Pub Date : 2024-01-17DOI: 10.1007/s40894-023-00231-x
Padraic Rocliffe, Miguel Angel Tapia-Serrano, Luis Garcia-Gonzalez, Manolis Adamakis, Liam Walsh, Aine Bannon, Emily Mulhall, Ian Sherwin, Brendan T. O’ Keeffe, Patricia Mannix-McNamara, Ciaran MacDonncha
Typical school provision of physical education, physical activity and sports may impact adolescent physical health. However, systematic literature reviews and meta-analysis have not yet considered this impact. The Web of Science, SPORTDiscus, PsychINFO, ERIC and MEDLINE databases were searched for relevant literature (2000–2023) pertaining to adolescents aged 12–18 years in secondary schools. Twenty-nine studies met the inclusion criteria, including twenty-three interventions, four cross-sectional and two longitudinal studies. Included studies contributed 268 reported effects on indicators of adolescent obesity, physical fitness, blood pressure and bone health. Fifteen studies were included in the meta-analysis and reported significantly positive effects on indicators of adiposity in experimental groups with minor modifications to typical school provision (g = − 0.11 [95% CI − 0.22, − 0.01], p < 0.04, I2 = 32.49%), in boys and girls. Subgroup analysis found significantly positive effects for body fat percentage (g = − 0.28 [95% CI − 0.49, − 0.06], p < 0.01). Robust examples of best practice in schools include extended days dedicated to physical education weekly (≥ 4 days), integration of theoretical components to physical education, sports field/gymnasium availability and a range of training modalities. Studies without the integration of a minor modification to typical school provision were deemed to have a limited impact on adolescent physical health. Further research that examines the additive impact of school physical activity and sports to supplement physical education is warranted.
学校提供的典型体育教育、体育活动和运动可能会影响青少年的身体健康。然而,系统性文献综述和荟萃分析尚未考虑到这种影响。我们在 Web of Science、SPORTDiscus、PsychINFO、ERIC 和 MEDLINE 数据库中搜索了与 12-18 岁中学青少年有关的相关文献(2000-2023 年)。29 项研究符合纳入标准,其中包括 23 项干预措施、4 项横断面研究和 2 项纵向研究。纳入的研究中有 268 项报告了对青少年肥胖、体能、血压和骨骼健康指标的影响。有 15 项研究被纳入了荟萃分析,这些研究报告显示,在对典型学校教育稍作修改的实验组中,男孩和女孩的肥胖指标都有显著的积极影响(g = - 0.11 [95% CI - 0.22, - 0.01], p < 0.04, I2 = 32.49%)。分组分析发现,体脂百分比(g = - 0.28 [95% CI - 0.49, - 0.06],p <0.01)具有明显的积极影响。学校最佳实践的有力范例包括每周延长体育课时间(≥ 4 天)、将理论内容融入体育课、提供运动场地/健身房以及多种训练模式。没有对典型的学校体育课稍作调整的研究被认为对青少年体质健康的影响有限。有必要进一步研究学校体育活动和体育运动对体育教育的补充作用。
{"title":"The Impact of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Physical Health: A Systematic Literature Review and Meta-Analysis","authors":"Padraic Rocliffe, Miguel Angel Tapia-Serrano, Luis Garcia-Gonzalez, Manolis Adamakis, Liam Walsh, Aine Bannon, Emily Mulhall, Ian Sherwin, Brendan T. O’ Keeffe, Patricia Mannix-McNamara, Ciaran MacDonncha","doi":"10.1007/s40894-023-00231-x","DOIUrl":"10.1007/s40894-023-00231-x","url":null,"abstract":"<div><p>Typical school provision of physical education, physical activity and sports may impact adolescent physical health. However, systematic literature reviews and meta-analysis have not yet considered this impact. The Web of Science, SPORTDiscus, PsychINFO, ERIC and MEDLINE databases were searched for relevant literature (2000–2023) pertaining to adolescents aged 12–18 years in secondary schools. Twenty-nine studies met the inclusion criteria, including twenty-three interventions, four cross-sectional and two longitudinal studies. Included studies contributed 268 reported effects on indicators of adolescent obesity, physical fitness, blood pressure and bone health. Fifteen studies were included in the meta-analysis and reported significantly positive effects on indicators of adiposity in experimental groups with minor modifications to typical school provision (<i>g</i> = − 0.11 [95% CI − 0.22, − 0.01], <i>p</i> < 0.04, <i>I</i><sup>2</sup> = 32.49%), in boys and girls. Subgroup analysis found significantly positive effects for body fat percentage (<i>g</i> = − 0.28 [95% CI − 0.49, − 0.06], <i>p</i> < 0.01). Robust examples of best practice in schools include extended days dedicated to physical education weekly (≥ 4 days), integration of theoretical components to physical education, sports field/gymnasium availability and a range of training modalities. Studies without the integration of a minor modification to typical school provision were deemed to have a limited impact on adolescent physical health. Further research that examines the additive impact of school physical activity and sports to supplement physical education is warranted.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 4","pages":"663 - 709"},"PeriodicalIF":4.7,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-023-00231-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-16DOI: 10.1007/s40894-023-00230-y
Scarlett Mac-Ginty, Daniela Lira, Ignacio Lillo, Esteban Moraga, Cesar Cáceres, Ricardo Araya, Matthew Prina
The high prevalence of mental disorders in university students emphasizes the need to explore contributing factors. While socioeconomic position affects mental health in the general population, it is crucial to investigate if the same applies to university students. MEDLINE-Ovid, Embase-Ovid and PsycINFO databases were searched. All original peer-reviewed observational studies quantifying the association between socioeconomic position and depression, anxiety or eating disorders were included without language or date restrictions. After initial screening, eligible studies were selected, data was extracted using a spreadsheet, and their quality was assessed with the Newcastle–Ottawa scale. The results were synthesized narratively. Seventy-eight of 20,465 records identified were included. Most studies were published in English and originated from high and upper-middle-income countries. The most common socioeconomic indicators were family socioeconomic status/class, financial stress, and parental education. Most studies found a positive association between socioeconomic indicators and depressive and anxiety symptoms, but not eating disorders. The quality of the studies was mixed, with a small proportion using validated measurement tools and appropriate sample sizes. This study highlights the importance of measuring socioeconomic position accurately and applying new methods that can reveal the causal pathways and interactions of multiple identities that shape mental health disparities for the university student population.
Preregistration A protocol for this review was registered in PROSPERO (CRD42022247394).
{"title":"Association Between Socioeconomic Position and Depression, Anxiety and Eating Disorders in University Students: A Systematic Review","authors":"Scarlett Mac-Ginty, Daniela Lira, Ignacio Lillo, Esteban Moraga, Cesar Cáceres, Ricardo Araya, Matthew Prina","doi":"10.1007/s40894-023-00230-y","DOIUrl":"10.1007/s40894-023-00230-y","url":null,"abstract":"<div><p>The high prevalence of mental disorders in university students emphasizes the need to explore contributing factors. While socioeconomic position affects mental health in the general population, it is crucial to investigate if the same applies to university students. MEDLINE-Ovid, Embase-Ovid and PsycINFO databases were searched. All original peer-reviewed observational studies quantifying the association between socioeconomic position and depression, anxiety or eating disorders were included without language or date restrictions. After initial screening, eligible studies were selected, data was extracted using a spreadsheet, and their quality was assessed with the Newcastle–Ottawa scale. The results were synthesized narratively. Seventy-eight of 20,465 records identified were included. Most studies were published in English and originated from high and upper-middle-income countries. The most common socioeconomic indicators were family socioeconomic status/class, financial stress, and parental education. Most studies found a positive association between socioeconomic indicators and depressive and anxiety symptoms, but not eating disorders. The quality of the studies was mixed, with a small proportion using validated measurement tools and appropriate sample sizes. This study highlights the importance of measuring socioeconomic position accurately and applying new methods that can reveal the causal pathways and interactions of multiple identities that shape mental health disparities for the university student population.</p><p><i>Preregistration</i> A protocol for this review was registered in PROSPERO (CRD42022247394).</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 3","pages":"435 - 451"},"PeriodicalIF":4.7,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-023-00230-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139528463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.1007/s40894-023-00229-5
Gabriel J. Merrin, Joy Huanhuan Wang, Sarah M. Kiefer, Jesseca L. Jackson, Lauren A. Pascarella, Paige L. Huckaby, Corinne L. Blake, Michael D. Gomez, Nicholas D. W. Smith
There is a need for a comprehensive understanding of the relationship between adverse childhood experiences (ACEs) and the emergence of bullying behaviors in adolescence, as well as their subsequent implications for youth well-being. This study systematically reviewed the link between 11 unique ACEs (including the original 10 from the 1998 CDC-Kaiser ACE study plus child welfare involvement) and three specific bullying behaviors (i.e., perpetration, victimization, and bully-victim) over two decades (1999–2019). Five databases (i.e., Embase, ERIC, PsycINFO, PTSDpubs, and PubMed) were used to identify 51 studies. The findings showed a consistent pattern of positive associations for certain ACEs, specifically cumulative ACEs, maltreatment, family violence, physical abuse, and domestic violence, with bullying perpetration and victimization. However, sexual abuse and divorce and separation were not consistently related to perpetration or victimization. In addition, general abuse was positively associated with perpetration, whereas emotional abuse and children in the welfare system tended to be victims rather than perpetrators of bullying. Notably, several ACEs, including neglect and household dysfunction, remain largely understudied in relation to bullying. The research also predominantly focuses on bullying perpetration and victimization, with bully-victims receiving much less attention. Finally, the research on the impact of bullying behaviors on the well-being of youth with ACEs is too limited to make definitive conclusions regarding the mediating or moderating role of bullying on youth well-being outcomes. The results underscore the importance of understanding and accounting for the simultaneous and cumulative effects of ACEs. This understanding is essential when designing trauma-informed interventions and prevention strategies to combat bullying. Future longitudinal studies should rectify methodological and psychometric shortcomings, investigate potential mediators and moderators, and integrate health outcomes of positive experiences with adverse childhood experiences to capture shared risk and resilience pathways.
{"title":"Adverse Childhood Experiences and Bullying During Adolescence: A Systematic Literature Review of Two Decades","authors":"Gabriel J. Merrin, Joy Huanhuan Wang, Sarah M. Kiefer, Jesseca L. Jackson, Lauren A. Pascarella, Paige L. Huckaby, Corinne L. Blake, Michael D. Gomez, Nicholas D. W. Smith","doi":"10.1007/s40894-023-00229-5","DOIUrl":"10.1007/s40894-023-00229-5","url":null,"abstract":"<div><p>There is a need for a comprehensive understanding of the relationship between adverse childhood experiences (ACEs) and the emergence of bullying behaviors in adolescence, as well as their subsequent implications for youth well-being. This study systematically reviewed the link between 11 unique ACEs (including the original 10 from the 1998 CDC-Kaiser ACE study plus child welfare involvement) and three specific bullying behaviors (i.e., perpetration, victimization, and bully-victim) over two decades (1999–2019). Five databases (i.e., Embase, ERIC, PsycINFO, PTSDpubs, and PubMed) were used to identify 51 studies. The findings showed a consistent pattern of positive associations for certain ACEs, specifically cumulative ACEs, maltreatment, family violence, physical abuse, and domestic violence, with bullying perpetration and victimization. However, sexual abuse and divorce and separation were not consistently related to perpetration or victimization. In addition, general abuse was positively associated with perpetration, whereas emotional abuse and children in the welfare system tended to be victims rather than perpetrators of bullying. Notably, several ACEs, including neglect and household dysfunction, remain largely understudied in relation to bullying. The research also predominantly focuses on bullying perpetration and victimization, with bully-victims receiving much less attention. Finally, the research on the impact of bullying behaviors on the well-being of youth with ACEs is too limited to make definitive conclusions regarding the mediating or moderating role of bullying on youth well-being outcomes. The results underscore the importance of understanding and accounting for the simultaneous and cumulative effects of ACEs. This understanding is essential when designing trauma-informed interventions and prevention strategies to combat bullying. Future longitudinal studies should rectify methodological and psychometric shortcomings, investigate potential mediators and moderators, and integrate health outcomes of positive experiences with adverse childhood experiences to capture shared risk and resilience pathways.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 3","pages":"513 - 541"},"PeriodicalIF":4.7,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-023-00229-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.1007/s40894-023-00227-7
Ángela Carbonell, Sylvia Georgieva, José-Javier Navarro-Pérez, Virginia Prades-Caballero
The literature to date has documented the presence of challenges and barriers in mental health systems and services for children and adolescents worldwide. However, studies addressing this reality often do so in a fragmented, residual, incomplete, or generalized way, therefore hindering a comprehensive understanding of this complex phenomenon. The aim of this qualitative systematic review is to analyze the barriers and challenges affecting global mental health care for children and adolescents. Searches were made in the Web of Science, Scopus, and PubMed databases between 2018 and 2022 using terms connected with mental health, childhood, adolescence, and health systems. The search resulted in the extraction of 9075 articles, of which 51 were considered eligible for inclusion and complied with quality indicators. A number of closely related structural, financial, attitudinal, and treatment barriers that limited the quality of life and well-being of children and adolescents with mental health needs were found. These barriers included inadequate public policies, operational deficiencies, insufficient insurance coverage, privatization of services, stigma, lack of mental health literacy, lack of training, overburdened care, dehumanization of care, and lack of community and integrated resources. The analysis of these barriers displays that this treatment gap reflects the historical injustice towards mental illness and the disregard for real needs in these crucial stages, perpetuating a systematic lack of protection for the mental health of children and adolescents. The complexity of the disorders and the absence of public resources have resulted in a hodgepodge of mental health services for children and adolescents that fails to provide the continuing specialist health care they need.
迄今为止的文献记载了全世界儿童和青少年心理健康系统和服务中存在的挑战和障碍。然而,针对这一现实情况的研究往往是零散的、残缺的、不完整的或笼统的,因此阻碍了对这一复杂现象的全面了解。本定性系统综述旨在分析影响全球儿童和青少年心理健康护理的障碍和挑战。在 2018 年至 2022 年期间,使用与心理健康、儿童、青少年和卫生系统相关的术语在 Web of Science、Scopus 和 PubMed 数据库中进行了检索。搜索结果提取了 9075 篇文章,其中 51 篇被认为符合纳入条件并符合质量指标。我们发现了一些与之密切相关的结构性障碍、经济障碍、态度障碍和治疗障碍,这些障碍限制了有心理健康需求的儿童和青少年的生活质量和福祉。这些障碍包括公共政策不完善、运作缺陷、保险覆盖面不足、服务私有化、污名化、缺乏心理健康知识、缺乏培训、护理负担过重、护理非人性化以及缺乏社区和综合资源。对这些障碍的分析表明,这种治疗差距反映了历史上对精神疾病的不公正,以及在这些关键阶段对实际需求的忽视,使儿童和青少年的心理健康长期得不到系统的保护。疾病的复杂性和公共资源的匮乏导致了儿童和青少年精神健康服务的大杂烩,无法为他们提供所需的持续性专科医疗服务。
{"title":"The Hodgepodge Reality: A Qualitative Systematic Review of the Challenges and Barriers in Child and Adolescent Mental Health Care Systems","authors":"Ángela Carbonell, Sylvia Georgieva, José-Javier Navarro-Pérez, Virginia Prades-Caballero","doi":"10.1007/s40894-023-00227-7","DOIUrl":"10.1007/s40894-023-00227-7","url":null,"abstract":"<div><p>The literature to date has documented the presence of challenges and barriers in mental health systems and services for children and adolescents worldwide. However, studies addressing this reality often do so in a fragmented, residual, incomplete, or generalized way, therefore hindering a comprehensive understanding of this complex phenomenon. The aim of this qualitative systematic review is to analyze the barriers and challenges affecting global mental health care for children and adolescents. Searches were made in the Web of Science, Scopus, and PubMed databases between 2018 and 2022 using terms connected with mental health, childhood, adolescence, and health systems. The search resulted in the extraction of 9075 articles, of which 51 were considered eligible for inclusion and complied with quality indicators. A number of closely related structural, financial, attitudinal, and treatment barriers that limited the quality of life and well-being of children and adolescents with mental health needs were found. These barriers included inadequate public policies, operational deficiencies, insufficient insurance coverage, privatization of services, stigma, lack of mental health literacy, lack of training, overburdened care, dehumanization of care, and lack of community and integrated resources. The analysis of these barriers displays that this treatment gap reflects the historical injustice towards mental illness and the disregard for real needs in these crucial stages, perpetuating a systematic lack of protection for the mental health of children and adolescents. The complexity of the disorders and the absence of public resources have resulted in a hodgepodge of mental health services for children and adolescents that fails to provide the continuing specialist health care they need.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 3","pages":"563 - 586"},"PeriodicalIF":4.7,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-023-00227-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1007/s40894-023-00226-8
Joy Huanhuan Wang, Gabriel J. Merrin, Sarah M. Kiefer, Jesseca L. Jackson, Paige L. Huckaby, Lauren A. Pascarella, Corinne L. Blake, Michael D. Gomez, Nicholas D. W. Smith
There is a need for a systematic understanding of how adverse childhood experiences (ACEs) affect peer relationships during adolescence and the subsequent effects on youth well-being. This study conducted a systematic literature review of the two decades (1999–2019) following the CDC-Kaiser ACE study (1998). The review included 11 ACEs (i.e., 10 ACEs from the CDC-Kaiser ACE study plus child welfare involvement) and searched five databases (i.e., Embase, ERIC, PsycINFO, PTSDpubs, and PubMed). Ninety-two studies were included. The findings indicated that ACEs were differentially associated with six aspects of peer relationships: (1) ACEs were negatively associated with peer relation quantity and peer status; (2) ACEs were not significantly related to peer support; (3) associations of ACEs with peer relationship quality and peer characteristics included negative and nonsignificant findings; and (4) relations between ACEs and peer influence appeared contradictory (i.e., positive and negative associations). Additionally, various aspects of peer relationships further affected the well-being of youth with ACEs. The findings call for more attention to the associations between ACEs and adolescent peer relationships. Longitudinal studies that examine change over time, potential mechanisms, and moderating factors in the associations between ACEs and peer relations are needed to clarify the heterogeneity of findings across the six aspects of peer relations. Lastly, the findings suggest a potential expansion of the trauma-informed care principle by considering multiple facets of peer relationships beyond peer support.
{"title":"Peer Relations of Adolescents with Adverse Childhood Experiences: A Systematic Literature Review of Two Decades","authors":"Joy Huanhuan Wang, Gabriel J. Merrin, Sarah M. Kiefer, Jesseca L. Jackson, Paige L. Huckaby, Lauren A. Pascarella, Corinne L. Blake, Michael D. Gomez, Nicholas D. W. Smith","doi":"10.1007/s40894-023-00226-8","DOIUrl":"10.1007/s40894-023-00226-8","url":null,"abstract":"<div><p>There is a need for a systematic understanding of how adverse childhood experiences (ACEs) affect peer relationships during adolescence and the subsequent effects on youth well-being. This study conducted a systematic literature review of the two decades (1999–2019) following the CDC-Kaiser ACE study (1998). The review included 11 ACEs (i.e., 10 ACEs from the CDC-Kaiser ACE study plus child welfare involvement) and searched five databases (i.e., Embase, ERIC, PsycINFO, PTSDpubs, and PubMed). Ninety-two studies were included. The findings indicated that ACEs were differentially associated with six aspects of peer relationships: (1) ACEs were negatively associated with peer relation quantity and peer status; (2) ACEs were not significantly related to peer support; (3) associations of ACEs with peer relationship quality and peer characteristics included negative and nonsignificant findings; and (4) relations between ACEs and peer influence appeared contradictory (i.e., positive and negative associations). Additionally, various aspects of peer relationships further affected the well-being of youth with ACEs. The findings call for more attention to the associations between ACEs and adolescent peer relationships. Longitudinal studies that examine change over time, potential mechanisms, and moderating factors in the associations between ACEs and peer relations are needed to clarify the heterogeneity of findings across the six aspects of peer relations. Lastly, the findings suggest a potential expansion of the trauma-informed care principle by considering multiple facets of peer relationships beyond peer support.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 3","pages":"477 - 512"},"PeriodicalIF":4.7,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-023-00226-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135216601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1007/s40894-023-00228-6
Vera Gergov, Tamara Prevendar, Eleni Vousoura, Randi Ulberg, Hanne-Sofie J. Dahl, Clémence Feller, Celia Faye Jacobsen, Alexia Karain, Branka Milic, Elena Poznyak, Rosemarie Sacco, Bogdan Tudor Tulbure, Nigel Camilleri, Iliana Liakea, Ioana Podina, Andrea Saliba, Sandra Torres, Stig Poulsen
Despite the worrying prevalence of mental disorders among adolescents and young people, evidence on predictors of treatment outcome remains scarce. Systematic reviews have focused on specific disorders or treatment modalities and have not targeted this age group in particular. This systematic review presents an overview of the sociodemographic predictors and moderators on the outcome of psychotherapeutic interventions for adolescents and young people with mental disorders across treatment modalities. The search was conducted in PubMed and PsycINFO following the PICOS strategy. The included studies were clinical outcome studies on psychotherapeutic interventions, targeted for young people (aged 12–30 years) with specified mental disorders and published in peer-reviewed journals. During a four-step screening process, 17,359 articles were assessed, among which 114 met the inclusion criteria. Most included studies involved patients with mood, eating, or substance use disorders. Age, gender, and ethnicity were the most frequently reported predictors. For age and gender the findings were mixed, so it is not possible to state which age group or gender would benefit most from treatment across disorder groups. Ethnic minority status and history of traumatic events may predict poorer outcomes. However, the results mainly did not support the relevance of sociodemographic variables for predicting treatment outcome.
{"title":"Sociodemographic Predictors and Moderators of Treatment Outcomes of Psychotherapeutic Interventions for Young People with Mental Disorders: A Systematic Review","authors":"Vera Gergov, Tamara Prevendar, Eleni Vousoura, Randi Ulberg, Hanne-Sofie J. Dahl, Clémence Feller, Celia Faye Jacobsen, Alexia Karain, Branka Milic, Elena Poznyak, Rosemarie Sacco, Bogdan Tudor Tulbure, Nigel Camilleri, Iliana Liakea, Ioana Podina, Andrea Saliba, Sandra Torres, Stig Poulsen","doi":"10.1007/s40894-023-00228-6","DOIUrl":"10.1007/s40894-023-00228-6","url":null,"abstract":"<div><p>Despite the worrying prevalence of mental disorders among adolescents and young people, evidence on predictors of treatment outcome remains scarce. Systematic reviews have focused on specific disorders or treatment modalities and have not targeted this age group in particular. This systematic review presents an overview of the sociodemographic predictors and moderators on the outcome of psychotherapeutic interventions for adolescents and young people with mental disorders across treatment modalities. The search was conducted in PubMed and PsycINFO following the PICOS strategy. The included studies were clinical outcome studies on psychotherapeutic interventions, targeted for young people (aged 12–30 years) with specified mental disorders and published in peer-reviewed journals. During a four-step screening process, 17,359 articles were assessed, among which 114 met the inclusion criteria. Most included studies involved patients with mood, eating, or substance use disorders. Age, gender, and ethnicity were the most frequently reported predictors. For age and gender the findings were mixed, so it is not possible to state which age group or gender would benefit most from treatment across disorder groups. Ethnic minority status and history of traumatic events may predict poorer outcomes. However, the results mainly did not support the relevance of sociodemographic variables for predicting treatment outcome.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 3","pages":"453 - 475"},"PeriodicalIF":4.7,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-023-00228-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1007/s40894-023-00223-x
David Ansong, Moses Okumu, Thabani Nyoni, Jamal Appiah-Kubi, Emmanuel Owusu Amoako, Isaac Koomson, Jamie Conklin
Researchers globally are testing the potential of economic empowerment interventions such as financial guidance, education savings accounts, and asset transfer to promote educational well-being. Yet limited evidence exists of these interventions’ quality and effectiveness in improving educational well-being outcomes such as school enrollment and academic achievement. This systematic review evaluates these interventions’ methodological strengths and weaknesses, describes common intervention components and outcomes measured, and assesses intervention effectiveness. Overall, 15 studies from Sub-Saharan Africa, North and Central America, Southeast Asia, and Europe were included in this review (age: 5–19 years). Over half of the intervention studies scored at/above the median (high rigor). Notable strengths include using experimental study designs, articulation of theoretical framework, longer follow-up periods, transparency about dropout/attrition rates, and the conduct of parallel intervention replications across multiple schools. Methodological weaknesses included not stating quality control measures and not reporting measurement validity and reliability. Overall, most interventions effectively improved educational well-being. Interventions were most effective at improving academic attendance/participation, performance, and achievement, and less effective in educational enrollment. As education is a key modifiable determinant of well-being, interventionists have a great opportunity to develop and implement tailored economic empowerment interventions to promote educational well-being.
{"title":"The Effectiveness of Financial Capability and Asset Building Interventions in Improving Youth’s Educational Well-being: A Systematic Review","authors":"David Ansong, Moses Okumu, Thabani Nyoni, Jamal Appiah-Kubi, Emmanuel Owusu Amoako, Isaac Koomson, Jamie Conklin","doi":"10.1007/s40894-023-00223-x","DOIUrl":"10.1007/s40894-023-00223-x","url":null,"abstract":"<div><p>Researchers globally are testing the potential of economic empowerment interventions such as financial guidance, education savings accounts, and asset transfer to promote educational well-being. Yet limited evidence exists of these interventions’ quality and effectiveness in improving educational well-being outcomes such as school enrollment and academic achievement. This systematic review evaluates these interventions’ methodological strengths and weaknesses, describes common intervention components and outcomes measured, and assesses intervention effectiveness. Overall, 15 studies from Sub-Saharan Africa, North and Central America, Southeast Asia, and Europe were included in this review (age: 5–19 years). Over half of the intervention studies scored at/above the median (high rigor). Notable strengths include using experimental study designs, articulation of theoretical framework, longer follow-up periods, transparency about dropout/attrition rates, and the conduct of parallel intervention replications across multiple schools. Methodological weaknesses included not stating quality control measures and not reporting measurement validity and reliability. Overall, most interventions effectively improved educational well-being. Interventions were most effective at improving academic attendance/participation, performance, and achievement, and less effective in educational enrollment. As education is a key modifiable determinant of well-being, interventionists have a great opportunity to develop and implement tailored economic empowerment interventions to promote educational well-being.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 4","pages":"647 - 662"},"PeriodicalIF":4.7,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84008665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1007/s40894-023-00225-9
Padraic Rocliffe, Manolis Adamakis, Brendan T. O’Keeffe, Liam Walsh, Aine Bannon, Luis Garcia-Gonzalez, Fiona Chambers, Michalis Stylianou, Ian Sherwin, Patricia Mannix-McNamara, Ciaran MacDonncha, Manolis Adamakis
{"title":"Correction to: The Impact of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Mental Health and Wellbeing: A Systematic Literature Review","authors":"Padraic Rocliffe, Manolis Adamakis, Brendan T. O’Keeffe, Liam Walsh, Aine Bannon, Luis Garcia-Gonzalez, Fiona Chambers, Michalis Stylianou, Ian Sherwin, Patricia Mannix-McNamara, Ciaran MacDonncha, Manolis Adamakis","doi":"10.1007/s40894-023-00225-9","DOIUrl":"10.1007/s40894-023-00225-9","url":null,"abstract":"","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 2","pages":"365 - 365"},"PeriodicalIF":4.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-023-00225-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135381074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-12DOI: 10.1007/s40894-023-00224-w
Rebecca Raeside, Si Si Jia, Allyson Todd, Karice Hyun, Anna Singleton, Lauren A. Gardner, Katrina E. Champion, Julie Redfern, Stephanie R. Partridge
Research has established associations between poor mental health and lifestyle risk behaviors among adolescents, yet gaps exist in understanding whether digital health interventions for adolescents targeting these behaviors will improve mental health and wellbeing. This study aimed to evaluate how effective digital health interventions targeting lifestyle risk behaviors are in improving mental health/wellbeing among adolescents (10–24 years old). We also aimed to understand how effects vary by participant and intervention characteristics, and intervention adherence and engagement. Through systematic review with meta-analysis, 5229 records were identified. 17 studies were included representing 9070 participants (15.3 mean age, 1.2 SD). Interventions had small but statistically non-significant positive effects on physical and psychosocial quality of life, depressive symptoms and anxiety at follow-up compared to usual care controls. Digital health delivery methods included text messaging, mobile applications, websites and email, or a combination of these. Intervention adherence, engagement and satisfaction were measured poorly across studies. Despite small changes, potential exists for digital health interventions to improve mental health or wellbeing outcomes among adolescents due to the shared nature of risk and protective factors for mental health and chronic diseases.
{"title":"Are Digital Health Interventions That Target Lifestyle Risk Behaviors Effective for Improving Mental Health and Wellbeing in Adolescents? A Systematic Review with Meta-analyses","authors":"Rebecca Raeside, Si Si Jia, Allyson Todd, Karice Hyun, Anna Singleton, Lauren A. Gardner, Katrina E. Champion, Julie Redfern, Stephanie R. Partridge","doi":"10.1007/s40894-023-00224-w","DOIUrl":"10.1007/s40894-023-00224-w","url":null,"abstract":"<div><p>Research has established associations between poor mental health and lifestyle risk behaviors among adolescents, yet gaps exist in understanding whether digital health interventions for adolescents targeting these behaviors will improve mental health and wellbeing. This study aimed to evaluate how effective digital health interventions targeting lifestyle risk behaviors are in improving mental health/wellbeing among adolescents (10–24 years old). We also aimed to understand how effects vary by participant and intervention characteristics, and intervention adherence and engagement. Through systematic review with meta-analysis, 5229 records were identified. 17 studies were included representing 9070 participants (15.3 mean age, 1.2 SD). Interventions had small but statistically non-significant positive effects on physical and psychosocial quality of life, depressive symptoms and anxiety at follow-up compared to usual care controls. Digital health delivery methods included text messaging, mobile applications, websites and email, or a combination of these. Intervention adherence, engagement and satisfaction were measured poorly across studies. Despite small changes, potential exists for digital health interventions to improve mental health or wellbeing outcomes among adolescents due to the shared nature of risk and protective factors for mental health and chronic diseases.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 2","pages":"193 - 226"},"PeriodicalIF":4.7,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-023-00224-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87666242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-16DOI: 10.1007/s40894-023-00222-y
Concetta Esposito, Federica De Masi, Mirella Dragone, Dario Bacchini
Digital interventions have emerged as a promising tool for preventing youth violence, although the evidence base supporting their effectiveness lacks a cohesive framework. The aim of this review was to consolidate existing strategies for preventing youth violence through technology, providing insights into the current landscape, emerging trends, gaps, and the effectiveness of these strategies. Several databases were searched for evaluation studies of digital interventions specifically designed for children and adolescents up to the age of 18, without imposing any restrictions on the publication dates (e.g., APA PsycArticles, APA PsycInfo). The methodological quality of the included studies was appraised using the Mixed Methods Appraisal Tool. The review covered 26 studies, which included a total of 24 distinct digital interventions targeting general aggression (N = 9), bullying and/or cyberbullying (N = 11), and violence in intimate partner relationships (N = 4). These interventions, encompassing interactive games, online activities, and video training, have shown promising potential in preventing youth violence by targeting essential skills such as conflict resolution, emotion regulation, knowledge and awareness, empathy, and self-efficacy. Key areas for the improvement of digital interventions in youth violence prevention involve conducting careful evaluations, refining strategies, and considering cultural factors during intervention design. Also, efforts must be prioritized to ensure their longevity and sustained accessibility.
{"title":"Technology-Based Interventions for Preventing Youth Violence: A Systematic Review of Programs, Tools, and Evidence","authors":"Concetta Esposito, Federica De Masi, Mirella Dragone, Dario Bacchini","doi":"10.1007/s40894-023-00222-y","DOIUrl":"10.1007/s40894-023-00222-y","url":null,"abstract":"<div><p>Digital interventions have emerged as a promising tool for preventing youth violence, although the evidence base supporting their effectiveness lacks a cohesive framework. The aim of this review was to consolidate existing strategies for preventing youth violence through technology, providing insights into the current landscape, emerging trends, gaps, and the effectiveness of these strategies. Several databases were searched for evaluation studies of digital interventions specifically designed for children and adolescents up to the age of 18, without imposing any restrictions on the publication dates (e.g., APA PsycArticles, APA PsycInfo). The methodological quality of the included studies was appraised using the Mixed Methods Appraisal Tool. The review covered 26 studies, which included a total of 24 distinct digital interventions targeting general aggression (<i>N</i> = 9), bullying and/or cyberbullying (<i>N</i> = 11), and violence in intimate partner relationships (<i>N</i> = 4). These interventions, encompassing interactive games, online activities, and video training, have shown promising potential in preventing youth violence by targeting essential skills such as conflict resolution, emotion regulation, knowledge and awareness, empathy, and self-efficacy. Key areas for the improvement of digital interventions in youth violence prevention involve conducting careful evaluations, refining strategies, and considering cultural factors during intervention design. Also, efforts must be prioritized to ensure their longevity and sustained accessibility.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"9 2","pages":"165 - 192"},"PeriodicalIF":4.7,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83274643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}