Effectiveness of a universal school-based intervention for reducing internalizing problems in irish primary school children: A cluster randomized control trial

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Aoife Clancy, Martin O’Connor, Eddie Murphy, L. Connaughton, Gary O’Reilly
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Abstract

Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an ongoing evaluation of A Lust for Life Schools Programme, a universal process-based cognitive behavioral therapy intervention for Irish primary school children. This study investigated the efficacy of the program through a cluster randomized controlled trial. Nine schools were randomly allocated to the intervention or control groups. Four hundred and seventy participants completed measures at three timepoints (baseline, post-intervention, and 6-week follow-up) assessing internalizing problems, anxiety, and depressive symptoms (primary outcomes) and avoidance, problem-solving, seeking social support, academic self-efficacy, social self-efficacy, and emotional self-efficacy (secondary outcomes). Although participants reported that they were mostly satisfied with the intervention, results revealed that the intervention did not have a significant effect on the outcome variables compared to the control group. Implications of the findings and recommendations for future research are discussed.
减少爱尔兰小学生内化问题的通用校本干预措施的效果:分组随机对照试验
焦虑和抑郁是年轻人最常见的心理健康问题,这些内化问题的发生率持续上升。普遍的以学校为基础的干预措施在改善不良心理健康状况方面显示出有希望的结果;然而,需要在不同的文化背景下进行更多的研究。这项研究是一项正在进行的“渴望生活学校计划”评估的一部分,该计划是一项针对爱尔兰小学生的基于过程的认知行为治疗干预。本研究通过整群随机对照试验考察了该方案的疗效。九所学校被随机分配到干预组或对照组。470名参与者在三个时间点(基线、干预后和6周随访)完成了测量,评估了内化问题、焦虑和抑郁症状(主要结果)以及回避、解决问题、寻求社会支持、学业自我效能、社会自我效能和情感自我效能(次要结果)。尽管参与者报告说他们对干预措施大多感到满意,但结果显示,与对照组相比,干预措施对结果变量没有显著影响。讨论了研究结果的意义和对未来研究的建议。
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来源期刊
School Psychology International
School Psychology International PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.90
自引率
8.70%
发文量
40
期刊介绍: The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer
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