Leventhal 2015.

Study characteristics
Methods	Study design: RCT Study grouping: parallel group Study duration: 20 weeks
Participants	Inclusion criteria: middle‐school girls attending 1 of 76 government schools in rural Bihar, India Exclusion criteria: not reported Age range: 11–14 years Gender: 100% girls Intervention sample: 1832 Control sample: 900 Main type of traumatic event: compounded stressors Phase of humanitarian crisis: during the acute crisis (mortality was still higher than it was before the crisis) Type of humanitarian crisis: extreme poverty (> 33% of the population lived on < 30 rupees (about 50 cents) per day)
Interventions	Intervention name: Girls First Resilience Curriculum Delivered by: para‐professional Format of therapy: face to face Number of sessions (total): 23 Type of control: school as usual (no intervention) Type of intervention context: school Type of promotion intervention: group level Description of the psychosocial intervention: initial sessions integrate methods from positive psychology, social‐emotional learning, and life skills. Girls identified their character strengths and used these to identify and plan to reach goals. Girls then learned coping skills, building on their character strengths and drawing from other positive psychology skills, such as finding benefits in difficult situations ("benefit finding"); and emotional intelligence skills such as identifying and managing difficult emotions. Girls then use these assets as a foundation for problem‐solving and conflict resolution, drawing from restorative practices. In the final sessions, girls worked together to design and carry out projects to increase peace in their own or others' lives. They were asked to exercise character strengths, emotional intelligence, and interpersonal skills, and to use these in a way that was meaningful to them.
Outcomes	Mental well‐being Outcome type: continuous outcome Reporting: fully reported Scale: KIDSCREEN‐52 Psychological Wellbeing Subscale Direction: higher is better Data value: change from baseline Resilience Outcome type: continuous outcome Reporting: fully reported Scale: Connor‐Davidson Resilience Scale‐10 Direction: higher is better Data value: change from baseline Acceptability (dropout from trial) Outcome type: dichotomous outcome Reporting: fully reported Data value: endpoint
Notes	Sponsorship source: David & Lucile Packard Foundation Country: India Setting: school‐based psychosocial intervention in rural India Comments: the state of Bihar was chosen for the study as it has 1 of India's poorest populations with > 33% of the population living on < 30 rupees (about 50 cents) per day. Author's name: Katherine Sachs Leventhal Institution: CorStone Email: kates@corstone.org Address: 250 Camino Alto, Suite 100A, Mill Valley, California 94941, USA
Risk of bias
Bias	Authors' judgement	Support for judgement
Random sequence generation (selection bias)	Low risk	Quote: "Stratified block randomization was conducted to distribute schools by location and girl enrolment across Girls First e Bihar conditions (19 schools/condition)." No further information reported on the method of random sequence generation, but the balance of participant level characteristics suggests that the randomisation procedures were successful.
Allocation concealment (selection bias)	Unclear risk	No information provided.
Blinding of participants and personnel (performance bias) All outcomes	High risk	Open‐label trial.
Blinding of outcome assessment (detection bias) All outcomes	High risk	Quote: "Questionnaires were administered at girls' schools by PFs trained to administer assessments and provide help to girls with difficulty reading or understanding questions." It is unlikely that the PFs were kept blind to intervention allocation.
Incomplete outcome data (attrition bias) All outcomes	Low risk	Of the 2508 girls who completed time 1, 121 did not complete time 2 (71 intervention; 50 control).
Selective reporting (reporting bias)	Unclear risk	All measures described in the methods section of the article were also reported in the results. No trial protocol/registration number available.
Therapist qualification	Low risk	Quote: "the final group of 51 recruited and trained PFs was young (M [mean] = 26.8 years, SD = 6.6 years), with little education (highest level of education completed: 9.8% 10th grade; 47.1% 12th grade; 29.4% Bachelor's degree; 13.7% beyond Bachelor's), and little experience (M = 3.1 years of previous experience, SD = 3.7 years; 39.2% had no prior experience)."
Therapist/investigator allegiance	Unclear risk	No information provided.
Intervention fidelity	Low risk	Quote: "Fidelity and quality were measured through MT ratings during session observations. Fidelity ratings consisted of whether PFs followed the RC manual's session structure and content. Ratings indicated that 85.4% of PF pairs followed session structure and 87.2% covered session content adequately or better. Quality ratings indicated that 81.3% of PF pairs presented information clearly, 95.8% managed behavior issues and discipline, 91.7% maintained girls' interest, and 70.8% used facilitative (rather than didactic) methods adequately or better. PFs were given additional training and support during refresher trainings based on these ratings."
Other bias	Low risk	No other sources of bias can be detected.