Approach

Interventions in war affected groups may target a singular condition, such as depression, few cost effective trans diagnostic interventions exist to address multi symptomatic presentations that can cause major impairments in school and community functioning. This project is a stabilization and skills focused intervention that integrates elements from cognitive-behavioral therapy and group interpersonal therapy to address co-occurring mental health symptoms that these youth experience. 

Key Findings

• We applied a disaster conceptual model to the data, which fit the data well (χ2 (30) =31.93, p=.37, CFI = 0.995, RMSEA = 0.02, SRMR = 0.04).

• COVID-19 stressors were positively associated with depression and anxiety and negatively associated with purpose outcomes, with perceived stress as an intervening variable in these associations.

• Students that belong to minoritized racial/ethnic groups reported more COVID-19 stressors than White students.

• Female-identifying students reported more anxiety and depression symptoms than male-identifying students.
  

Facts & Figures

• At baseline, 91% of students (n = 256) reported moderate to high stress, 39% reported moderate to severe anxiety, and 53% reported moderate to severe depression.

• At baseline, 72% of faculty and academic advisors (n = 40) reported moderate to high stress, 31% reported moderate to severe anxiety, and 28% reported moderate to severe depression.

• At follow-up, 91.5% of students (n = 50) reported moderate to high stress, 48.9% reported moderate to high depression, and 57.4% reported moderate to high anxiety.

• At follow-up, 69.2% of faculty and academic advisors (n=13) reported moderate to high stress, 15.4% reported moderate to high depression, and 30.8% reported moderate to high anxiety