Abstract
Represents the first systematic attempt to examine the effects of school‐based interventions on children’s self‐reported PTSD‐related distress and coping ability following a series of volcanic eruptions in a sample of 112 children. Pretreatment assessments carried out after the eruptions revealed that time was more of an ally for PTSD symptoms than for active coping ability. In terms of randomly assigned intervention conditions, both an exposure and a cognitive behavioural intervention were found to lead to significant improvement in both PTSD‐related distress and coping ability. In terms of effect sizes (Cohen’s
d
), the coping scores changed more following the one‐hour intervention than they had during the entire two‐month pretreatment interval; PTSD‐related scores changed over half as much as during the two‐month pretreatment interval. In addition, at four‐month follow‐up, either children continued to improve (PTSD‐distress scores) or gains were maintained (coping scores). Treated children’s PTSD and coping scores were significantly more adaptive than those of untreated children. Finally, multiple regression analyses did not reveal any significant, prospective predictors of treatment responsivity. Includes consideration of the value of self‐report methodologies at the “early gates” of a multiple gating intervention model and the value of collaborations between scientists in the wake of a disaster.