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The Impact of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Physical Health: A Systematic Literature Review and Meta-Analysis 学校提供的典型体育教育、体育活动和运动对青少年身体健康的影响:系统文献综述和元分析
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-01-17 DOI: 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。
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引用次数: 0
Association Between Socioeconomic Position and Depression, Anxiety and Eating Disorders in University Students: A Systematic Review 大学生的社会经济地位与抑郁、焦虑和饮食失调之间的关系:系统回顾
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-01-16 DOI: 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).

大学生精神障碍的高发率强调了探究其诱因的必要性。虽然社会经济地位会影响普通人群的心理健康,但调查大学生是否也受到同样的影响至关重要。研究人员检索了 MEDLINE-Ovid、Embase-Ovid 和 PsycINFO 数据库。所有量化社会经济地位与抑郁症、焦虑症或饮食失调之间关系的原始同行评审观察性研究均被纳入,无语言或日期限制。经过初步筛选,选出符合条件的研究,使用电子表格提取数据,并使用纽卡斯尔-渥太华量表对其质量进行评估。研究结果以叙述的方式进行了综合。在 20,465 条记录中,有 78 条被收录。大部分研究均以英语发表,来自高收入和中上收入国家。最常见的社会经济指标是家庭社会经济地位/阶层、经济压力和父母教育程度。大多数研究发现,社会经济指标与抑郁症状和焦虑症状呈正相关,但与饮食失调无关。这些研究的质量参差不齐,只有一小部分使用了经过验证的测量工具和适当的样本量。本研究强调了准确测量社会经济地位和应用新方法的重要性,这些方法可以揭示形成大学生群体心理健康差异的多种身份的因果途径和相互作用。
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引用次数: 0
Adverse Childhood Experiences and Bullying During Adolescence: A Systematic Literature Review of Two Decades 童年不良经历与青春期欺凌:二十年来的系统文献回顾
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-12-26 DOI: 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.

我们需要全面了解童年不良经历(ACE)与青少年欺凌行为的出现之间的关系,以及它们随后对青少年福祉的影响。本研究系统回顾了二十年来(1999-2019 年)11 种独特的 ACE(包括 1998 年美国疾病预防控制中心-凯撒 ACE 研究中最初的 10 种,以及儿童福利参与)与三种特定欺凌行为(即施暴、受害和欺凌-受害者)之间的联系。研究人员利用五个数据库(即 Embase、ERIC、PsycINFO、PTSDpubs 和 PubMed)确定了 51 项研究。研究结果表明,某些 ACE(特别是累积性 ACE、虐待、家庭暴力、身体虐待和家庭暴力)与欺凌行为和受害之间存在一致的正相关关系。然而,性虐待、离婚和分居与欺凌行为或受害情况的关系并不一致。此外,一般虐待与欺凌行为呈正相关,而情感虐待和福利制度下的儿童往往是欺凌行为的受害者而非施暴者。值得注意的是,包括忽视和家庭功能失调在内的一些 ACE 与欺凌之间的关系在很大程度上仍未得到充分研究。研究还主要集中在欺凌的实施和受害方面,而对欺凌受害者的关注要少得多。最后,关于欺凌行为对具有 ACEs 青少年福祉影响的研究过于有限,无法就欺凌行为对青少年福祉结果的中介或调节作用做出明确结论。研究结果强调了理解和考虑 ACEs 的同步和累积效应的重要性。在设计以创伤为基础的干预措施和预防策略以打击欺凌行为时,这种理解至关重要。未来的纵向研究应纠正方法学和心理测量学方面的不足,调查潜在的中介因素和调节因素,并将积极经历的健康结果与不良童年经历结合起来,以捕捉共同的风险和复原途径。
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引用次数: 0
The Hodgepodge Reality: A Qualitative Systematic Review of the Challenges and Barriers in Child and Adolescent Mental Health Care Systems 大杂烩现实:对儿童和青少年心理健康护理系统的挑战和障碍的定性系统回顾
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-12-13 DOI: 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。
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引用次数: 0
Peer Relations of Adolescents with Adverse Childhood Experiences: A Systematic Literature Review of Two Decades 有不良童年经历的青少年的同伴关系:二十年来的系统文献回顾
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-10-25 DOI: 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.

我们需要系统地了解不良童年经历(ACE)如何影响青少年时期的同伴关系,以及随后对青少年福祉的影响。本研究对 CDC-Kaiser ACE 研究(1998 年)之后的二十年(1999-2019 年)进行了系统的文献回顾。综述包括 11 项 ACE(即 CDC-Kaiser ACE 研究中的 10 项 ACE 加上儿童福利参与),并检索了五个数据库(即 Embase、ERIC、PsycINFO、PTSDpubs 和 PubMed)。共纳入 92 项研究。研究结果表明,ACE 与同伴关系的六个方面存在不同的关联:(1)ACE 与同伴关系数量和同伴地位呈负相关;(2)ACE 与同伴支持无显著关联;(3)ACE 与同伴关系质量和同伴特征的关联包括负相关和非显著关联;以及(4)ACE 与同伴影响之间的关系似乎存在矛盾(即正相关和负相关)。此外,朋辈关系的各个方面也进一步影响了 ACEs 青少年的福祉。研究结果要求我们更多关注 ACE 与青少年同伴关系之间的关联。我们需要开展纵向研究,研究 ACE 与同伴关系之间的关系随时间的变化、潜在机制和调节因素,以澄清同伴关系六个方面的研究结果的异质性。最后,研究结果表明,除了同伴支持之外,还可以考虑同伴关系的多个方面,从而有可能扩展创伤知情护理原则。
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引用次数: 0
Sociodemographic Predictors and Moderators of Treatment Outcomes of Psychotherapeutic Interventions for Young People with Mental Disorders: A Systematic Review 精神障碍青少年心理治疗干预疗效的社会人口学预测因素和调节因素:系统回顾
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-10-17 DOI: 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.

尽管青少年精神障碍的发病率令人担忧,但有关治疗效果预测因素的证据仍然很少。系统性综述主要针对特定的疾病或治疗方式,并没有特别针对这一年龄段的人群。本系统性综述概述了各种治疗模式下青少年精神障碍患者心理治疗干预结果的社会人口学预测因素和调节因素。研究按照 PICOS 策略在 PubMed 和 PsycINFO 上进行了检索。所纳入的研究都是针对患有特定精神障碍的青少年(12-30 岁)的心理治疗干预的临床结果研究,并发表在同行评审期刊上。经过四步筛选程序,共评估了 17359 篇文章,其中 114 篇符合纳入标准。大部分纳入的研究涉及情绪障碍、饮食障碍或药物使用障碍患者。年龄、性别和种族是最常报道的预测因素。关于年龄和性别的研究结果不一,因此无法说明哪个年龄组或性别的人从不同障碍组的治疗中获益最多。少数民族身份和创伤事件史可能预示着较差的治疗效果。然而,研究结果主要不支持社会人口变量与预测治疗结果的相关性。
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引用次数: 0
The Effectiveness of Financial Capability and Asset Building Interventions in Improving Youth’s Educational Well-being: A Systematic Review 财务能力和资产建设干预措施在改善青少年教育福祉方面的效果:系统回顾
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-08-30 DOI: 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.

全球研究人员正在测试经济赋权干预措施(如财务指导、教育储蓄账户和资产转移)在促进教育福祉方面的潜力。然而,关于这些干预措施在改善入学率和学业成绩等教育福祉成果方面的质量和有效性的证据却很有限。本系统性综述评估了这些干预措施在方法论上的优缺点,描述了常见的干预措施内容和测量结果,并评估了干预措施的有效性。本综述共纳入了来自撒哈拉以南非洲、北美和中美洲、东南亚以及欧洲的 15 项研究(年龄:5-19 岁)。一半以上的干预研究得分达到/超过中位数(高度严谨)。值得注意的优点包括采用实验研究设计、阐明理论框架、较长的随访期、辍学率/减员率的透明度以及在多所学校进行平行干预复制。方法上的不足包括没有说明质量控制措施,没有报告测量的有效性和可靠性。总体而言,大多数干预措施都有效地改善了教育福祉。干预措施在提高出勤率/参与率、学习成绩和成就方面最为有效,而在提高入学率方面效果较差。由于教育是决定幸福感的一个关键可变因素,因此干预者有很大机会制定和实施有针对性的经济赋权干预措施,以促进教育幸福感。
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引用次数: 0
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 更正:学校提供的典型体育教育、体育活动和运动对青少年心理健康和幸福的影响:系统性文献综述
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-08-24 DOI: 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
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引用次数: 0
Are Digital Health Interventions That Target Lifestyle Risk Behaviors Effective for Improving Mental Health and Wellbeing in Adolescents? A Systematic Review with Meta-analyses 针对生活方式风险行为的数字健康干预对改善青少年心理健康和福祉有效吗?带元分析的系统综述
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-08-12 DOI: 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.

研究表明,青少年心理健康状况不佳与生活方式风险行为之间存在关联,但在了解针对这些行为的青少年数字健康干预措施是否能改善心理健康和幸福感方面还存在差距。本研究旨在评估针对生活方式风险行为的数字健康干预在改善青少年(10-24 岁)心理健康/福祉方面的效果。我们还希望了解不同参与者和干预措施的特点以及干预措施的坚持度和参与度对效果的影响。通过系统回顾和荟萃分析,我们确定了 5229 条记录。共纳入 17 项研究,代表 9070 名参与者(平均年龄 15.3 岁,1.2 SD)。与常规护理对照组相比,干预措施对身体和社会心理生活质量、抑郁症状和焦虑在随访中产生了微小但无统计学意义的积极影响。数字健康提供方法包括短信、移动应用程序、网站和电子邮件,或这些方法的组合。各项研究对干预的坚持度、参与度和满意度的测量结果均不理想。尽管变化较小,但由于心理健康和慢性疾病的风险和保护因素具有共通性,因此数字健康干预有可能改善青少年的心理健康或幸福感。
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引用次数: 0
Technology-Based Interventions for Preventing Youth Violence: A Systematic Review of Programs, Tools, and Evidence 基于技术的预防青少年暴力干预措施:对计划、工具和证据的系统回顾
IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-07-16 DOI: 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.

数字干预已成为预防青少年暴力的一种有前途的工具,尽管支持其有效性的证据基础缺乏一个统一的框架。本综述旨在整合现有的通过技术预防青少年暴力的策略,深入了解这些策略的现状、新趋势、差距和有效性。我们在多个数据库中搜索了专门为 18 岁以下儿童和青少年设计的数字干预措施的评估研究,对发表日期没有任何限制(如 APA PsycArticles、APA PsycInfo)。采用混合方法评估工具(Mixed Methods Appraisal Tool)对纳入研究的方法质量进行了评估。综述涉及 26 项研究,其中包括针对一般攻击行为(9 项)、欺凌和/或网络欺凌(11 项)以及亲密伴侣关系中的暴力行为(4 项)的共计 24 项不同的数字干预措施。这些干预措施包括互动游戏、在线活动和视频培训,通过针对解决冲突、情绪调节、知识和意识、同理心和自我效能等基本技能,在预防青少年暴力方面显示出良好的潜力。改进预防青少年暴力的数字干预措施的关键领域包括进行仔细评估、改进策略以及在设计干预措施时考虑文化因素。此外,还必须确定工作的优先次序,以确保其长期性和可持续利用性。
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Adolescent Research Review
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