Table 4.

Modifications made to the YRI by module and by phase of the ADAPT-ITT framework

Overall changes	Modifications	ADAPT-ITT Phase
Delivery style and Logistics	Providing childcare was essential to ensure that participants could fully engage and benefit from the modules. Women favored women-only groups, while men generally preferred mixed-gender groups. Gender-specific groups were maintained in order to provide safe spaces to disclose difficult topics. The titles of all the modules were revised and changed to more meaningful titles in Spanish.	Adaptation
All modules	Used gender-inclusive terminology throughout the manual.	Topical experts and integration
	Two review modules were removed from the manual to improve clarity and avoid redundancy, reducing the total number of modules to 10.	Training, Topical experts, and integration
	The word ¨Homework¨ was changed to ¨Challenge of the day¨ to promote adherence.	Training
Intervention name	Jovenes Capibara	Training
Appendix	Added Icebreakers and fun activities as optional resources in the appendix of the manual.	Training
Module 1: Introductions and Building Group Cohesion	An activity with body movement was added as an ice-breaker in the introduction.	Adaptation
	The activity of the “mystic” was added. In this activity, during each module at the beginning, an object was placed in the center of the circle by each participant and it had to have a meaning for them. At the end of the module, the object was retrieved and had gathered the participants’ energy. Added pronouns to the introduction, along with an explanation of what they meant and why they are important. Added information on diversity and inclusion, its importance, and the importance of respecting cultural, racial, intellectual, and sexual diversities.	Testing
Module 2: Trauma Psychoeducation	Module 2 includes an analogy of a pot of boiling water, which is a tool that helps participants become aware of their emotions and monitor them. Through this analogy, participants can monitor how the water gradually warms up and if it is not monitored, it may spill everywhere. This analogy was replaced with a pot of boiling chocolate, which is very common in Colombia and consumed on a daily basis in many households. Examples of traumatic experiences were changed to be more contextual and to something that participants could relate to. For example, the invasion in Freetown was mentioned in this module and it was changed to difficult situations that IDPs might have gone through, such as receiving threats, being subject to forced displacement, sexual violence, and forced disappearance, among other victimizing events in the Colombian context.	Adaptation
	The introduction to trauma symptoms, education about the effects of trauma, re-experiencing, and avoidance in the trauma context was moved to the fifth module as it was advised by one of the topical experts that this content came too early in the intervention and more trust had to be built before starting this discussion. The word ¨trauma¨ was changed to ¨psychosocial damage¨, as advised by the providers from the Mayor’s Office. Diaphragmatic breathing was initially a skill taught in module four, but it was moved up to module two.	Training
Module 3: Understanding the Link Between Beliefs, Bodies, and Behaviors	The order of the second and third modules was switched given that facilitators suggested it was necessary to understand the relationship between thoughts, emotions, and behaviors, before moving forward with more complex topics.	Testing
Module 4: Taking Control of Your Life	Information related to being a “watchman” and monitoring one’s emotions was taken out given that the message was not properly conveyed. A whole new section on Mindfulness was included. A definition of mindfulness, along with activities to understand and practice Mindfulness was added.	Adaptation and training
Module 5: Relaxation and Affect regulation	Introduction to trauma symptoms, education about the effects of trauma, re-experiencing, and avoidance, which were initially part of module 2, were moved to module 5. This change was made because addressing trauma so early in the intervention felt premature. By the fifth module, participants are more likely to have established relationships and feel comfortable sharing and discussing this topic. Additionally, the “Safe Place” imagery skill introduced in module 5 can help participants feel secure and prepared to engage with the trauma-related content.	Adaptation
Module 6: Drawing on our strengths and supports to face life’s difficulties	Progressive muscle relaxation, which was part of module 9, was added to this module.	Adaptation
Module 7: Sequential (step-by-step) Problem Solving & Introduction to Relaxation Techniques	No major changes were made to this module.
Module 8: Building Interpersonal Skills	No major changes were made to this module.
Module 9: Review of Coping Skills & Problem Solving	This module was eliminated since it was a review module.	Training
Module 10: Addressing Negative Self-Perceptions	No major changes were made to this module
Module 11: Review of Skills and Relapse Prevention	This module was eliminated since it was a review module.	Training
Module 12: Celebration & Moving Forward	An activity to review all the skills learned throughout the intervention was added to this module.	Adaptation
	An activity from module 11 preparing youth for future challenges and avoiding relapse was moved to this module.	Training