Finding a Needle in a Haystack: A Systematic Approach for Searching Through Public Databases for Youth Mental Well-Being Programs

IF 1.8 4区 医学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Alice-Simone Balter, Doga Pulat, Anjali Suri, Madison Moloney, Dina Al-Khooly, Indika Somir, Emerald Bandoles, Clementine Utchay, Desiree Sylvestre, Sandra Pierre, Sheldon Parkes, Sabrina Brodkin, Brendan F. Andrade
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引用次数: 0

Abstract

Background

This practice paper exemplifies a systematic approach used to learn about existing mental well-being programs for youth 11–14 years to inform curriculum development for after-school settings.

Methods

We reviewed 3389 mental well-being programs from publicly accessed databases and conducted a content analysis using inductive and deductive coding to explore the domains each program addressed.

Results

Through our content analysis of the final eight programs, we found strong alignment with the Collaborative for Academic, Social and Emotional Learning (CASEL) core social–emotional competencies: self-awareness, self-management, social awareness, relationship skills, and decision-making.

Implications for Practice

Although using established processes (e.g., PICO, CFIR) to review public databases is an effective research strategy, engaging in research-intensive endeavors is time consuming and may not be practical for after-school administration. The benefits of community–academic partnerships, such as EMPOWER, are highlighted as an approach, and opportunity, to promote evidence-based research practices to inform programming in community organizations.

Conclusion

Enhancing youth social emotional competencies is an important means to supporting youth mental well-being. Incorporating a systematic approach to select youth mental well-being programs provides a structure, for our EMPOWER project, that can steer the choice of curricula to meet the needs of after-school program contexts.

大海捞针:通过公共数据库搜索青少年心理健康项目的系统方法。
背景:这篇实践论文举例说明了一种系统的方法,用于了解现有的11-14岁青少年心理健康项目,为课后设置的课程开发提供信息。方法:我们从公开访问的数据库中检索了3389个心理健康项目,并使用归纳和演绎编码对每个项目所涉及的领域进行了内容分析。结果:通过对最后八个项目的内容分析,我们发现与学术、社会和情感学习协作(CASEL)的核心社会情感能力有很强的一致性:自我意识、自我管理、社会意识、关系技巧和决策。对实践的启示:尽管使用已建立的流程(例如PICO, CFIR)来审查公共数据库是一种有效的研究策略,但从事研究密集型工作是耗时的,并且可能不适合课后管理。社区学术伙伴关系的好处,如EMPOWER,被强调为一种方法和机会,以促进以证据为基础的研究实践,为社区组织的规划提供信息。结论:增强青少年社会情绪能力是支持青少年心理健康的重要手段。采用系统的方法来选择青少年心理健康项目,为我们的EMPOWER项目提供了一个结构,可以引导课程的选择,以满足课后项目环境的需求。
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
Journal of School Health
Journal of School Health 医学-公共卫生、环境卫生与职业卫生
CiteScore
3.70
自引率
9.10%
发文量
134
审稿时长
6-12 weeks
期刊介绍: Journal of School Health is published 12 times a year on behalf of the American School Health Association. It addresses practice, theory, and research related to the health and well-being of school-aged youth. The journal is a top-tiered resource for professionals who work toward providing students with the programs, services, and environment they need for good health and academic success.
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