nach oben

Journal of Prevention

Erschienen in:

28.05.2019 | Literature Review

Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness

verfasst von: Barbora Šouláková, Alexandr Kasal, Bethany Butzer, Petr Winkler

Erschienen in: Journal of Prevention | Ausgabe 3/2019

Einloggen, um Zugang zu erhalten

Abstract

This meta-review summarizes existing evidence from systematic reviews and meta-analyses on the effectiveness of school-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness. Systematic reviews and meta-analyses were identified via the electronic databases PsycINFO, Web of Knowledge, Medline, Embase, and HMIC (Health Management Information Consortium). Ten systematic reviews and meta-analysis were eligible for inclusion in the final analyses. These systematic reviews and meta-analyses evaluated the effects of five types of school-based psychological interventions: Mindfulness, Social Emotional Learning, Cognitive Behavioral Therapy, Yoga, and Body-Image. Overall effectiveness reported in the included studies was significant for the most part, and ranging from small to large with respect to the effect size. The authors of all of the studies emphasized the need for additional high-quality trials to further examine the effectiveness of school-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness.

Ahniehwan, & 최신영. (2013). Meta analysis about group counseling for improvement of self-esteem for elementary school students. [자아존중감 향상을 위한 초등학교 집단상담의 효과에 대한 메타분석]. The Korean Journal of Elementary Counseling, 12(1), 13–32.

*Ahlen, J., Lenhard, F., & Ghaderi, A. (2015). Universal prevention for anxiety and depressive symptoms in children: Meta-analysis of randomized and cluster-randomized trials. Journal of Primary Prevention, 36(6), 387–403. https://doi.org/10.1007/s10935-015-0405-4.

Antonovsky, A. (1985). The life cycle, mental health and the sense of coherence. Israel Journal of Psychiatry and Related Sciences, 22(4), 273–280.PubMed

*Barnes, T. N., Smith, S. W., & Miller, M. D. (2014). School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis. Aggression and Violent Behavior, 19(4), 311–321. https://doi.org/10.1016/j.avb.2014.04.013.

Barrett, P. M., Duffy, A. L., Dadds, M. R., & Rapee, R. M. (2001). Cognitive-behavioral treatment of anxiety disorders in children: Long-term (6-year) follow-up. Journal of Consulting and Clinical Psychology, 69(1), 135–141.PubMedCrossRef

Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. New York, NY: Guilford Press.

Bird, E. L., Halliwell, E., Diedrichs, P. C., & Harcourt, D. (2013). Happy being me in the UK: A controlled evaluation of a school-based body image intervention with pre-adolescent children. Body Image, 10(3), 326–334.PubMedCrossRef

Bonell, C., Wells, H., Harden, A., Jamal, F., Fletcher, A., Thomas, J., et al. (2013). The effects on student health of interventions modifying the school environment: Systematic review. Journal of Epidemiology and Community Health, 67(8), 677–681. https://doi.org/10.1136/jech-2012-202247.PubMedCrossRef

Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210.CrossRef

Borkovec, T., & Costello, E. (1993). Efficacy of applied relaxation and cognitive-behavioral therapy in the treatment of generalized anxiety disorder. Journal of Consulting and Clinical Psychology, 61(4), 611–619.PubMedCrossRef

Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332. https://doi.org/10.1037/a0039114.PubMedCrossRef

Butzer, B., Ebert, M., Telles, S., & Khalsa, S. B. S. (2015). School-based yoga programs in the United States: A survey. Advances in Mind-Body Medicine, 29(4), 18–26.PubMedPubMedCentral

CASEL. (2017). The collaborative for academic, social, and emotional learning. Retrieved January 23, 2017, from http://www.casel.org.

Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.PubMedCrossRef

Compton, W., & Hoffman, E. (2012). Positive psychology: The science of happiness and flourishing. Belmont, CA: Cengage Learning.

Cusimano, M. D., & Sameem, M. (2011). The effectiveness of middle and high school-based suicide prevention programmes for adolescents: A systematic review. Injury Prevention, 17(1), 43–49. https://doi.org/10.1136/ip.2009.025502.PubMedCrossRef

Donovan, C. L., & Spence, S. H. (2000). Prevention of childhood anxiety disorders. Clinical Psychology Review, 20(4), 509–531.PubMedCrossRef

Dobson, K. S. (Ed.). (2009). Handbook of cognitive-behavioral therapies. New York, NY: Guilford Press.

*Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x.

Elias, M. J. (2006). The connection between academic and social-emotional learning. In M. J. Elias & H. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement (pp. 4–14). Thousand Oaks, CA: Corwin Press.

*Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45.

Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: Applications for intervention and professional practice. Psychology in the Schools, 50(6), 531–547.CrossRef

*Ferreira-Vorkapic, C., Feitoza, J. M., Marchioro, M., Simoes, J., Kozasa, E., & Telles, S. (2015). Are there benefits from teaching yoga at schools? A systematic review of randomized control trials of yoga-based interventions. Evidence-Based Complementary and Alternative Medicine, 2015. http://doi.org/10.1155/2015/345835.

FRIENDS for Life. (2017). Programs. Retrieved January 18, 2017, from http://www.friendsresilience.org.

Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & treatment, 4(1), 1–62.

Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161–166. https://doi.org/10.1111/j.1750-8606.2011.00215.x.CrossRef

Haden, S. C., Daly, L., & Hagins, M. (2014). A randomised controlled trial comparing the impact of yoga and physical education on the emotional and behavioural functioning of middle school children. Focus on Alternative and Complementary Therapies, 19(3), 148–155.PubMedPubMedCentralCrossRef

Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.PubMedCrossRef

Horowitz, J. L., & Garber, J. (2006). The prevention of depressive symptoms in children and adolescents: A meta-analytic review. Journal of Consulting and Clinical Psychology, 74(3), 401–415.PubMedCrossRef

Huber, M., Knottnerus, J. A., Green, L., van der Horst, H., Jadad, A. R., Kromhout, D., et al. (2011). How should we define health? BMJ: British Medical Journal. https://doi.org/10.1136/bmj.d4163.PubMedCrossRef

Hooker, K. E., & Fodor, I. E. (2008). Teaching mindfulness to children. Gestalt Review, 12(1), 75–91.CrossRef

Im, P. J. (2014). A meta-analysis on the solution focused group program effects for elementary school children. [초등학생을 위한 해결중심 집단상담프로그램의효과에 관한 메타분석]. The Journal of the Korea Contents Association, 14(11), 476–485. https://doi.org/10.5392/jkca.2014.14.11.476.CrossRef

Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York, NY: Hyperion.

Kendall, P. C. (2011). Child and adolescent therapy: Cognitive-behavioral procedures. New York, NY: Guilford Press.

Kessler, R. C., Amminger, G. P., Aguilar-Gaxiola, S., Alonso, J., Lee, S., & Ustun, T. B. (2007). Age of onset of mental disorders: A review of recent literature. Current Opinion in Psychiatry, 20(4), 359–364.PubMedPubMedCentralCrossRef

Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 593–602.PubMed

Kielty, M. L., Gilligan, T. D., & Staton, A. R. (2017). Whole-school approaches to incorporating mindfulness-based interventions: Supporting the capacity for optimal functioning in school settings. Childhood Education, 93(2), 128–135.CrossRef

Kidger, J., Araya, R., Donovan, J., & Gunnell, D. (2012). The effect of the school environment on the emotional health of adolescents: A systematic review. Pediatrics, 129(5), 925–949.PubMedCrossRef

Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., et al. (2011). Child and adolescent mental health worldwide: Evidence for action. The Lancet, 378(9801), 1515–1525.CrossRef

Kim, J., & Ko, Y.-G. (2011). Effects of anger expression style and perceived emotional competence on school anger in adolescents. [청소년의 분노표현 양식과 지각된 정서적 유능성이 학교분노에 미치는 효과]. Korean Psychological Journal of Culture and Social Issues, 17(1), 63–79.

Kokkevi, A., Rotsika, V., Arapaki, A., & Richardson, C. (2012). Adolescents’ self-reported suicide attempts, self-harm thoughts and their correlates across 17 European countries. Journal of Child Psychology and Psychiatry, 53(4), 381–389.PubMedCrossRef

Larson, G. J., & Jacobsen, K. A. (2005). Theory and practice of yoga: Essays in honour of Gerald James Larson. Boston, MA: Brill.

*Maggin, D. M., & Johnson, A. H. (2014). A meta-analytic evaluation of the FRIENDS program for preventing anxiety in student populations. Education and Treatment of Children, 37(2), 277–306.

March, J. S., Silva, S., Petrycki, S., Curry, J., Wells, K., Fairbank, J., et al. (2007). The Treatment for adolescents with depression study (TADS): Long-term effectiveness and safety outcomes. Archives of General Psychiatry, 64(10), 1132–1143.PubMedCrossRef

McLean, S., Paxton, S., & Wertheim, E. (2013). Happy being me: Outcomes of a peer-based body dissatisfaction prevention intervention in young adolescent girls. Journal of Eating Disorders, 1(S1), O33. https://doi.org/10.1186/2050-2974-1-S1-O33.PubMedCentralCrossRef

Merrell, K. W., Carrizales, D., Feuerborn, L., Gueldner, B. A., & Tran, O. K. (2007). Strong kids—Grades 6-8: A social and emotional learning curriculum. Baltimore, MD: Paul H Brookes Publishing.

Mindfulness in Schools. (2017). b curriculum. Retrieved April 24, 2019 from http://www.mindfulnessinschools.org.

Mind with Heart. (2017). Connected with myself. Retrieved April 24, 2019 from http://www.mindwithheart.org.

Mirkovic, B., Belloncle, V., Rousseau, C., Knafo, A., Guile, J. M., & Gerardin, P. (2014). Prevention strategies of suicide and suicidal behavior in adolescents: A systematic review. [French]. [Strategies de prevention du suicide et des conduites suicidaires a l’adolescence: Revue systematique de la litterature.]. Neuropsychiatrie de l’Enfance et de l’Adolescence, 62(1), 33–46.CrossRef

Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698.CrossRef

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269.PubMedCrossRef

Moher, D., Soeken, K., Sampson, M., Ben-Porat, L., & Berman, B. (2002). Assessing the quality of reports of systematic reviews in pediatric complementary and alternative medicine. BMC Pediatrics, 2(1), 3. https://doi.org/10.1186/1471-2431-2-3.PubMedPubMedCentralCrossRef

*Mychailyszyn, M. P., Brodman, D. M., Read, K. L., & Kendall, P. C. (2012). Cognitive-behavioral school-based interventions for anxious and depressed youth: A meta-analysis of outcomes. Clinical Psychology-Science and Practice, 19(2), 129–153. https://doi.org/10.1111/j.1468-2850.2012.01279.x.

Association, National Middle School. (2003). This we believe: Successful schools for young adolescents: A position paper of the National Middle School Association. Westerville, OH: National Middle School Association.

Nock, M. K., Borges, G., Bromet, E. J., Cha, C. B., Kessler, R. C., & Lee, S. (2008). Suicide and suicidal behavior. Epidemiologic Reviews, 30(1), 133–154.PubMedCrossRef

Park, M.-A., Seong-Moon, C., & 김세경. (2013). A meta analysis on the factors of adolescent’s psychological well being. [청소년의 심리적 안녕감 요인에 관한 메타분석]. The Korean Journal of Rehabilitation Psychology, 20(3), 627–652.

Pattison, C., & Lynd-Stevenson, R. M. (2001). The prevention of depressive symptoms in children: The immediate and long-term outcomes of a school-based program. Behaviour Change, 18(2), 92–102.CrossRef

PICO Model. (2019). What is the PICO model? Retrieved February 13, 2019, from https://researchguides.uic.edu/c.php?g=252338&p=3954402

Pincus, D. B., & Friedman, A. G. (2004). Improving children’s coping with everyday stress: Transporting treatment interventions to the school setting. Clinical Child and Family Psychology Review, 7(4), 223–240.PubMedCrossRef

Possel, P., Horn, A. B., Groen, G., & Hautzinger, M. (2004). School-based prevention of depressive symptoms in adolescents: A 6-month follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 43(8), 1003–1010.PubMedCrossRef

Prince, M., Patel, V., Saxena, S., Maj, M., Maselko, J., Phillips, M. R., et al. (2007). No health without mental health. The Lancet, 370(9590), 859–877.CrossRef

Sakellari, E., Leino-Kilpi, H., & Kalokerinou-Anagnostopoulou, A. (2011). Educational interventions in secondary education aiming to affect pupils’ attitudes towards mental illness: A review of the literature. Journal of Psychiatric and Mental Health Nursing, 18(2), 166–176.PubMedCrossRef

Shea, B. J., Grimshaw, J. M., Wells, G. A., Boers, M., Andersson, N., Hamel, C., et al. (2007). Development of AMSTAR: A measurement tool to assess the methodological quality of systematic reviews. BMC Medical Research Methodology, 7(1), 1.CrossRef

Shea, B. J., Hamel, C., Wells, G. A., Bouter, L. M., Kristjansson, E., Grimshaw, J., et al. (2009). AMSTAR is a reliable and valid measurement tool to assess the methodological quality of systematic reviews. Journal of Clinical Epidemiology, 62(10), 1013–1020.PubMedCrossRef

Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18(4), 343–360.CrossRef

Sheinman, N., & Hadar, L. (2017). Mindfulness in education as a whole school approach: Principles, insights and outcomes. In T. Ditrich, R. Wiles, & B. Lovegrove (Eds.), Mindfulness and education: Research and practice (pp. 77–102). Newcastle upon Tyne: Cambridge Scholars Publishing.

Singleton, M., & Byrne, J. (2008). Yoga in the modern world: Contemporary perspectives. London: Routledge.

*Sklad, M., Diekstra, R., De Ritter, M., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. https://doi.org/10.1002/pits.21641.

Spinola e Castro, A. M. (2014). Interventions for preventing obesity in children. Sao Paulo Medical Journal = Revista Paulista de Medicina, 132(2), 128–129.PubMedCrossRef

Thompson, K. L., Bundy, K. A., & Wolfe, W. R. (1996). Social skills training for young adolescents: Cognitive and performance components. Adolescence, 31(123), 505–522.PubMed

Vostanis, P., Feehan, C., Grattan, E., & Bickerton, W. L. (1996). A randomised controlled out-patient trial of cognitive-behavioural treatment for children and adolescents with depression: 9-month follow-up. Journal of Affective Disorders, 40(1–2), 105–116.PubMedCrossRef

Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(02), 75–90.CrossRef

Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26(Suppl 1), i29–i69.PubMedCrossRef

Weissberg, R. P., Gesten, E. L., Rapkin, B. D., Cowen, E. L., Davidson, E., Flores de Apodaca, R., et al. (1981). Evaluation of a social-problem-solving training program for suburban and inner-city third-grade children. Journal of Consulting and Clinical Psychology, 49(2), 251–261.CrossRef

Wei, Y., Hayden, J. A., Kutcher, S., Zygmunt, A., & McGrath, P. (2013). The effectiveness of school mental health literacy programs to address knowledge, attitudes and help seeking among youth. Early Intervention in Psychiatry, 7(2), 109–121.PubMedCrossRef

Weist, M. D., Evans, S. W., & Lever, N. A. (2008). Handbook of school mental health: Advancing practice and research. New York, NY: Springer.

White, L. S. (2012). Reducing stress in school-age girls through mindful yoga. Journal of Pediatric Health Care, 26(1), 45–56.PubMedCrossRef

Wright, J. H. (2004). Cognitive-behavior therapy. Washington, DC: American Psychiatric Publishing.

*Yager, Z., Diedrichs, P. C., Ricciardelli, L. A., & Halliwell, E. (2013). What works in secondary schools? A systematic review of classroom-based body image programs. Body Image, 10(3), 271–281.

*Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—A systematic review and meta-analysis. Frontiers in Psychology, 5, 1–20.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say?. New York, NY: Teachers College Press.

Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290–302. https://doi.org/10.1007/s12671-013-0260-4.CrossRef

문동규, & 김영희. (2012). A meta-regression analysis on related protective variables of adolescents’ suicidal ideation. [청소년 자살생각과 관련된 억제변인의 메타회귀분석]. Korean Journal of Youth Studies, 19(1), 59–83.

박현경, & 이주영. (2014). A meta-analysis of the music therapy research to reduce stress. [스트레스 감소를 위한 음악치료 연구 메타분석]. Korean Journal of Music Therapy, 16(1), 29–47.

장혜인, & 박형인. (2015). Self-regulation and psychosocial adjustment in Korean children: A meta-analysis. [아동의 자기조절과 심리사회적 적응: 국내 연구의 메타분석적 개관]. The Korean Journal of Developmental Psychology, 28(1), 1–32.

Titel: Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness
verfasst von: Barbora Šouláková
Alexandr Kasal
Bethany Butzer
Petr Winkler
Publikationsdatum: 28.05.2019
Verlag: Springer US
Erschienen in: Journal of Prevention / Ausgabe 3/2019
Print ISSN: 2731-5533
Elektronische ISSN: 2731-5541
DOI: https://doi.org/10.1007/s10935-019-00552-5

Springer Medizin

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 3/2019

Is Weight Discrimination Associated With Physical Activity Among Middle Aged and Older Adults?

Replication of It’s Your Game…Keep It Real! in Southeast Texas

Program Capacity to Deliver Prevention Services to Children of Adult Clients Receiving Substance Use Disorder Treatment

Tailgating Protective Behavioral Strategies Mediate the Effects of Positive Alcohol Outcome Expectancies on Game Day Drinking

Determinants of Parental Intentions to Vaccinate Kindergarten Children Against Seasonal Influenza in Xiamen, China