Earthquake exposure, adverse childhood experiences, and psychosocial functioning in Chilean children: A longitudinal study

Exploring the disaster experiences and psychosocial support needs of children affected by the Kahramanmaras earthquake in Turkey through drawing narratives

BACKGROUND

On February 6, 2023, a catastrophic earthquake struck the Kahramanmaras region in Turkey. Among the most vulnerable demographic groups in the wake of such disasters are children. To provide effective psychosocial support to these young individuals, it is crucial to gain a comprehensive understanding of their specific needs resulting from the earthquake experience.

OBJECTIVES

This study aimed to determine the disaster experiences and psychosocial support needs of children between the ages of 7 and 12 who were affected by the Kahramanmaraş earthquake in Turkey with drawings.

METHODS

This research used a descriptive qualitative design, employing purposive and snowball sampling approaches to select 32 children aged 7-12 for the study. Thematic analysis approach was used to analyze the data, revealing six distinct themes as expressed through the drawings of school-aged children. The reporting in this study followed the Consolidated Criteria for Reporting Qualitative Research (COREQ).

RESULTS

These six themes are associating precipitation with earthquakes, security and relocation, emotional chaos, expressing the earthquake symbolically, death and physical damage and longing for normalcy.

CONCLUSIONS

This study highlights the importance of acknowledging and attending to children's requirements through psychosocial interventions tailored to their age.

IMPLICATION TO PRACTICE

It underscores the complex nature of the psychosocial needs of children impacted by earthquakes and promotes collaborative efforts among healthcare professionals and nurses to provide more effective support to these children during challenging circumstances.

The Relationship Between First-Grade Psychosocial Functioning and Educational Outcomes through Eighth Grade in a Large Sample of Chilean Youth

BACKGROUND

The association between early childhood psychosocial problems and poorer educational outcomes is well-documented, but the extent to which this association persists is less understood. The current study assessed the correlations between first-grade psychosocial functioning and educational outcomes through eighth grade in a large longitudinal sample of Chilean students.

METHODS

The Pediatric Symptom Checklist-Chilean (PSC-CL) and Teacher Observation of Classroom Adaptation Re-Revised (TOCA-RR) assessed psychosocial functioning for 9736 students who were screened four times from first through eighth grade through the Skills for Life program. Adjusted linear mixed effects models assessed the association between first grade PSC-CL and TOCA-RR risk and third, sixth, and eighth grade GPA and school attendance.

RESULTS

First-grade PSC-CL and TOCA-RR risk both significantly predicted lower third, sixth, and eighth grade GPAs; all p < .001. The relationships between first-grade psychosocial functioning and later school attendance rates were less consistent but still significant at certain time points.

CONCLUSIONS

First-grade psychosocial risk was persistently associated with lower academic performance in a longitudinal sample of Chilean students followed through elementary and middle school.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Early school-based psychosocial screening and follow-up interventions have the potential to improve students' long-term educational outcomes.

Implementation and Outcomes of a National School-Based Mental Health Program for Middle School Students in Chile

Background

Chile's national school-based mental health program, Skills for Life (SFL), has demonstrated effectiveness in improving behavioral and academic outcomes in first- through third-grade students. The current study assessed the feasibility and outcomes of SFL's program for sixth- through eighth-grade students.

Methods

We assessed the percentage of students who participated in the program and longitudinal changes on teacher-reported Teacher Observation of Classroom Adaptation Re-Revised (TOCA-RR) scores, youth-reported Pediatric Symptom Checklist-Chile (PSC-Y-CL) scores, grade-point average, and school attendance from sixth to eighth grade (2016-2018) for SFL's workshop intervention. Linear mixed effects models analyzed the association between outcome variables and workshop attendance.

Results

Of the 30,649 sixth graders who attended the 754 participating schools in 2016, 28,204 (92.0%) were screened with the TOCA-RR. Of the 1829 students who screened at risk, 1344 had available workshop data for seventh grade, with 86.9% of them participating in most (≥ 7) workshop sessions. Workshop attendance was significantly associated with improvements in school attendance and peer relationships (a TOCA-RR subscale) in eighth grade.

Conclusions

With high rates of behavioral health screening and workshop attendance, this study demonstrated the feasibility of implementing SFL's middle school program on a national scale. Higher workshop attendance by at-risk students was associated with better school attendance and peer relationships in eighth grade, as well as better but not significantly different outcomes on other measures (e.g., teacher-rated school performance and aggressive behavior in the classroom). Overall, these findings provide preliminary evidence of the feasibility and benefits of SFL's middle school program.