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Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis
Clinical Child and Family Psychology Review ( IF 5.5 ) Pub Date : 2024-06-17 , DOI: 10.1007/s10567-024-00487-2
Katherine A Cohen 1 , Sakura Ito 2 , Isaac L Ahuvia 2 , Yuanyuan Yang 3 , Yanchen Zhang 4 , Tyler L Renshaw 5 , Madeline Larson 6 , Clayton Cook 6 , Shannon Hill 1 , Jessica Liao 1 , Andy Rapoport 1 , Amanda Smock 1 , Michelle Yang 1 , Jessica L Schleider 1
Affiliation  

Brief, school-based mental health interventions hold promise for reducing barriers to mental health support access, a critical endeavor in light of increasing rates of mental health concerns among youth. However, there is no consensus on whether or not brief school-based interventions are effective at reducing mental health concerns or improving well-being. This systematic review and meta-analysis aims to provide consensus and determine directions for future work. Articles were included if they examined a brief (≤ four sessions or 240 min of intervention time) psychosocial intervention, were conducted within a Pre-K through 12th-grade school setting, included at least one treatment outcome evaluating mental health or well-being, and were published since 2000. A total of 6,702 papers were identified through database searching, of which 81 papers (k studies = 75) were ultimately selected for inclusion. A total of 40,498 students were included across studies and a total of 75 unique interventions were examined. A total of 324 effect sizes were extracted. On average, interventions led to statistically significant improvements in mental health/well-being outcomes versus control conditions up to one-month (g = .18, p = .004), six-month (g = .15, p = .006), and one-year (g = .10, p = .03) post-intervention. There may be benefits to brief school-based interventions from a preventative public health standpoint; future research may focus on how to optimize their real-world utility. Prospero pre-registration: CRD42021255079.



中文翻译:


针对学生心理健康或福祉的简短校本干预措施:系统回顾和荟萃分析



简短的、以学校为基础的心理健康干预措施有望减少获得心理健康支持的障碍,鉴于青少年心理健康问题的发生率不断上升,这是一项至关重要的努力。然而,对于短期的学校干预是否能有效减少心理健康问题或改善福祉,尚未达成共识。这种系统回顾和荟萃分析旨在提供共识并确定未来工作的方向。如果他们检查了在学前班至 12 年级学校环境中进行的简短(≤ 4 个疗程或 240 分钟的干预时间)心理社会干预,包括至少一项评估心理健康或福祉的治疗结果,则文章被纳入。自2000年起出版。通过数据库检索共找到6,702篇论文,其中81篇论文( k个研究= 75)最终入选。研究共纳入了 40,498 名学生,并检查了总共 75 项独特的干预措施。总共提取了 324 个效应大小。平均而言,与控制条件相比,干预措施在一个月( g = .18, p = .004)和六个月( g = .15, p = .006)方面导致心理健康/福祉结果显着改善。 )和干预后一年( g = .10, p = .03)。从预防性公共卫生的角度来看,简要介绍基于学校的干预措施可能会有好处;未来的研究可能集中在如何优化其现实世界的效用。普洛斯彼罗预注册:CRD42021255079。

更新日期:2024-06-18
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