67 Titre : Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo Type de document : Texte imprimé et/ou numérique Auteurs : J. Lawrence ABER, Auteur ; Carly TUBBS, Auteur ; Catalina TORRENTE, Auteur ; Peter F. HALPIN, Auteur ; Brian JOHNSTON, Auteur ; Leighann STARKEY, Auteur ; Anjuli SHIVSHANKER, Auteur ; Jeannie ANNAN, Auteur ; Edward SEIDMAN, Auteur ; Sharon WOLF, Auteur Article en page(s) : p.53-67 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractImproving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed. En ligne : http://dx.doi.org/10.1017/s0954579416001139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo [Texte imprimé et/ou numérique] / J. Lawrence ABER, Auteur ; Carly TUBBS, Auteur ; Catalina TORRENTE, Auteur ; Peter F. HALPIN, Auteur ; Brian JOHNSTON, Auteur ; Leighann STARKEY, Auteur ; Anjuli SHIVSHANKER, Auteur ; Jeannie ANNAN, Auteur ; Edward SEIDMAN, Auteur ; Sharon WOLF, Auteur . - p.53-67. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.53-67 Index. décimale : PER Périodiques Résumé : AbstractImproving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed. En ligne : http://dx.doi.org/10.1017/s0954579416001139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

Research Review: Psychosocial adjustment and mental health in former child soldiers ? a systematic review of the literature and recommendations for future research / Theresa S. BETANCOURT in Journal of Child Psychology and Psychiatry, 54-1 (January 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-1 (January 2013) . - 17-36 Titre : Research Review: Psychosocial adjustment and mental health in former child soldiers ? a systematic review of the literature and recommendations for future research Type de document : Texte imprimé et/ou numérique Auteurs : Theresa S. BETANCOURT, Auteur ; Ivelina BORISOVA, Auteur ; Timothy P. WILLIAMS, Auteur ; Sarah E. MEYERS-OHKI, Auteur ; Julia E. RUBIN-SMITH, Auteur ; Jeannie ANNAN, Auteur ; Brandon A. KOHRT, Auteur Article en page(s) : 17-36 Langues : Anglais (eng) Mots-clés : Violence  resilience  risk factors  child soldiers  war Index. décimale : PER Périodiques Résumé : Aims and scope: This article reviews the available quantitative research on psychosocial adjustment and mental health among children (age 18 years) associated with armed forces and armed groups (CAAFAG) ? commonly referred to as child soldiers. Methods: PRISMA standards for systematic reviews were used to search PubMed, PsycInfo, JSTOR, and Sociological Abstracts in February 2012 for all articles on former child soldiers and CAAFAG. Twenty-one quantitative studies from 10 countries were analyzed for author, year of publication, journal, objectives, design, selection population, setting, instruments, prevalence estimates, and associations with war experiences. Opinion pieces, editorials, and qualitative studies were deemed beyond the scope of this study. Quality of evidence was rated according to the Systematic Assessment of Quality in Observational Research (SAQOR). Findings: According to SAQOR criteria, among the available published studies, eight studies were of high quality, four were of moderate quality, and the remaining nine were of low quality. Common limitations were lack of validated mental health measures, unclear methodology including undefined sampling approaches, and failure to report missing data. Only five studies included a comparison group of youth not involved with armed forces/armed groups, and only five studies assessed mental health at more than one point in time. Across studies, a number of risk and protective factors were associated with postconflict psychosocial adjustment and social reintegration in CAAFAG. Abduction, age of conscription, exposure to violence, gender, and community stigma were associated with increased internalizing and externalizing mental health problems. Family acceptance, social support, and educational/economic opportunities were associated with improved psychosocial adjustment. Conclusions: Research on the social reintegration and psychosocial adjustment of former child soldiers is nascent. A number of gaps in the available literature warrant future study. Recommendations to bolster the evidence base on psychosocial adjustment in former child soldiers and other war-affected youth include more studies comprising longitudinal study designs, and validated cross-cultural instruments for assessing mental health, as well as more integrated community-based approaches to study design and research monitoring. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02620.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186 [article] Research Review: Psychosocial adjustment and mental health in former child soldiers ? a systematic review of the literature and recommendations for future research [Texte imprimé et/ou numérique] / Theresa S. BETANCOURT, Auteur ; Ivelina BORISOVA, Auteur ; Timothy P. WILLIAMS, Auteur ; Sarah E. MEYERS-OHKI, Auteur ; Julia E. RUBIN-SMITH, Auteur ; Jeannie ANNAN, Auteur ; Brandon A. KOHRT, Auteur . - 17-36. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-1 (January 2013) . - 17-36 Mots-clés : Violence  resilience  risk factors  child soldiers  war Index. décimale : PER Périodiques Résumé : Aims and scope: This article reviews the available quantitative research on psychosocial adjustment and mental health among children (age 18 years) associated with armed forces and armed groups (CAAFAG) ? commonly referred to as child soldiers. Methods: PRISMA standards for systematic reviews were used to search PubMed, PsycInfo, JSTOR, and Sociological Abstracts in February 2012 for all articles on former child soldiers and CAAFAG. Twenty-one quantitative studies from 10 countries were analyzed for author, year of publication, journal, objectives, design, selection population, setting, instruments, prevalence estimates, and associations with war experiences. Opinion pieces, editorials, and qualitative studies were deemed beyond the scope of this study. Quality of evidence was rated according to the Systematic Assessment of Quality in Observational Research (SAQOR). Findings: According to SAQOR criteria, among the available published studies, eight studies were of high quality, four were of moderate quality, and the remaining nine were of low quality. Common limitations were lack of validated mental health measures, unclear methodology including undefined sampling approaches, and failure to report missing data. Only five studies included a comparison group of youth not involved with armed forces/armed groups, and only five studies assessed mental health at more than one point in time. Across studies, a number of risk and protective factors were associated with postconflict psychosocial adjustment and social reintegration in CAAFAG. Abduction, age of conscription, exposure to violence, gender, and community stigma were associated with increased internalizing and externalizing mental health problems. Family acceptance, social support, and educational/economic opportunities were associated with improved psychosocial adjustment. Conclusions: Research on the social reintegration and psychosocial adjustment of former child soldiers is nascent. A number of gaps in the available literature warrant future study. Recommendations to bolster the evidence base on psychosocial adjustment in former child soldiers and other war-affected youth include more studies comprising longitudinal study designs, and validated cross-cultural instruments for assessing mental health, as well as more integrated community-based approaches to study design and research monitoring. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02620.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186

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