How is CBITS implemented?
CBITS is designed for delivery by mental health professionals in a school setting. The program consists of:
- 10 group sessions
- 1-3 individual sessions
- 2 parent psychoeducational sessions
- 1 teacher educational session
Is CBITS evidence-based?
Yes. Extensive research since 2000 has shown that students who participate in the program have significantly fewer symptoms of post-traumatic stress, depression, and psychosocial dysfunction. The program is described in detail on the National Child Traumatic Network website.
CBITS is cited as a recommended or promising practice by several groups or clearinghouses that assess the quality of mental health interventions, including:
- California Evidence-Based Clearinghouse
- Blueprints for Healthy Youth Development
- Promising Practices Network
- The Office of Juvenile Justice and Delinquency Prevention Model Programs Guide
- Crime Solutions
Where has CBITS been implemented?
Since 2001, CBITS has been implemented widely across the United States and abroad and is also being actively disseminated through SAMHSA’s National Child Traumatic Stress Network. Implementation settings have included:
- In the US: California, Colorado, Connecticut, District of Columbia, Illinois, Louisiana, Maryland, Mississippi, Missouri, Montana, New Jersey, New Mexico, Pennsylvania, Tennessee, Washington, and Wisconsin
- Abroad: Australia, China, Japan, and Guyana
How has CBITS been adapted for different settings and populations?
CBITS has been adapted for use with low-literacy groups, and children in foster care. It has been officially translated into Spanish and Arabic.
CBITS has also been modified for delivery by nonclinicians and in a variety of settings (urban, rural, suburban, and tribal; see www.ssetprogram.org), and for younger elementary school students (see www.bouncebackprogram.org).