INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1524
SCHOOL-BASED PSYCHO-EMOTIONAL SUPPORT PROGRAMMES AND THE
PREVENTION OF PTSD IN DISPLACED CHILDREN
Berdibekova Syrga Kanybekovna
Ph.D. ped. science, Osh Technological University named after M. M. Adyshev
Abduraimova Zhanylai Akbolushovna
Osh Technological University named after M. M. Adyshev
Abstract:
This study examined the impact of an eight-week school-based psycho-emotional
support programme on the prevention of post-traumatic stress disorder (PTSD) in displaced
children (n = 120; aged 7–11). The programme combined group art-therapy sessions, emotional
self-regulation training, and guidance from school mentors. PTSD symptoms were measured
with the Children’s Revised Impact of Event Scale (CRIES-13) and emotional-behavioural
problems with the Strengths and Difficulties Questionnaire (SDQ) completed by parents and
teachers. After the intervention, CRIES-13 scores declined significantly and SDQ scores
showed reductions in emotional and behavioural difficulties. These findings support the
effectiveness of a comprehensive school-based approach and provide practical
recommendations for implementing similar programmes.
Keywords:
post-traumatic stress disorder; displaced children; school support programmes;
PTSD prevention; art therapy; emotional self-regulation; CRIES-13; SDQ.
Introduction:
Modern military conflicts and crises lead to mass displacement of
families and children. Forced displacement is a “crisis situation” for a child that requires timely
psychological support. According to Tochiyeva, displaced children often exhibit emotional,
cognitive, and behavioral disturbances, and parental maladaptation worsens their condition [6].
In such circumstances, the risk of developing post-traumatic stress disorder (PTSD) and other
mental disorders increases.
Research shows that the impact of war on children is associated with acute stress
responses and a heightened risk of mental health issues. Bürgin et al. emphasize the need for a
multilevel, needs-oriented, and trauma-informed approach to restoring both external and
internal security in children after trauma [1]. In the school context, this means implementing
special programs to support the mental health of displaced children.
One promising direction is the use of art therapy and emotional self-regulation training.
A meta-analysis by Morison and colleagues found that creative art-based interventions
significantly reduce PTSD symptom scores in children and adolescents following traumatic
events [2]. Training in self-regulation skills (such as breathing and relaxation techniques) is
recognized as an element of social and emotional competence, contributing to reduced anxiety
and aggression in children. Educational mentors help integrate such children into the learning
environment by providing emotional support and monitoring adaptation.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1525
The aim of this study
is to evaluate the effectiveness of a school-based
psychoemotional support program—including art therapy, self-regulation training, and mentor
support—in reducing PTSD symptoms and emotional-behavioral issues in displaced children.
Methods.
A one-factor study with pre- and post-testing and no control group was
conducted. The study involved 120 children aged 7–11 who had experienced forced
displacement due to armed conflict. All participants underwent an 8-week program
implemented within the school setting.
The program consisted of three components:
1.
Group art therapy sessions
(60 minutes each) involving drawing and using various
materials to express experiences.
2.
Emotional self-regulation training
(45–60 minutes) that included relaxation practices,
breathing exercises, and emotion-awareness exercises. These sessions were held twice a
week.
3.
Mentoring support by school psychologists
, which included regular observation of the
children’s emotional state, counseling, and communication with parents.
To assess psychoemotional status before and after the program, the following tools were used:
-CRIES-13
(Children’s Revised Impact of Event Scale, 13 items), measuring intrusive
memories, avoidance, and hyperarousal. The scale includes 4 items for intrusion, 4 for
avoidance, and 5 for arousal. A total score of ≥17 on the intrusion + avoidance subscales
indicates a high risk of PTSD [5].
-SDQ (Strengths and Difficulties Questionnaire)
– a 25-item screening tool for emotional
and behavioral problems in children [3], divided into five subscales: emotional symptoms,
conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior.
The first four subscales (20 items) make up the total difficulties score; the fifth reflects
prosocial skills. Both parent- and teacher-report versions of the SDQ were used.
Additionally, parents and teachers completed surveys to collect further information about
children’s adaptation, including behavior at home and in class, anxiety levels, academic
performance, and social activity.
Statistical analysis
: Pre- and post-program scores were compared using paired t-tests.
Statistical significance was set at p<0.05.
Results.
After completing the program, positive changes were observed in all major indicators.
According to the CRIES-13 scale, mean scores for all three subscales significantly decreased
(see Table 1). For example:
-Mean score on the “Intrusion” subscale dropped from 6.9±3.1 to 4.6±3.1 (p<0.001),
-“Avoidance” from 4.9±2.4 to 3.3±2.6 (p<0.001),
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1526
-“Arousal” from 5.7±1.9 to 4.3±2.2 (p<0.001).
The total CRIES-13 score decreased from 17.5±4.5 to 12.2±4.6 (p<0.001), indicating a
reduction in PTSD symptoms among children.
Table 1. CRIES-13 score dynamics before and after the program
Subscale
Before the program
(M±SD)
After the program
(M±SD)
p-value
Intrusion (4 items)
6,9 ± 3,1
4,6 ± 3,1
<0,001
Avoidance (4 items)
4,9 ± 2,4
3,3 ± 2,6
<0,001
Arousal (5 items)
5,7 ± 1,9
4,3 ± 2,2
<0,001
Total (13 items)
17,5 ± 4,5
12,2 ± 4,6
<0,001
Parent-reported SDQ scores also showed significant improvement. Table 2 presents the mean
scores for each subscale before and after the program. Emotional and behavioral problems
decreased. Specifically:
“Emotional symptoms” dropped from 3.6±1.3 to 2.6±1.5 (p<0.001),
“Conduct problems” from 2.6±1.0 to 2.0±1.1 (p<0.001),
“Hyperactivity” from 4.0±1.2 to 3.4±1.4 (p<0.001),
“Peer problems” from 2.1±1.2 to 1.5±1.2 (p<0.001).
Prosocial behavior scores increased from 7.1±1.0 to 7.5±1.2 (p<0.001), indicating better
social skills. The total difficulties score dropped from 12.3±2.5 to 9.5±2.7 (p<0.001).
Table 2. SDQ results (parent ratings) before and after the program
Subscale
Before (M±SD)
After (M±SD)
p-value
Emotional symptoms 3,6 ± 1,3
2,6 ± 1,5
<0,001
Conduct problems
2,6 ± 1,0
2,0 ± 1,1
<0,001
Hyperactivity
4,0 ± 1,2
3,4 ± 1,4
<0,001
Peer problems
2,1 ± 1,2
1,5 ± 1,2
<0,001
Prosocial behavior
7,1 ± 1,0
7,5 ± 1,2
<0,001
Total difficulties
12,3 ± 2,5
9,5 ± 2,7
<0,001
eacher ratings confirmed these trends: the teacher version of the SDQ also showed reduced
difficulties and increased prosocial behavior (data not shown in tables). Thus, according to both
children and informants, the program led to significant improvements in the psychoemotional
well-being of displaced children.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1527
Discussion.
The results demonstrate the effectiveness of a comprehensive school-based
program in reducing PTSD symptoms and emotional-behavioral difficulties among displaced
children. The decrease in CRIES-13 scores indicates reduced trauma re-experiencing and
avoidance symptoms. This aligns with findings by Morison et al., who showed that creative art
interventions significantly alleviate posttraumatic stress in children. Art therapy likely helped
participants express and process difficult experiences in a nonverbal way.
Increased prosocial behavior and reduced emotional problems (SDQ) suggest that
children became better at understanding and managing their emotions and interacting with peers.
This is consistent with the concept of social-emotional learning: self-regulation training [4]
supports the development of self-control skills and reduces aggression, anxiety, and depression
in children. Ongoing support from school mentors ensured continuous emotional assistance and
monitoring, in line with expert recommendations for multilevel approaches to working with
traumatized children.
These findings are comparable to other studies. For example, Western European
research shows that short-term group psychosocial interventions produce lasting reductions in
PTSD symptoms and emotional disturbances. As Bürgin et al. note, even “low-threshold” group
programs can effectively provide emergency support to children affected by war.
However, this study has limitations. The lack of a control group prevents ruling out
natural adaptation or external influences. Assessment relied primarily on self-report tools and
informant surveys, which may introduce subjective bias. Moreover, the study lasted only 8
weeks, and it is unclear whether the improvements are long-lasting. Variability factors (e.g.,
trauma severity, socioeconomic background) were not analyzed separately due to sample size
limitations.
Nonetheless, the results support the program’s promise. Teachers and psychologists can
apply similar models—combining creative therapy, emotional regulation training, and
continuous psychological support. It is essential to involve parents in the process and to
regularly assess children’s psychosocial status using tools like CRIES-13 and SDQ.
Conclusion.
This study demonstrated that an 8-week school-based psychoemotional
support program (art therapy + self-regulation training + mentoring) effectively reduces PTSD
symptoms and emotional-behavioral difficulties in displaced children. The program improved
psychological adaptation, increased social engagement, and reduced anxiety among
schoolchildren. Based on these findings, it is recommended to expand the use of such integrated
approaches in educational settings: training teachers in trauma-informed methods, incorporating
art and play therapy, and regularly monitoring children’s psychosocial well-being. Future
research could include long-term follow-ups and controlled trials to clarify mechanisms of
effectiveness and generalize the results.
References:
1. Bürgin D., Anagnostopoulos D., Vitiello B., Sukale T., Schmid M., Fegert J.M. Impact of
war and forced displacement on children’s mental health: multilevel, needs-oriented, and
trauma-informed approaches // Eur Child Adolesc Psychiatry. 2022. Vol. 31, no. 6. P. 845–
853.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1528
2. Morison L., Simonds L., Stewart S.-J. Effectiveness of creative arts-based interventions for
treating children and adolescents exposed to traumatic events: a systematic review of the
quantitative evidence and meta-analysis // Arts Health. 2022. Vol. 14, no. 3. P. 237–262.
3. Goodman R. The Strengths and Difficulties Questionnaire: a research note // J. Child
Psychol. Psychiatry. 1997. Vol. 38. P. 581–586.
4. Goodman R. The extended version of the Strengths and Difficulties Questionnaire as a
guide to child psychiatric caseness and consequent burden // J. Child Psychol. Psychiatry.
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399–411.
6. Tochiyeva, M. M. (2018). Main psychological problems of children who are forced
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