Peer-reviewed article
Psychoeducational interventions for children and adolescents with potentially traumatic experiences: a systematic review.
Alison Crivelli, Katharina Beck, Süheyla Seker, Alexander Grob, Marc Schmid ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examined psychoeducational interventions for children and adolescents who have experienced potentially traumatic events such as violence, serious injuries, or displacement. The review found seven studies meeting inclusion criteria, with mixed results: some showed improvements in knowledge about trauma and reduced anxiety or post-traumatic stress, but many outcomes including depression, anger, and sleep problems showed no significant change. The authors conclude that while psychoeducation appears accessible and has potential preventive value, the current evidence remains sparse and inconclusive, and more research is needed on its long-term effectiveness.
Key points
- Only seven studies met inclusion criteria from 9,214 records screened, indicating very limited evidence base
- Two studies reported improvements in trauma knowledge and post-traumatic growth; one showed no effect
- Among studies on psychological symptoms, two showed reduced anxiety and one showed reduced post-traumatic stress in highly distressed children, but other outcomes (sleep, depression, anger, dissociation) were not significantly improved
- Interventions were delivered in print, digital, or in-person formats in hospital and school settings
- No studies addressed interpersonal or complex trauma, representing a significant evidence gap
Limitations
This is a systematic review that synthesizes evidence from existing studies rather than conducting new research. The extremely limited number of included studies (seven) and mixed findings mean the review cannot definitively establish whether psychoeducation is effective for all children with traumatic experiences or identify which formats and delivery methods work best.
Abstract
Background: Children and adolescents with potentially traumatic experiences (PTEs; e.g. violence, severe injuries, displacement) are at considerable risk for psychological distress. Psychoeducation is frequently used to reduce stress and enhance coping; however, evidence of its effectiveness for PTEs, particularly as a stand-alone intervention, remains inconclusive.Objective: This systematic review aimed to summarise existing evidence on stand-alone psychoeducational interventions for children and adolescents with PTEs, focusing on three child outcomes: trauma-related knowledge, psychopathological symptoms and disorders, and psychosocial functioning.Method: A systematic search was conducted in six databases, following PRISMA guidelines and registered in PROSPERO (CRD42024532660). We included peer-reviewed experimental and observational studies investigating psychoeducation delivered as a stand-alone intervention to children and adolescents exposed to PTEs, either directly or through caregivers, with a focus on child outcomes.Results: Out of 9,214 records screened for title and abstract, 114 were eligible, and seven met inclusion criteria (k = 7). Interventions were delivered in print, digital, or in-person formats across hospital and school settings. Two studies reported improvements in knowledge of posttraumatic stress disorder and posttraumatic growth, while one showed no effect. Among five studies on psychopathological symptoms, two suggested reduced anxiety and one suggested reduced posttraumatic stress symptoms in highly distressed children, while the remaining findings, including on sleep disturbances, depression, anger, and dissociation, were not significant. One study indicated improved psychosocial functioning. No studies addressed interpersonal or complex trauma, highlighting evidence gaps.Conclusions: These sparse and mixed findings call for further research on the short- and long-term effects of stand-alone psychoeducation. Based on the current evidence, psychoeducation appears to be a low-threshold and accessible approach with potential preventive value for children and adolescents with PTEs.