Evaluation of a classroom-based psychosocial intervention in conflict-affected Nepal: a cluster randomized controlled trial —Jordans, 2010

This is a brief audio review of the article Evaluation of a classroom-based psychosocial intervention in conflict-affected Nepal: a cluster randomized controlled trial by Mark J. D. Jordans. This study evaluated school-based psychosocial interventions in conflict-affected, rural Nepal. A cluster randomized controlled trial was used to evaluate changes in a range of indicators, including psychiatric symptoms, psychological difficulties, resilience indicators, and function impairment. Results showed significant between-group differences in several outcome indicators, with moderate effect sizes. After correction of nested variance within schools, no evidence of treatment effects was found on any outcome variable. Gender effects of treatment on prosocial behavior were also identified.An age effect for treatment was found for hope. The intervention demonstrated moderate short-term beneficial effects for improving social-behavioral and resilience indicators among subgroups of children exposed to armed conflict, but did not result in reduction of psychiatric symptoms. This is the end of this informational audio track on Mark J. D. Jordans.

Jordans, M. J., Komproe, I. H., Tol, W. A., Kohrt, B. A., Luitel, N. P., Macy, R. D., & de Jong, J. T. (2010). Evaluation of a classroom-based psychosocial intervention in conflict-affected Nepal: a cluster randomized controlled trial. Journal of child psychology and psychiatry, and allied disciplines, 51(7), 818–826. https://doi.org/10.1111/j.1469-7610.2010.02209.x