使用儿童行为检查表筛选创伤后应激障碍:叙利亚难民青年的混合方法研究

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL Journal of Applied School Psychology Pub Date : 2023-10-25 DOI:10.1080/15377903.2023.2263386
Ana d’Abreu, Sarah K. Ura, Katherine E. Fletcher
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引用次数: 0

摘要

摘要本研究探讨了儿童行为量表(CBCL)对PTSD症状的筛查作用。虽然存在评估创伤症状的措施,但这些措施在语言和文化上往往对许多学龄人口无效。我们分析了最近在美国重新定居的叙利亚难民青年(10-18岁,M = 13.54, SD = 2.27, n = 70)的父母的数据,因为他们的难民身份意味着他们可能在叙利亚战争期间经历过创伤事件。采用混合方法设计,比较来自家长焦点小组的定性数据和CBCL的定量反应。结果初步支持使用CBCL项目作为筛查学龄儿童PTSD症状的文化反应性筛查工具,尽管它不应取代正式的评估。关键词:文化反应性创伤知情(CRTI)创伤症状心理健康难民披露声明作者未报告潜在的利益冲突。
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Using the Child Behavior Checklist to Screen for PTSD: A Mixed Method Study of Syrian Refugee Youth
AbstractThis study investigated the utility of using an omnibus measure of child functioning, the Child Behavior Checklist (CBCL), to screen for symptoms of PTSD. Although measures to assess trauma symptoms exist, they are often not linguistically and culturally valid for many school-age populations. Data from parents of Syrian refugee youth (ages 10-18 years, M = 13.54, SD = 2.27, n = 70) who recently resettled in the U.S. were analyzed, as their refugee status implies they likely have experienced traumatic events during the Syrian War. A mixed-method design was employed, comparing qualitative data from parent focus groups to quantitative responses on the CBCL. Results provide preliminary support for use of CBCL items as a culturally-responsive screening tool for screening symptoms of PTSD in school-aged children, though it should not replace formalized assessment.Keywords: Culturally responsive trauma-informed (CRTI)trauma symptomsPTSDmental healthrefugees Disclosure statementNo potential conflict of interest was reported by the author(s).
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来源期刊
Journal of Applied School Psychology
Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
2.40
自引率
10.00%
发文量
7
期刊介绍: With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.
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