SITCAP-ART

Scientific Rating:
3
Promising Research Evidence
See scale of 1-5
Child Welfare System Relevance Level:
Medium
See descriptions of 3 levels

About This Program

The information in this program outline is provided by the program representative and edited by the CEBC staff. SITCAP-ART has been rated by the CEBC in the area of: Trauma Treatment - Client-Level Interventions (Child & Adolescent).

Target Population: At-risk and adjudicated youth, ages 12-17, with a history of trauma and/or loss

For children/adolescents ages: 12 – 17

For parents/caregivers of children ages: 12 – 17

Brief Description

The SITCAP-ART program is a comprehensive trauma intervention program, modified from the original Structured Sensory Intervention for Traumatized Children, Adolescents and Parents (SITCAP) program initially researched in 2001. SITCAP-ART is designed specifically for at-risk and adjudicated youth. SITCAP-ART integrates cognitive strategies with sensory/implicit strategies. When memory cannot be linked linguistically in a contextual framework, it remains at the symbolic level for which there are no words to describe. To retrieve that memory so it can be encoded, given a language, and then integrated into consciousness, it must be retrieved and externalized in its symbolic perceptual (iconic) form. SITCAP-ART, which is followed by cognitive or explicit strategies, supports moving from victim to survivor thinking allowing changes in negative behaviors (aggressive and rule-breaking behavior) and making adolescents more resilient to future traumas.

Program Goals:

The program representative did not provide information about the program’s goals.

Essential Components

The essential components of SITCAP-ART include:

  • Education:
    • Provides empowerment, sense of safety and reduces anxiety
    • Identifies process and what to expect through use of structuring statements
    • Provides a booklet, “A Trauma is Like No Other Experience” in the program component
  • Debriefing Session: Each adolescent is scheduled for an individual, one-hour debriefing session prior to beginning the group process.
    • Alleviates need for adolescents to reveal difficult details in the group setting
    • Normalizes adolescent’s experience
    • Provides an opportunity through the use of specific questions to redirect the adolescent’s understanding of the impact that this experience has had on their life and how this intervention process will help bring the adolescent relief from the trauma specific symptoms
  • Focus on Themes, not Behavior:
    • Attempts to treat the sensory experiences of trauma that fuel and drive the adolescent’s behavior rather than treat the behavior itself
  • Intervener as Witness vs. Clinician:
    • Must be involved in the adolescent’s telling of their experience by being curious about all that happened
    • Must be very concrete and literal in response to all the elements of the experience, its details and the visual representations provided by the adolescent
    • Must not analyze the adolescent
    • Must see how the victim now views himself and the world around him following the trauma
  • Drawing/Sensory Component:
    • Experience of trauma is stored in implicit memory and is transcribed into iconic representations/visualizations
    • Iconic symbolization is process of giving one's experience a visual identity; images are created to contain all the elements of that experience - what happened, our emotional reactions to it, the horror and terror of the experience
    • Drawings provide a representation of those “iconic” symbols that implicitly define what that experience was like for the adolescent; how that adolescent now views themselves and those around them
    • Drawing becomes a vehicle for communicating and externalizing what that experience was like
  • Trauma-Specific Questions and Details:
    • Trauma-specific questions designed to help in the telling of the story and the provision of those details that allow intervener witnesses to better understand what the experience has been like for the adolescent
    • Details provide a sense of control as well as sense of relief
    • Details also provide information that helps to make sense out of what happened and may still be happening with the adolescent
  • Cognitive Reframing:
    • Scripted in SITCAP-ART to insure that the victim is provided a “survivors” way of making sense of their trauma experiences
    • Helps move participants from “victim thinking” to “survivor thinking” which leads to empowerment, choice, and active involvement in their own healing process and a renewed sense of safety and hope
  • Parent Component:
    • Learning about trauma helps them to more adequately respond to the adolescent
    • Helps primary caregivers who themselves have been traumatized just by educating them about trauma
  • Group Treatment: Can be delivered in a group of 6 participants

Child/Adolescent Services

SITCAP-ART directly provides services to children/adolescents and addresses the following:

  • All problems and symptoms that fall under the posttraumatic stress disorder (PTSD) diagnostic sub-categories of re-experiening, avoidance and arousal

Parent/Caregiver Services

SITCAP-ART directly provides services to parents/caregivers and addresses the following:

  • Parent of an adolescent experiencing posttraumatic stress disorder (PTSD) due to exposure to violent or nonviolent trauma situations

Delivery Settings

This program is typically conducted in a(n):

  • Community Agency
  • Outpatient Clinic
  • Residential Care Facility
  • School

Homework

This program does not include a homework component.

Languages

SITCAP-ART does not have materials available in a language other than English.

Resources Needed to Run Program

The typical resources for implementing the program are:

  • One facilitator
  • Program manual and workbook
  • 8.5"x11" white paper
  • Colored pencils
  • Chairs and tables
  • Music

Minimum Provider Qualifications

Intervener: Minimum two (2) day TLC Institute training required, Minimum 1 year group experience with adjudicated adolescents, Preferred Master's Level Education

Supervisor: Supervision provided by Master's Level TLC Institute trained professional

Education and Training Resources

There is a manual that describes how to implement this program, and there is training available for this program.

Training Contacts:
Training is obtained:

On-site or via TLC Institute national training conferences

Number of days/hours:

3 to 5 days of training

Additional Resources:

There currently are additional qualified resources for training:

  • Margaret Delillo-Storey – Multi-County Juvenile Attention Center
    North Canton, OH
  • Jacqueline Jacobs – Collaborations for Resiliency in Children
    Forsyth and Pickens County, GA

Implementation Information

Since SITCAP-ART is rated on the Scientific Rating Scale, information was requested from the program representative on available pre-implementation assessments, implementation tools, and/or fidelity measures.

Show implementation information...

Pre-Implementation Materials

The program representative did not provide information about pre-implementation materials.

Formal Support for Implementation

The program representative did not provide information about formal support for implementation of SITCAP-ART.

Fidelity Measures

The program representative did not provide information about fidelity measures of SITCAP-ART.

Implementation Guides or Manuals

The program representative did not provide information about implementation guides or manuals for SITCAP-ART.

Research on How to Implement the Program

The program representative did not provide information about research conducted on how to implement SITCAP-ART.

Relevant Published, Peer-Reviewed Research

This program is rated a "3 - Promising Research Evidence" on the Scientific Rating Scale based on the published, peer-reviewed research available. The practice must have at least one study utilizing some form of control (e.g., untreated group, placebo group, matched wait list study) establishing the practice's benefit over the placebo, or found it to be comparable to or better than an appropriate comparison practice. Please see the Scientific Rating Scale for more information.

Child Welfare Outcome: Child/Family Well-Being

Raider, M. C., Steele, W., Delillo-Storey, M., Jacobs, J., & Kuban, C. (2008). Structured sensory therapy (SITCAP-ART) for traumatized adjudicated adolescents in residential treatment. Residential Treatment for Children & Youth, 25(2), 167-185.

Type of Study: Randomized controlled trial
Number of Participants: 20

Population:

  • Age — Two-thirds of participants were between 16 and 17 years
  • Race/Ethnicity — 85% Caucasian
  • Gender — 11 Male and 9 Female
  • Status — Participants were youth with multiple trauma experiences identified by clinicians.

Location/Institution: Ohio

Summary: (To include comparison groups, outcomes, measures, notable limitations)
This study examined the efficacy of the Structured Sensory Therapy (SITCAP-ART) program on traumatized adolescents in residential treatment. Youth were randomly assigned to receive therapy using SITCAP-ART, or to a wait-list control group. The youth were assessed at the beginning of the study using the Trauma Symptom Checklist for Children (TSCC-A), the Youth Self Report (YSR), and the Child and Adolescent Questionnaire (CAQ). Both the treatment and control groups completed these three measures again at the end of the intervention. Control group youth reported no significant changes in trauma symptoms and related behaviors over the time period covered by the study as measured by any of the three scales. Youth receiving SITCAP-ART showed significant improvement in all areas addressed by the TSCC-A, except Depression and Dissociation Fantasy. They also improved on all subscales of the CAQ and all subscales of the YSR, except Withdrawn/Depressed and Somatic Complaints. Limitations include small sample, and lack of long-term follow-up.

Length of postintervention follow-up: None.

References

Jacobs, J., & Steele, W. (2007). Structured sensory intervention for traumatized children, adolescents and parents – At-risk adjudicated adolescent treatment program (SITCAP-ART). Grosse Pointe Woods, MI: TLC Institute.

Steele, W., & Raider, M. (2009). Structured sensory interventions for children, adolescents and parents (SITCAP). New York, NY: Edwin Mellen Press.

Contact Information

Name: Caelan Kuban, LMSW
Agency/Affiliation: TLC Institute Program Director
Website: www.starr.org/sitcap
Email:
Phone: (877) 306-5256
Fax: (313) 885-1861

Date Research Evidence Last Reviewed by CEBC: December 2015

Date Program Content Last Reviewed by Program Staff: June 2015

Date Program Originally Loaded onto CEBC: June 2008