Abstract: This study reports on the use of Cognitive Behavioral Intervention for Trauma in Schools (CBITS), an evidence-based practice, with 43 students in six schools on three American Indian reservation communities. CBITS was helpful in treating the majority of American Indian children and adolescents who were experiencing symptoms of post-traumatic stress disorder and depression. Using a limited quasi-experimental design, on a measure of traumatic stress, there was symptom reduction with the passage of time; however, symptoms reduced more substantially with treatment. Local cultural experts, that is, Tribal Elders, were invited to provide traditional cultural activities and teachings in the introductory lesson and at graduation. A 3-year follow-up involving school counselors reported on acceptability and additional impacts of the program. They expressed that treating trauma was a priority for their students, CBITS was perceived as an advantageous approach, and counselors said they would use it in the future. Further, counselors observed positive results outside of the treatment setting, and integrating traditional cultural activities was perceived favorably. We discuss some of the issues surrounding attempts to evaluate the nature and contribution of traditional American Indian cultural activities to evidence-based trauma treatment. *This article may have an associated charge to download full text.
