A Systematic Review and Meta-Analysis of School-Based Stress, Anxiety, and Depression Prevention Programs for Adolescents.
Given the recent rise in adolescent mental health issues, many researchers have turned to school-based mental health programs as a way to reduce stress, anxiety, and depressive symptoms among large groups of adolescents. The purpose of the current systematic review and meta-analysis is to identify a...
| Publicado en: | Journal of Youth & Adolescence Vol. 48; no. 9; pp. 1668 - 1686 |
|---|---|
| Autores principales: | , , , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Sep2019
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=138504903&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 138504903 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Sep2019 vid: 48 iid: 9 pid: 237 pub: Springer Nature artinfo: ui: 138504903 10.1007/s10964-019-01085-0 ppf: 1668 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.8MB tig: atl: A Systematic Review and Meta-Analysis of School-Based Stress, Anxiety, and Depression Prevention Programs for Adolescents. aug: au: Feiss, Robyn Dolinger, Sarah Beth Merritt, Monaye Reiche, Elaine Martin, Karley Yanes, Julio A. Thomas, Chippewa M. Pangelinan, Melissa affil: College of Education School of Kinesiology, Auburn University, 301 Wire Rd, 36849, Auburn, AL, USA Department of Psychology, Auburn University, 208 Thatch Hall, 36849, Auburn, AL, USA Auburn University Magnetic Resonance Imaging Research Center, Auburn University, 560 Devall Dr, 36832, Auburn, AL, USA Department of Special Education, Rehabilitation and Counseling, Auburn University, 351 W Thach Concourse, 36849, Auburn, AL, USA Office of Faculty Engagement—University Outreach, Auburn University, 213 Samford Hall, 36849, Auburn, AL, USA su: Depression in adolescence Prevention of mental depression Prevention of psychological stress Schools Anxiety in adolescence Stress in adolescence Meta-analysis Systematic reviews sug: subj: Depression in adolescence Prevention of mental depression Prevention of psychological stress Schools Elementary and Secondary Schools All Other Miscellaneous Schools and Instruction Anxiety in adolescence Stress in adolescence Meta-analysis Systematic reviews keyword: Anxiety Depression Health policy Stress Anxiety Depression Health policy Stress ab: Given the recent rise in adolescent mental health issues, many researchers have turned to school-based mental health programs as a way to reduce stress, anxiety, and depressive symptoms among large groups of adolescents. The purpose of the current systematic review and meta-analysis is to identify and evaluate the efficacy of school-based programming aimed at reducing internalizing mental health problems of adolescents. A total of 42 articles, including a total of 7310 adolescents, ages 11–18, met inclusion for the meta-analyses. Meta-analyses were completed for each of the three mental health outcomes (stress, depression, and anxiety) and meta-regression was used to determine the influence of type of program, program dose, sex, race, and age on program effectiveness. Overall, stress interventions did not reduce stress symptoms, although targeted interventions showed greater reductions in stress than universal programs. Overall, anxiety interventions significantly reduced anxiety symptoms, however higher doses may be necessary for universal programs. Lastly, depression interventions significantly reduced depressive symptoms, but this reduction was moderated by a combination of program type, dose, race, and age group. Although, school-based programs aimed at decreasing anxiety and depression were effective, these effects are not long-lasting. Interventions aimed at reducing stress were not effective, however very few programs targeted or included stress as an outcome variable. Implications for practice, policy and research are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|