Statewide implementation of an evidence-based trauma intervention in schools

Sharon A. Hoover, Heather Sapere, Jason M. Lang, Erum Nadeem, Kristin L. Dean, Pamela Vona

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


The goal of the current article is to describe the implementation and outcomes of an innovative statewide dissemination approach of the evidence-based trauma intervention Cognitive Behavioral Intervention for Trauma in Schools (CBITS). In the context of a 2-year statewide learning collaborative effort, 73 CBITS groups led by 20 clinicians from 5 different school-based mental health provider organizations served a total of 350 racially and ethnically diverse (66.9% Hispanic, 26.2% Black/African American, 43.7% White, and 30.1% Other), majority female (61%) children, averaging 12.2 years (SD = 2.4, range 8-19). Of the 350 children who began CBITS, 316 (90.3%) successfully completed treatment. Children demonstrated significant reductions in child posttraumatic stress disorder (PTSD) symptoms (42% reduction, d = .879) and problem severity (25% reduction, d = .396), and increases in child functioning, t(287) = -3.75, p < .001 (5% increase, d = .223). Findings point to the need, feasibility, and positive impact of implementing and scaling up school-based interventions for students suffering from posttraumatic stress.

Original languageEnglish (US)
Pages (from-to)44-53
Number of pages10
JournalSchool Psychology Quarterly
Issue number1
StatePublished - Mar 2018
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


  • Cognitive Behavioral Intervention for Trauma in Schools (CBITS)
  • Connecticut trauma learning collaborative
  • School-based trauma intervention
  • Statewide school trauma implementation


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