Social and Emotional Learning Interventions for Preadolescents and Adolescents: Assessing the Evidence Base.

IF 3.3 3区医学 Q1 HEALTH POLICY & SERVICES

Psychiatric services Pub Date : 2024-12-01 Epub Date: 2024-08-09 DOI:10.1176/appi.ps.20240040

John A Cosgrove, Neha Rao, Preethy George, Tabitha Hoey, Jeffrey Taylor, Tina Marshall, Sushmita Shoma Ghose, Nikhil A Patel

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引用次数: 0

Abstract

Objective: The social and emotional learning (SEL) framework is widely recognized as being effective for developing social and emotional competencies among students of all ages. However, the evidence for specific intervention models with older student populations is less established. The objective of this systematic review was to rate the evidence supporting the effectiveness of SEL interventions aimed at improving mental health outcomes among preadolescents and adolescents.

Methods: A search of major databases, gray literature, and evidence base registries was conducted to identify studies published from 2008 to 2022 that assessed the effects of SEL interventions on mental health outcomes among students ages 10-19 years. The authors rated the evidence for SEL interventions as high, moderate, or low based on established rating criteria.

Results: In total, 25 articles reporting on 17 original research studies were reviewed. Sixteen intervention models were assessed, with 11 resulting in improved mental health symptoms; however, no intervention was evaluated in a large enough number of studies to surpass a low evidence rating. Some studies reported cost benefits and high effectiveness of an intervention with students from diverse racial-ethnic or low socioeconomic backgrounds.

Conclusions: SEL interventions can improve mental health outcomes among preadolescents and adolescents. Additional research is needed to strengthen the evidence base for specific intervention models.

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针对青少年的社会和情感学习干预措施：评估证据基础。

目的：社会和情感学习（SEL）框架被广泛认为能有效培养各年龄段学生的社会和情感能力。然而，针对高年级学生群体的特定干预模式的证据却不那么成熟。本系统性综述的目的是对旨在改善学龄前儿童和青少年心理健康结果的 SEL 干预措施的有效性证据进行评估：方法：对主要数据库、灰色文献和证据基础登记处进行了检索，以确定 2008 年至 2022 年间发表的评估 SEL 干预措施对 10-19 岁学生心理健康结果影响的研究。作者根据既定的评级标准，将 SEL 干预措施的证据评级为高、中或低：结果：共审查了 25 篇文章，报告了 17 项原创研究。对 16 种干预模式进行了评估，其中 11 种干预模式的心理健康症状得到了改善；但是，没有任何一种干预模式在足够多的研究中得到评估，因此被评为低证据等级。一些研究报告称，对来自不同种族或低社会经济背景的学生进行干预具有成本效益和较高的有效性：结论：SEL 干预措施可以改善学龄前儿童和青少年的心理健康结果。需要进行更多的研究来加强特定干预模式的证据基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychiatric services 医学-公共卫生、环境卫生与职业卫生

CiteScore

5.80

自引率

7.90%

发文量

295

审稿时长

3-8 weeks

期刊介绍： Psychiatric Services, established in 1950, is published monthly by the American Psychiatric Association. The peer-reviewed journal features research reports on issues related to the delivery of mental health services, especially for people with serious mental illness in community-based treatment programs. Long known as an interdisciplinary journal, Psychiatric Services recognizes that provision of high-quality care involves collaboration among a variety of professionals, frequently working as a team. Authors of research reports published in the journal include psychiatrists, psychologists, pharmacists, nurses, social workers, drug and alcohol treatment counselors, economists, policy analysts, and professionals in related systems such as criminal justice and welfare systems. In the mental health field, the current focus on patient-centered, recovery-oriented care and on dissemination of evidence-based practices is transforming service delivery systems at all levels. Research published in Psychiatric Services contributes to this transformation.