Site Visit Report
a site such as a women’s shelter, a halfway house, a hospital, an agency, or the
human services department of a company, where behavioral or cognitive-behavioral
techniques or programs are used.
with human services workers or the contact person about their programs that
employ behavioral or cognitive interventions or models. Some areas to explore:
What population participates in the program?
Who presents the program or interventions?
How is the effectiveness of their interventions measured?
How did they determine a need for the program?
Do they have plans for other programs or interventions which use behavioral or cognitive
models and techniques?
What other models and theories are represented in their programs?
a 1,050- to 1,400-word report on your visit, detailing the information you gathered and
briefly describing your reactions and feelings about the program.
Every day, children are victim of violent crimes, stress and traumatic situation that changes the
way they see the world. When parents, caregiver, or community faces these situations, children
observe and catch onto every detail that shapes the way they think and
CBITS is a skill based group intervention that is aims at reveling symptoms of Post Traumatic
Stress Disorder (PTSD), depression and general anxiety among children exposed to community
violence and trauma. Designed for use in schools by school based mental health professional,
CBITS was designed in close collaboration with school staff and administrators to alleviate
behaviors that interfere with learning and regular school attention dance.
CBITS has been implemented in middle school across the country, with a bicultural and
bilingual students and multicultural, urban and rural populations, including Native Americans
adolescents. The program has been studied extensively and has been shown in a randomized
control trail to reduce PTSD symptoms and depression.
Treatment components. : education about reactions to trauma. Learning skills relaxation.
Cognitive therapy. Real life exposure. Stress or trauma exposure
Engagement For which specific cultural group(s)
(i.e., SES, religion, race, ethnicity, gender,
immigrants/refugees, disabled, homeless, LGBTQ, rural/urban areas)
is this treatment
tailored? If none, please respond “not specifically tailored.”
Our approach to cultural competency with CBITS has occurred at several phases.
CBITS was originally developed for recent immigrant students from Latino, Russian, Armenian, and Korean
backgrounds. From its inception, CBITS was created from a partnership with community members from each of
these groups and has been modified over time in response to formal (focus groups) and informal feedback from
parents and community members from diverse ethnic backgrounds. During this period, school mental health
providers from diverse backgrounds (Korean, Armenian, Vietnamese, and various Spanish speaking cultures) were
instrumental in adapting and forming CBITS. Secondly, during the pre-training phase, our team consults with local