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

IF 2.2 4区医学 Q2 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH Journal of Primary Prevention Pub Date : 2019-06-01 DOI:10.1007/s10935-019-00552-5

Barbora Šouláková, Alexandr Kasal, Bethany Butzer, Petr Winkler

{"title":"Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness.","authors":"Barbora Šouláková, Alexandr Kasal, Bethany Butzer, Petr Winkler","doi":"10.1007/s10935-019-00552-5","DOIUrl":null,"url":null,"abstract":"<p><p>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.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 3","pages":"255-278"},"PeriodicalIF":2.2000,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-019-00552-5","citationCount":"25","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Primary Prevention","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s10935-019-00552-5","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH","Score":null,"Total":0}

引用次数: 25

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.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

课堂心理干预改善学生心理健康与幸福感、预防心理疾病效果的meta -综述。

本荟萃综述总结了系统综述和荟萃分析的现有证据，这些证据表明，以学校为基础的心理干预措施旨在改善学生的心理健康和福祉，并预防心理疾病。通过电子数据库PsycINFO、Web of Knowledge、Medline、Embase和HMIC(健康管理信息联盟)进行系统评价和荟萃分析。10项系统评价和荟萃分析符合纳入最终分析的条件。这些系统综述和荟萃分析评估了五种基于学校的心理干预措施的效果:正念、社会情感学习、认知行为疗法、瑜伽和身体形象。在纳入的研究中报告的总体有效性在大多数情况下是显著的，并且就效应大小而言，从小到大不等。所有研究的作者都强调需要更多的高质量试验来进一步检验以学校为基础的心理干预的有效性，这些干预旨在改善学生的心理健康和福祉，并预防心理疾病。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Journal of Primary Prevention PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-

CiteScore

2.80

自引率

0.00%

发文量

期刊介绍： The Journal of Prevention is a multidisciplinary journal that publishes manuscripts aimed at reducing negative social and health outcomes and promoting human health and well-being. It publishes high-quality research that discusses evidence-based interventions, policies, and practices. The editions cover a wide range of prevention science themes and value diverse populations, age groups, and methodologies. Our target audiences are prevention scientists, practitioners, and policymakers from diverse geographic locations. Specific types of papers published in the journal include Original Research, Research Methods, Practitioner Narrative, Debate, Brief Reports, Letter to the Editor, Policy, and Reviews. The selection of articles for publication is based on their innovation, contribution to the field of prevention, and quality. The Journal of Prevention differs from other similar journals in the field by offering a more culturally and geographically diverse team of editors, a broader range of subjects and methodologies, and the intention to attract the readership of prevention practitioners and other stakeholders (alongside scientists).