| Intervention Component | Source or Modality | Highlights |
| Comprehensive Trauma Assessment, Comprehensive psycho-social assessment-Case conceptualization | Development-based trauma framework (DBTF) (e.g., | Comprehensive trauma screening using DBTF measuring cumulative trauma including secondary exposure. |
| Psychiatric evaluation and medication prescriptions | Standard mental status exams | Standard psychiatric evaluations by psychiatrist and therapist upon intake and on times 1 and 2. Medication prescriptions by psychiatrists |
| Individual Therapy (12 - 14 hourly sessions during the program with its two components) (M = 13.0, SD = 1.2 per client) | (e.g., | Bi-weekly and as needed to address emergent issues: Narrative exposure therapy; Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) (exposure component not included)-addressing emergent behaviors and issues. |
| Daily groups (4 times a week) (36, hour and half sessions during the program with its two components) (M = 34.0, SD = 1.8, per client) | Kira’s model for intervention with continuous traumatic stress | Psychoeducation, identity work, and violence prevention, anger management and personal and group-based emotion regulation. Behavioral skills building (e.g., problem solving, assertiveness-social skills, mindfulness)-Identity work-Present trauma focused-Discrimination and bullying-focused intervention-Gender discrimination-Past-trauma focused interventions-Narration and writing assignment about personal experience. |
| Education and homework assistance, Study groups | | Computer literacy to improve digital and cyber skills and feelings of cyber efficacy, library usage, Homework assistance, Study groups for different projects |
| Computer-assisted therapy An hour session a week (20 sessions) (M = 18.1, SD = 1.6, per client) | | Therapeutic games, cognitive and attention training |
| Art Therapy An hour session a week (20 sessions during the program with its two components)) | CATTI ( | Group drawings and art projects |
| Recreational and activity Therapies (8 Field trips during the program with its two components) ) | | Field trips to museums and other places of interest to increase group cohesiveness through positive group interactions and joint learning experiences. |
| Milieu Therapy (ongoing through the program with daily behavior charts and weekly feedback. Three have been hired through the points program as assistant group leaders) | | Reward-based individualized behavior management tailored to each client’s needs. Level and point systems. Those who reached level one were provided with the opportunity to work as assistant group leaders and receive financial compensation and leadership training |
| Unplanned, on the spot, open system interventions | Unique in this program | Targeting specific behaviors that may emerge during the course of daily interactions, (as well as emergent events in client’s life). This element is critical as it addresses behavioral problems and emotional issues immediately upon emerging, as well as immediate reinforcement for progress. Staff is trained for these unplanned events. |
| Re-rooting and connecting (9 Monthly planned visits) | Unique in this program | Connect with ethnic and cultural clubs and ethnic and community organizations through visits, membership and internet. |
| Home-based: Parent Training (hour and half monthly session) 8 sessions | | Home-based parental training-Addressing gender discrimination and effects |
| Home-based family Therapy (12 hourly sessions during the program with its two components) | | Bi-weekly structural family therapy intervention for the first three months of the program followed by monthly follow-up home visits for an additional three months. |
| Advocacy and follow up and collaboration with school and other community organizations School-based interventions (Average 25 contacts per client) | Wraparound system of care (e.g., | Follow up with teachers and counselors in schools, and probation officers (bi-weekly and as needed)-Consult and coordinate with teachers and counselors on individualized behavioral plans in school and the program (bi-weekly and as needed). Conduct conferences with teachers and all involved on the issues of children of torture survivors, to increase awareness understanding and empathetic concerns. |