Psychoeducational interventions for children and adolescents with potentially traumatic experiences: a systematic review.

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.