Ager 2011.
| Study characteristics | |
| Methods |
Study design: cluster‐RCT Duration of study: the study was conducted in the 2007‐2009 school year. Country: Uganda Income classification: low‐income country in 2007‐2009 Geographical scope: Gulu and Amuru districts where, during the conflict, internally displaced people (IDP) camps arose Healthcare setting: schools (primary) |
| Participants | 1. Age: 7‐12 years 2. Gender: both 3. Socioeconomic background: disrupted economic and social development due to conflict 4. Educational background: children attending primary schools Inclusion criteria a. all children attending school; b. in selecting the initial grade level for intervention, teachers were encouraged to consider the number of children in that year group who met certain criteria, such as those who isolated themselves, were frequently absent, seemed particularly stressed, had low self‐esteem, and/or had a violent family background. Exclusion criteria not specified Note: considerations on baseline scores not applicable for this study Stated purpose: evaluating the impact of the PSSA intervention as its implementation was scaled up in Gulu and Amuru Districts from 2007 to 2009 |
| Interventions |
Name: Psychosocial Structured Activities (PSSA) intervention Title/name of PW and number: teachers 1. Selection: not specified. Data were available for the intervention group for 176 teachers at baseline and 98 at follow‐up and in the control group for 173 at baseline and 107 at follow‐up. 2. Educational background: not specified 3. Training: Regular school teachers trained in the methodology in a residential workshop before the start of the school year. 4. Supervision: not specified 5. Incentives/remuneration: not specified Prevention type: selective prevention – “all children who had grown up in the context of stress and conflict, not only formerly abducted children or those with identified psychological difficulties”. Intervention details: a school‐based, multiphased approach designed to aid trauma recovery. Composed of a) 15 structured teacher‐led sessions on safety and control, incorporating play therapy, drama, art, and movement; b) a teacher‐facilitated community service component to encourage helping the disadvantaged (e.g. sick and elderly); c) periodic meetings to encourage parental involvement by Save the Children Uganda. Control: waiting list |
| Outcomes |
Participants’ outcomes of interest for this review
Carers’ outcomes of interest for this review Nil Economic outcomes Nil Time points: baseline, post‐intervention (< 1 month) |
| Notes |
Source of funding: reported but not specifically related to this trial Notes on validation of instruments (screening and outcomes): references for validation not reported Additional information: none Handling the data: no dataset available Prospective trial registration number: not reported |