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/></a></div><div class="bkr_bib"><h1 id="_NBK589920_"><span itemprop="name">Qualitative evidence synthesis for universal curriculum approaches</span></h1><div class="subtitle">Social, emotional and mental wellbeing in primary and secondary education</div><p><b>Evidence review C</b></p><p><i>NICE Guideline, No. 223</i></p><div class="half_rhythm">London: <a href="https://www.nice.org.uk" ref="pagearea=meta&targetsite=external&targetcat=link&targettype=publisher"><span itemprop="publisher">National Institute for Health and Care Excellence (NICE)</span></a>; <span itemprop="datePublished">2022 Jul</span>.<div class="small">ISBN-13: <span itemprop="isbn">978-1-4731-4634-1</span></div></div><div><a href="/books/about/copyright/">Copyright</a> © NICE 2022.</div></div><div class="bkr_clear"></div></div><div id="niceng223er3.s1"><h2 id="_niceng223er3_s1_">1.1. Qualitative review question</h2><p>Are universal classroom-based interventions acceptable to the children and young people receiving them, their parents or carers and to those delivering them?</p><p>What are the barriers and facilitators to using universal classroom-based interventions to promote social, emotional and mental wellbeing in children and young people?</p><div id="niceng223er3.s1.1"><h3>1.1.1. Introduction</h3><p>Social and emotional skills are key during children and young people’s development and may help to achieve positive outcomes in health, wellbeing and future success. Universal curriculum approaches aim to nurture these skills and can be taught during school in a cumulative approach whereby the skills acquired increase in complexity as appropriate to age and act as a foundation for further development.</p><p>Universal curriculum approaches are delivered within school, during usual school hours and as part of the school’s curriculum or approach to social and emotional learning in the context of the new legislation around Relationships Education. Curriculum content can include interventions to improve social, emotional and mental wellbeing that are standalone subjects. Social, emotional and mental wellbeing interventions can also be embedded in other subjects for example maths ’which can prove beneficial in curriculum delivery’.</p></div><div id="niceng223er3.s1.2"><h3>1.1.2. Summary of the protocol</h3><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng223er3tab1"><a href="/books/NBK589920/table/niceng223er3.tab1/?report=objectonly" target="object" title="Table 1" class="img_link icnblk_img figpopup" rid-figpopup="figniceng223er3tab1" rid-ob="figobniceng223er3tab1"><img class="small-thumb" src="/books/NBK589920/table/niceng223er3.tab1/?report=thumb" src-large="/books/NBK589920/table/niceng223er3.tab1/?report=previmg" alt="Table 1. PICO Table." /></a><div class="icnblk_cntnt"><h4 id="niceng223er3.tab1"><a href="/books/NBK589920/table/niceng223er3.tab1/?report=objectonly" target="object" rid-ob="figobniceng223er3tab1">Table 1</a></h4><p class="float-caption no_bottom_margin">PICO Table. </p></div></div></div><div id="niceng223er3.s1.3"><h3>1.1.3. Methods and process</h3><p>This qualitative evidence synthesis was developed using the methods and process described in <a href="https://www.nice.org.uk/process/pmg20/chapter/introduction" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Developing NICE guidelines: the manual</a>
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<u>and in the</u>
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<a href="/books/NBK589920/bin/focus-group-report-pdf-11132541469.pdf">methods</a>
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<u>chapter</u>.. Methods specific to this question are described in the protocol in <a href="#niceng223er3.appa">Appendix A</a>. As no quantitative survey data was found for review question 3.3, findings from review questions 3.2 and 3.3 have been combined into a single qualitative evidence review.</p><p>Declarations of interest were recorded according to <a href="https://www.nice.org.uk/about/who-we-are/policies-and-procedures" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">NICE’s conflicts of interest policy</a>.</p></div><div id="niceng223er3.s1.4"><h3>1.1.4. Qualitative evidence</h3><div id="niceng223er3.s1.4.1"><h4>1.1.4.1. Included studies</h4><p>In total 47,322 references were identified through systematic searches. Of these, 558 references were considered relevant, based on title and abstract, to the protocols for universal approach interventions and were ordered for full-text review. Nine articles were ordered but not received, with the remaining 549 reviewed at full-text. Out of the 549 studies reviewed at full-text, 148 references were included and 401 were excluded. Of the 148 included references for universal interventions, 10 studies were included in this qualitative review only. An additional 3 studies were included in this qualitative review and the quantitative effectiveness review (see Evidence Review B).</p></div><div id="niceng223er3.s1.4.2"><h4>1.1.4.2. Excluded studies</h4><p>See <a href="#niceng223er3.appf">Appendix F</a> for full list of excluded studies.</p></div></div><div id="niceng223er3.s1.5"><h3>1.1.5. Summary of included qualitative studies</h3><p>A summary of the qualitative studies that were included in this review is presented in <a class="figpopup" href="/books/NBK589920/table/niceng223er3.tab2/?report=objectonly" target="object" rid-figpopup="figniceng223er3tab2" rid-ob="figobniceng223er3tab2">Table 2</a>: Summary of included qualitative studies</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng223er3tab2"><a href="/books/NBK589920/table/niceng223er3.tab2/?report=objectonly" target="object" title="Table 2" class="img_link icnblk_img figpopup" rid-figpopup="figniceng223er3tab2" rid-ob="figobniceng223er3tab2"><img class="small-thumb" src="/books/NBK589920/table/niceng223er3.tab2/?report=thumb" src-large="/books/NBK589920/table/niceng223er3.tab2/?report=previmg" alt="Table 2. Summary of included qualitative studies." /></a><div class="icnblk_cntnt"><h4 id="niceng223er3.tab2"><a href="/books/NBK589920/table/niceng223er3.tab2/?report=objectonly" target="object" rid-ob="figobniceng223er3tab2">Table 2</a></h4><p class="float-caption no_bottom_margin">Summary of included qualitative studies. </p></div></div><p>See <a href="#niceng223er3.appd">Appendix D</a> for full evidence tables.</p></div><div id="niceng223er3.s1.6"><h3>1.1.6. Summary of the qualitative evidence</h3><div id="niceng223er3.s1.6.1"><h4>1.1.6.1. Summary of themes and sub-themes</h4><p>Iterative aggregation of codes generated the following key themes and sub-themes (<a class="figpopup" href="/books/NBK589920/table/niceng223er3.tab3/?report=objectonly" target="object" rid-figpopup="figniceng223er3tab3" rid-ob="figobniceng223er3tab3">table 3</a>)</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng223er3tab3"><a href="/books/NBK589920/table/niceng223er3.tab3/?report=objectonly" target="object" title="Table 3" class="img_link icnblk_img figpopup" rid-figpopup="figniceng223er3tab3" rid-ob="figobniceng223er3tab3"><img class="small-thumb" src="/books/NBK589920/table/niceng223er3.tab3/?report=thumb" src-large="/books/NBK589920/table/niceng223er3.tab3/?report=previmg" alt="Table 3. Summary of themes and sub-themes." /></a><div class="icnblk_cntnt"><h4 id="niceng223er3.tab3"><a href="/books/NBK589920/table/niceng223er3.tab3/?report=objectonly" target="object" rid-ob="figobniceng223er3tab3">Table 3</a></h4><p class="float-caption no_bottom_margin">Summary of themes and sub-themes. </p></div></div></div><div id="niceng223er3.s1.6.2"><h4>1.1.6.2. Summary of qualitative findings</h4><p>The qualitative evidence for review questions 3.2 and 3.3 are presented in <a class="figpopup" href="/books/NBK589920/table/niceng223er3.tab4/?report=objectonly" target="object" rid-figpopup="figniceng223er3tab4" rid-ob="figobniceng223er3tab4">table 4</a>.</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng223er3tab4"><a href="/books/NBK589920/table/niceng223er3.tab4/?report=objectonly" target="object" title="Table 4" class="img_link icnblk_img figpopup" rid-figpopup="figniceng223er3tab4" rid-ob="figobniceng223er3tab4"><img class="small-thumb" src="/books/NBK589920/table/niceng223er3.tab4/?report=thumb" src-large="/books/NBK589920/table/niceng223er3.tab4/?report=previmg" alt="Table 4. Summary of qualitative findings." /></a><div class="icnblk_cntnt"><h4 id="niceng223er3.tab4"><a href="/books/NBK589920/table/niceng223er3.tab4/?report=objectonly" target="object" rid-ob="figobniceng223er3tab4">Table 4</a></h4><p class="float-caption no_bottom_margin">Summary of qualitative findings. </p></div></div><p>See <a href="#niceng223er3.appe">Appendix E</a> for full GRADE-CERQual tables.</p></div></div><div id="niceng223er3.s1.7"><h3>1.1.7. Mixed methods integration</h3><p>The JBI methodology for mixed methods systematic reviews was used to guide the convergent segregated approach to integrating the quantitative (<a href="https://www.nice.org.uk/guidance/indevelopment/gid-ng10125/documents" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">evidence review B</a>) and qualitative reviews. The following questions were used to inform this integration:</p><div id="niceng223er3.s1.7.1"><h4>Are the results/findings from individual syntheses supportive or contradictory?</h4><p>The results from the quantitative data and qualitative data are somewhat contradictory. There was a general perception among children and teachers that the interventions were beneficial for those receiving them and improved their social and emotional wellbeing. However, there were relatively few interventions that showed significant improvements across the outcomes measured in these reviews. This was specifically highlighted by a RCT and process evaluation of Zippy’s Friends (<a class="bibr" href="#niceng223er3.s1.1.ref7" rid="niceng223er3.s1.1.ref7">Sloan 2018</a>), which reported that teachers believed that interventions were beneficial for children, but this was not necessarily reflected in impact evaluation of the intervention.</p></div><div id="niceng223er3.s1.7.2"><h4>Does the qualitative evidence explain why the intervention is/is not effective?</h4><p>The qualitative evidence highlighted time constraints and difficulties with timetabling as a barrier to successful implementation of interventions. A considerable number of interventions lasted several weeks, which may have contributed to a lack of significant effect demonstrated by multiple interventions across the measured outcomes. Additionally, distractions in the school setting were highlighted in the qualitative evidence as a barrier to practicing mindfulness. As interventions tended to be delivered in classrooms this may have contributed to the lack of significant effect shown for mindfulness interventions for all outcomes except anxiety / depression and academic outcomes.</p></div><div id="niceng223er3.s1.7.3"><h4>Does the qualitative evidence explain differences in the direction and size of effect across the included quantitative studies?</h4><p>The qualitative data did not provide clear explanations for the size of effect variations in the quantitative data. However, it did highlight areas that could contribute to making universal curriculum interventions successful or unsuccessful. For example, appropriate training for staff and a strong peer community among children were identified as elements for intervention success. Lack of allocated time for interventions and timetabling issues were factors likely to make interventions unsuccessful.</p></div><div id="niceng223er3.s1.7.4"><h4>Which aspects of the quantitative evidence were/were not explored in the qualitative studies and which aspects of the qualitative evidence were/were not tested in the quantitative studies?</h4><p>The limited overlap between the quantitative and qualitative findings for this review does not make any meaningful integration useful. This is predominantly because the qualitative evidence is very much focussed on process related understanding of very specific programmes. Regarding the Perceptions of Impact theme, the committee highlighted perceptions of children, teachers and parents are not objective measures for intervention efficacy. Therefore, there is limited benefit to integrating these qualitative and quantitative data, as was planned. The themes are very useful in understanding why the universal curriculum interventions worked (or did not work), but other than at a very superficial level they unable (without substantial speculation) to explain the pupil level outcomes.</p></div></div><div id="niceng223er3.s1.8"><h3>1.1.8. The committee’s discussion and interpretation of the evidence</h3><div id="niceng223er3.s1.8.1"><h4>1.1.8.1. The outcomes that matter most</h4><p>Qualitative outcomes were perspectives, values, beliefs, experiences and attitudes relating to the acceptability and barriers and facilitators of:
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<ul><li class="half_rhythm"><div>teachers and practitioners delivering interventions</div></li><li class="half_rhythm"><div>children and young people receiving interventions.</div></li><li class="half_rhythm"><div>parents/carers of children and young people receiving the interventions</div></li></ul></p><p>The committee agreed that it was very important to contextualise some of the subthemes formed from the qualitative evidence base. For example, perceptions of the programme were self-reported and should not be used as measures of programme effectiveness. Additionally, some of the findings from the ‘training, coaching and feedback’ sub-theme were specifically linked to the PATHS intervention and had limited generalisability. Furthermore, teachers liking the prescriptive nature of interventions (identified in the ‘programme structure’ sub-theme) only tended to apply to those who were new to delivering the intervention. Issues surrounding over-prescriptiveness have been identified in the wider literature. Finally, the committee identified ’programme implementation’ as an important sub-theme, which was explored extensively in process evaluations conducted by the Education Endowment Fund. These process evaluations were captured in grey literature searches. Overall, the committee agreed that the themes identified in this review mostly resonated with their experience of these programmes and the way that teachers and children and young people experience them.</p></div><div id="niceng223er3.s1.8.2"><h4>1.1.8.2. The quality of the evidence</h4><p>The committee acknowledged there was a limited evidence base of qualitative data. The evidence base comprised of thirteen UK-based studies, which captured nine universal interventions. The quality of evidence varied considerably, with GRADE-CERQual ratings ranging from very low to high. Methodological limitations and concerns with evidence adequacy were the main reasons for downgrading quality. The committee noted that grey literature inclusions from the Education Endowment Foundation website were important additions to the evidence base. As a result of these factors, the committee felt that the qualitative evidence should be used to contextualise and aid the interpretation of the quantitative evidence, but should not be the sole basis for any recommendations. Therefore no recommendations were made directly from this review.</p></div><div id="niceng223er3.s1.8.3"><h4>1.1.8.3. Benefits and harms</h4><p>The committee agreed that many of the findings presented in the analysis mirrored findings from their own experience. Regarding the ‘perceptions of the programme’, it was recognised that when considering implementation of an intervention, conditions for success would be better if the views of children are taken into account. Additionally, equipping teachers to understand benefits of interventions and involving and engaging parents and carers throughout the process also promotes conditions for success. Important contextual considerations should be taken into account when interpreting these findings. Primarily, findings were self-reported, post-hoc perceptions of programme impact and should not be considered an objective measure of programme effectiveness. The committee were not minded to make recommendations, as the evidence was relatively intervention specific.</p></div><div id="niceng223er3.s1.8.4"><h4>1.1.8.4. Cost effectiveness and resource use</h4><p>Cost-effectiveness and resource use is captured in the committee discussion of Evidence Review B.</p></div><div id="niceng223er3.s1.8.5"><h4>1.1.8.5. Other factors the committee took into account</h4><p>Other factors the committee took into account are captured in the committee discussion of Evidence Review B.</p></div></div><div id="niceng223er3.s1.9"><h3>1.1.9. Recommendations supported by this evidence review</h3><p>No recommendations were made from this evidence review.</p></div><div id="niceng223er3.s1.1.rl.r1"><h3>1.1.10. References – included studies</h3><ul class="simple-list"><div id="niceng223er3.s1.1.rl.r1.1"><h4>1.1.10.1. Qualitative</h4><ul class="simple-list"><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref1">Ashworth, Emma, Demkowicz, Ola, Lendrum, Ann
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et al (2018) Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers’ Perceptions. School mental health
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10(3): 287–300 [<a href="/pmc/articles/PMC6096953/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6096953</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30147801" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30147801</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref2">Honess, Andrea and Hunter, Deborah (2014) Teacher perspectives on the implementation of the PATHS curriculum. Educational Psychology in Practice
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30</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref3">Humphrey, Neil, Hennessey, Alexandra, Lendrum, Ann
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et al (2018) The PATHS curriculum for promoting social and emotional well-being among children aged 7 9 years: a cluster RCT. Public Health Research
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6(10) [<a href="https://pubmed.ncbi.nlm.nih.gov/30160870" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30160870</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref4">Hutchinson, Julia K.; Huws, Jaci C.; Dorjee, Dusana (2018) Exploring experiences of children in applying a school-based mindfulness programme to their lives. Journal of Child and Family Studies: no-specified</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref5">Kirby, K., Lyons, A., Mallett, J.
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et al (2021) The Hopeful Minds Programme: A Mixed-Method Evaluation of 10 School Curriculum Based, Theoretically Framed, Lessons to Promote Mental Health and Coping Skills in 8–14-Year-Olds. Child Care in Practice
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27(2): 169–190</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref6">Punukollu, Mallika; Burns, Caitlin; Marques, Mafalda (2020) Effectiveness of a pilot school-based intervention on improving Scottish students’ mental health: A mixed methods evaluation. International Journal of Adolescence and Youth
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25(1): 505–518</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref7">Seaneen
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Sloan, Aideen
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Gildea, Sarah Miller
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AT (2018) Zippy’s Friends Evaluation report and executive summary.</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref8">Skryabina, Elena, Morris, Joanna, Byrne, Danielle
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et al (2016) Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study. School mental health
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8(4): 486–498 [<a href="/pmc/articles/PMC5102957/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5102957</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27882187" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27882187</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref9">Stallard, P, Phillips, R, Montgomery, AA
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et al (2013) A cluster randomised controlled trial to determine the clinical effectiveness and cost-effectiveness of classroom-based cognitive-behavioural therapy (CBT) in reducing symptoms of depression in high-risk adolescents. Health technology assessment (winchester, england)
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17(47): vii–xvii1 [<a href="/pmc/articles/PMC4781207/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4781207</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24172024" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24172024</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref10">Thomas, George and Atkinson, Cathy (2017) Perspectives on a Whole Class Mindfulness Programme. Educational Psychology in Practice
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33(3): 231–248</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref11">Wigelsworth, Michael (2018) FRIENDS for life Evaluation report and executive summary.</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref12">Wigelsworth, Michael and Quinn, Alex (2020) Mindfulness in schools: an exploration of teachers? perceptions of mindfulness-based interventions. Pastoral Care in Education
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38(4): 293–310</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng223er3.s1.1.ref13">Wolfe, Victoria (2014) The Voice of the Parent: Perceptions of the United Kingdom Resilience Programme. Educational and Child Psychology
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31(4): 58–71</div></p></li></ul></div></ul></div></div><div id="appendixesappgroup1"><h2 id="_appendixesappgroup1_">Appendices</h2><div id="niceng223er3.appa"><h3>Appendix A. Review protocol</h3><p id="niceng223er3.appa.et1"><a href="/books/NBK589920/bin/niceng223er3-appa-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Review protocol for Universal classroom interventions</a><span class="small"> (PDF, 190K)</span></p></div><div id="niceng223er3.appb"><h3>Appendix B. Literature search strategies</h3><p>Please see below for Medline strategy. For full search strategies refer to the searches document on the <a href="https://www.nice.org.uk/guidance/gid-ng10125/documents/search-strategies" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">guideline webpage</a>.</p><div id="niceng223er3.appb.s1"><h4>Database name: Medline</h4><p>Database: Ovid MEDLINE(R) <1946 to September 21, 2020></p><p>Search Strategy:</p><p>------------------------------------------------------------</p><ol><li class="half_rhythm"><div>((Social or emotional or social-emotional or socio or socio-emotional or pro-social or prosocial) and (wellbeing or well-being or wellness or learn* or competenc* or skills)).ti,ab. (77780)</div></li><li class="half_rhythm"><div>((SEL or SEAL or SEBS or EWB or EMHWB) and (school* or class* or curricul* or intervention* or program*)).ti,ab. (1620)</div></li><li class="half_rhythm"><div>(“social learner*” or “social learning”).ti,ab. (2467)</div></li><li class="half_rhythm"><div>(resilien* or coping).ti,ab. (68742)</div></li><li class="half_rhythm"><div>Adaptation, Psychological/ or Resilience, Psychological/ (99149)</div></li><li class="half_rhythm"><div>(self-control or “emotional regulation” or self-aware* or self-efficacy or self-regulat* or selfconfiden* or self-management or self-esteem or self-concept or “emotional intelligence” or mindful*).ti,ab. (83731)</div></li><li class="half_rhythm"><div>Emotional Intelligence/ (2154)</div></li><li class="half_rhythm"><div>exp Self Concept/ (110417)</div></li><li class="half_rhythm"><div>Emotional Adjustment/ or Social Adjustment/ (23951)</div></li><li class="half_rhythm"><div>((social or interpersonal or communication or relationship*) adj2 (skill* or competence* or attribute*)).ti,ab. (19797)</div></li><li class="half_rhythm"><div>(friendship* or friends).ti,ab. (26352)</div></li><li class="half_rhythm"><div>((social or peer or peers) adj2 (group* or network*)).ti,ab. (25987)</div></li><li class="half_rhythm"><div>empathy.ti,ab. (9854)</div></li><li class="half_rhythm"><div>(“social awareness” or socialisation or socialization or “social interaction*” or “social inclusion”).ti,ab. (23520)</div></li><li class="half_rhythm"><div>Social Skills/ or Social Behavior/ or Social Values/ (73492)</div></li><li class="half_rhythm"><div>(“personal development” or “youth development”).ti,ab. (2191)</div></li><li class="half_rhythm"><div>(“decision making” or “problem solv*” or problem-solv*).ti,ab. (124516)</div></li><li class="half_rhythm"><div>Decision Making/ (95890)</div></li><li class="half_rhythm"><div>Problem Solving/ (24899)</div></li><li class="half_rhythm"><div>(bully* or bullies or anti-bully* or “anti bully*” or antibully* or cyber-bully* or “cyber bully*” or cyberbully* or victimis* or victimiz* or stigma or anti-stigma or “anti stigma” or antistigma or prejudice*).ti,ab. (34249)</div></li><li class="half_rhythm"><div>(delinquen* or anti-social or “anti social” or antisocial or “conduct disorder*” or “risky behavio*” or “problem behavio*” or (behavio* adj problem*)).ti,ab. (36063)</div></li><li class="half_rhythm"><div>(((substance or drug* or alcohol) adj3 (“use” or abuse or misuse)) and (prevent* or reduc*)).ti,ab. (50561)</div></li><li class="half_rhythm"><div>((exclu* or expulsion or expel* or absent* or truant* or truancy or conflict or violent or violence or disengage*) and school*).ti,ab. (13080)</div></li><li class="half_rhythm"><div>bullying/ or cyberbullying/ or problem behavior/ (6476)</div></li><li class="half_rhythm"><div>((school* or academic) adj2 (achieve* or attain* or engage* or progress* or motivat* or connectedness or belonging)).ti,ab. (8041)</div></li><li class="half_rhythm"><div>Mental Health/ (39108)</div></li><li class="half_rhythm"><div>(mental adj2 (health or wellbeing or well-being or “well being” or wellness)).ti,ab. (120613)</div></li><li class="half_rhythm"><div>((psychological or “psycho social” or psycho-social or psychosocial) adj2 (wellbeing or “well being” or well-being)).ti,ab. (10497)</div></li><li class="half_rhythm"><div>(anxiety or anxious or depression or depressed or depressive or stress).ti,ab. (1040473)</div></li><li class="half_rhythm"><div>or/1-29 (1763666)</div></li><li class="half_rhythm"><div>(“Aban Aya” or “Academic and Behavioural Competency Program*” or “Active Citizens in Schools” or ACIS or “Adolescent Decision Making Program*” or “ALERT plus” or “Alcohol Education Package” or “Alcohol Education Program*” or “Alcohol Screening and Brief Intervention” or “All Stars” or “Al’s Pals” or “Alternatives to Trouble” or “Amazing Alternatives” or “Anti-bullying Program*” or “Attention Academy” or “Aussie Optimism” or BARR or “BBBS Ireland” or “Be the Best You can Be” or “Beat Bullying” or Beatbullying or “Befriending Intervention” or BeyondBlue or “Big Brothers Big Sisters” or “Bounce Back” or “Boys and Girls Club” or “Breathing Awareness Meditation” or “Building Assets Reducing Risks” or “Building Resiliency and Vocational Excellence” or “Bully Proofing” or Bullyproofing or “Bullying Eliminated from Schools Together”).ti,ab. (31676)</div></li><li class="half_rhythm"><div>(CAPSLE or CASEL or “Caring School Community” or CharacterPlus or “Child Development Initiative” or “Circle Time” or “Classroom Centred Intervention” or “Classroom Centred Program*” or “Class-wide Function-based Intervention” or “Climate Schools” or Climb-UP or CMCD or “Coalition for Youth Quality of Life” or “Comer School Development Program*” or “Communities that Care” or “Community of Caring” or “Competence Support Program*” or “Competent Kids Caring Communities” or “Conscious Coping” or “Consistency Management and Cooperative Discipline” or “Coping Koala” or “Coping Power” or “Counsellor Peers” or “Creating a Peaceful School Learning Environment” or Cues-ed or CSRP or “Cultivating Awareness and Resilience in Education”).ti,ab. (501)</div></li><li class="half_rhythm"><div>(“Early Risers” or “EiE-L” or “Empathic Discipline” or “Empower Youth” or “Engage in Education” or “Expect Respect” or “Expeditionary Learning” or “Facing History and Ourselves” or “Families and Schools Together” or “Family Check-up” or “Family School Partnership” or “Family SEAL” or “Fast Track” or “FearNot*” or “First Steps to Success” or “Formalised Peer Mentoring” or “Foundations of Learning” or “Fourth R-Skills” or “Fourth Step” or “Friendly Schools” or “FRIENDS program*” or FSP or “Gang Resistance Education and Training” or Gatehouse or GBG or “Get Wise” or “Girls First” or “Going for Goals” or “Going Places” or “Good Behaviour Game” or “Grades Attendance and Behaviour” or “Guided Self-change” or HASSP or “Head Start” or “healthy active peaceful playgrounds” or “Healthy for Life” or “Healthy Futures” or “Healthy Lifestyles” or “Healthy Minds in Teenagers” or “Healthy Relationships Training Program*” or “Healthy Schools and Drugs” or “Here’s Looking at You” or HighScope or “Home and School Support Program*” or “How to Thrive” or “I Can Problem Solve” or ICPS or “ICAN Kids” or “Improving Social Awareness” or “Incredible Years” or “Inner Explorer” or InnerKids or “Inspiring Futures” or “Interpersonal Cognitive Problem Solving Skills” or “In:tuition” or “ISA-SPS” or Jigsaw).ti,ab. (13869)</div></li><li class="half_rhythm"><div>(“Keepin* It REAL” or “Kia Kaha” or KiVa or “klar bleiben” or “Knightly Virtues” or “Know Your Body” or “Learning for Life” or “Learning to BREATHE” or “Lessons for Living” or “Lessons in Character” or “Life Skills Program*” or “Life Skills Training” or Lift or “Linking the Interests of Families and Teachers” or “Lions Quest” or “Living with a Purpose” or “Love in a Big World” or LST or “Master Mind” or “Match Model” or “Michigan Model for Health” or “Middle School Success” or “Midwest* Prevention Project” or “Millennium Volunteers” or “Million Dollar Machine” or “Mind Up” or MindUP or MindfulKids or “Mindfulness in Schools” or MISP or “Mood Gym” or “My Character” or “My Teaching Partner” or “New Beginnings” or Narconon or OBPP or Olweus or “Open Circle” or “Op Volle Kracht” or “Over to You”).ti,ab. (11171)</div></li><li class="half_rhythm"><div>(Paths or PATHstoPAX or “Paws B” or “Peace Builders” or “Peace Works” or “Peacemaking Skills for Little Kids” or “Peer Mentoring” or “Peer Acceleration Social Network” or “Penn Resiliency Program*” or “Personality Risk Factors” or PESSOA or Playworks or Ploughshares or “Positive Action” or “Positive Alternative Learning Support” or “Positive Adolescent Life Skills” or “Positive Youth Development Program*” or “Preparation through Responsive Education” or “Primary SEAL” or “Prime for Life” or “Proactive Classroom” or Pro-ACT or “Problem Solving Program*” or Progetto or “Project A.T.T.E.N.D.” or “project ALERT” or “project CHARLIE” or “Project Northland” or “Project Pride” or “project SMART” or “Project Based Learning” or “Project STAR” or “Promoting Alternative Thinking Strategies” or “Puppets for Peace” or “Pyramid Project” or “Raising Healthy Children” or RCCP or ReachOut or “Reaching Adolescents for Prevention” or “Reading Apprenticeship” or “Reading, Writing, Repect and Resolution” or “Recognizing, Understanding, Labeling, Expressing and Regulating Emotions” or “Reconnecting Youth” or REDI or “Resilience Program*” or “Resilient Families” or “Resolving Conflict Creatively” or “Respect Program*” or “Responsive Classroom” or “Risk Training Skills” or “Rochester Resilience Program*” or “Resourceful Adolescent Program*” or “Roots of Empathy” or Rtime or Ruler).ti,ab. (19411)</div></li><li class="half_rhythm"><div>(“Safe and Civil Schools” or “Safe Dates” or “SafERteens” or “Say Yes First” or SBIRT or “Schoolbased Resilience Intervention” or “School Health and Alcohol Harm Reduction Project” or “Schoolwide Positive Behavioural Interventions and Support” or “Second Step” or SS-SSTP or “Secondary SEAL” or “Seattle Social Development Project” or “SEED Scotland” or “Self-determination Program*” or “Self-management and Resistance Training” or “Service Learning” or “SFP10-14” or SHAHRP or “Siblings are Special” or SIBS or “Skills for Adolescence” or “Skills for Change” or “Skills for Success” or SingUp or “Social Competence Training” or “Social Decision Making” or “Social Norms” or “Social Problem Solving Skills” or “Social Skills Group Intervention*” or “Social Skills Training” or “South Carolina Program*” or “Smart Moves” or “S.S.GRIN” or SST or “Steg fur Steg” or STAMPP or “STARS for Families” or “Start Taking Alcohol Risks Seriously” or “Staying Calm” or “Step II” or “Steps towards Alcohol Misuse Prevention” or “Talk about Alcohol” or “Step-by-Step” or “Steps to Respect” or “Stop Breathe Be” or “Strengthening Families Program*” or “Strengths Gym” or “Stress Inoculation Training” or “Stress Management Intervention” or “Student Success Skills” or “Student Success through Prevention” or “Student Threat Assessment” or “Success for Kids” or SWPBIS or SWPBS or “Teach Team” or “Teen Outreach Program*” or “Teen Talk” or “Theatre in Education” or “The GOOD life” or “The Incredible Years” or “Think Feel Do” or “Think Well, Do Well” or “Too Good for Violence” or “Tools for Getting Along” or “Tools of the Mind” or “Towards no drug abuse” or “Transition Mentoring” or “Tribes Learning Communities” or “UK Resilience Program*” or “Unique Minds” or ViSC or “Wise Mind” or Woodrock or YogaKid* or “Yo Puedo” or “You Can Do It!” or “Youth Development Project” or “Youth Matters” or “Zippy’s Friends” or “21st Century Community Learning” or “4Rs”).ti,ab. (32480)</div></li><li class="half_rhythm"><div>(PSHE or “personal social health” or PSE or “personal and social education” or SMSC or “spiritual moral social and cultural”).ti,ab. (2268)</div></li><li class="half_rhythm"><div>(“positive behavio* intervention*” or “positive behavio* support” or PBIS).ti,ab. (187)</div></li><li class="half_rhythm"><div>(“school-wide positive behavio* support*” or SWPBS).ti,ab. (4)</div></li><li class="half_rhythm"><div>“relationships and sex education”.ti,ab. (4)</div></li><li class="half_rhythm"><div>or/31-40 (110898)</div></li><li class="half_rhythm"><div>30 and 41 (14752)</div></li><li class="half_rhythm"><div>(mindful* or meditat* or yoga).ti,ab. (12908)</div></li><li class="half_rhythm"><div>Mindfulness/ or Meditation/ or Yoga/ (7952)</div></li><li class="half_rhythm"><div>“life skills”.ti,ab. (903)</div></li><li class="half_rhythm"><div>“motivational interview*”.ti,ab. (3378)</div></li><li class="half_rhythm"><div>Motivational Interviewing/ (1888)</div></li><li class="half_rhythm"><div>((brief or opportunist* or concise or short or direct) adj3 (counsel* or advice* or advise* or advisor* or therap* or support* or guide* or guidance* or intervention*)).ti,ab. (31871)</div></li><li class="half_rhythm"><div>((behaviour* or behavior* or cognitive) adj3 (technique* or therap* or chang* or modify or modifies or modifying or support* or intervention* or session* or program* or workshop*)).ti,ab. (119612)</div></li><li class="half_rhythm"><div>counseling/ or directive counseling/ or child guidance/ or psychology, adolescent/ (52429)</div></li><li class="half_rhythm"><div>Behavior Therapy/ or Cognitive Behavioral Therapy/ (52716)</div></li><li class="half_rhythm"><div>(skills adj1 (train* or teach* or educat* or develop*)).ti,ab. (9521)</div></li><li class="half_rhythm"><div>((peer or pastoral or teacher*) adj2 (educat* or support* or group* or led)).ti,ab. (11763)</div></li><li class="half_rhythm"><div>(prevent* and (intervention* or program*)).ti,ab. (210438)</div></li><li class="half_rhythm"><div>“intervention program*”.ti,ab. (13835)</div></li><li class="half_rhythm"><div>“social and emotional learning program*”.ti,ab. (28)</div></li><li class="half_rhythm"><div>“play therap*”.ti,ab. (377)</div></li><li class="half_rhythm"><div>(“mental health” adj3 (intervention* or program*)).ti,ab. (5492)</div></li><li class="half_rhythm"><div>((Wellbeing or “well being” or well-being) adj3 (intervention* or therap*)).ti,ab. (1042)</div></li><li class="half_rhythm"><div>((HIIT or fitness or “physical activity”) adj2 (intervention or program*)).ti,ab. (4796)</div></li><li class="half_rhythm"><div>((questionnaire* or survey* or self-report* or “self report*” or assessment*) adj3 (school* or class or classroom* or pupil* or student* or teach*)).ti,ab. (24811)</div></li><li class="half_rhythm"><div>or/43-61 (484103)</div></li><li class="half_rhythm"><div>(classroom* or “whole class*” or whole-class*).ti,ab. (14258)</div></li><li class="half_rhythm"><div>((multi*-component or multicomponent or “multi* component” or universal or brief or “group based” or group-based or groupbased or “group work*” or group-work* or groupwork* or “small group*” or small-group* or targeted) and (intervention* or program* or project* or pilot* or initiative* or approach* or activit* or lesson* or curricul*)).ti,ab. (208759)</div></li><li class="half_rhythm"><div>(“whole school*” or whole-school* or wholeschool* or “school wide” or school-wide or schoolwide or “school based” or school-based or schoolbased).ti,ab. (11813)</div></li><li class="half_rhythm"><div>(school* adj3 (ethos or culture or life or environment or governance or policy or policies or leadership or SLT)).ti,ab. (6050)</div></li><li class="half_rhythm"><div>(school* and (intervention* or program*)).ti,ab. (67253)</div></li><li class="half_rhythm"><div>or/63-67 (287833)</div></li><li class="half_rhythm"><div>62 and 68 (62272)</div></li><li class="half_rhythm"><div>30 and 69 (26390)</div></li><li class="half_rhythm"><div>(school* or pupil* or student* or teach* or curricul* or lesson* or learner* or learning or syllabus).ti,ab. (795925)</div></li><li class="half_rhythm"><div>(((city or technical) and (academy or academies or college*)) or sixth-form* or “sixth form*” or “6th form*” or “lower six*” or “upper six*” or “post 16” or post-16 or “further education”).ti,ab. (4912)</div></li><li class="half_rhythm"><div>(“secure children* home*” or “young offender* institution*” or “secure training cent*” or “secure school*”).ti,ab. (52)</div></li><li class="half_rhythm"><div>(“year one” or “year 1” or “year two” or “year 2” or “year three” or “year 3” or “year four” or “year 4” or “year five” or “year 5” or “year six” or “year 6” or “year seven” or “year 7” or “year eight” or “year 8” or “year nine” or “year 9” or “year ten” or “year 10” or “year eleven” or “year 11” or “year twelve” or “year 12” or “year thirteen” or “year 13” or “key stage one” or “key stage 1” or “key stage two” or “key stage 2” or “key stage three” or “key stage 3” or “key stage four” or “key stage 4” or “key stage five” or “key stage 5” or KS1 or KS2 or KS3 of KS4 or KS5 or “grade one” or “grade 1” or “grade two” or “grade 2” or “grade three” or “grade 3” or “grade four” or “grade 4” or “grade five” or “grade 5” or “grade six” or “grade 6” or “grade seven” or “grade 7” or “grade eight” or “grade 8” or “grade nine” or “grade 9” or “grade ten” or “grade 10” or “grade eleven” or “grade 11” or “grade twelve” or “grade 12” or “first grade” or “1st grade*” or “second grade*” or “2nd grade*” or “third grade*” or “3rd grade*” or “fourth grade*” or “4th grade*” or “fifth grade*” or “5th grade*” or “sixth grade*” or “6th grade*” or “seventh grade*” or “7th grade*” or “eighth grade*” or “8th grade*” or “ninth grade*” or “9th grade*” or “tenth grade*” or “10th grade*” or “eleventh grade*” or “11th grade*” or “twelfth grade*” or “12th grade*”).ti,ab. (105865)</div></li><li class="half_rhythm"><div>curriculum/ or schools/ or teaching/ or school health services/ or school nursing/ or school teachers/ (169056)</div></li><li class="half_rhythm"><div>or/71-75 (932670)</div></li><li class="half_rhythm"><div>(medical or medicine or dental or dentist* or doctor* or physician* or nursing or “teaching hospital*” or undergraduate* or graduate* or postgraduate* or preschool* or pre-school* or nursery or “higher education” or university or universities).ti,ab. (2254098)</div></li><li class="half_rhythm"><div>76 not 77 (599715)</div></li><li class="half_rhythm"><div>exp Child/ or exp Child Behavior/ or Child Health/ or Child Welfare/ or Child Development/ (1934624)</div></li><li class="half_rhythm"><div>Adolescent Behavior/ or Adolescent/ or Adolescent Health/ or Adolescent Development/ (2036366)</div></li><li class="half_rhythm"><div>(child* or adolescen* or kid or kids or youth* or youngster* or minor or minors or underage* or under-age* or “under age*” or “young person*” or “young people” or pre-adolescen* or preadolescen* or pre-teen* or preteen* or teen or teens or teenager* or juvenile* or boy or boys or boyhood or girl or girls or girlhood or schoolchild* or student* or pupil* or “school age*” or schoolage* or schoolage*).ti,ab. (1963224)</div></li><li class="half_rhythm"><div>or/79-81 (3744899)</div></li><li class="half_rhythm"><div>78 and 82 (289372)</div></li><li class="half_rhythm"><div>42 or 70 (39392)</div></li><li class="half_rhythm"><div>83 and 84 (12583)</div></li><li class="half_rhythm"><div>limit 85 to english language (12029)</div></li><li class="half_rhythm"><div>limit 86 to (letter or historical article or comment or editorial or news or case reports) (183)</div></li><li class="half_rhythm"><div>88 86 not 87 (11846)</div></li><li class="half_rhythm"><div>limit 88 to yr=“2007 -Current” (8286)</div></li><li class="half_rhythm"><div>limit 89 to ed=20190924-20200901 (980)</div></li></ol></div></div><div id="niceng223er3.appc"><h3>Appendix C. Qualitative evidence study selection</h3><p id="niceng223er3.appc.et1"><a href="/books/NBK589920/bin/niceng223er3-appc-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (108K)</span></p></div><div id="niceng223er3.appd"><h3>Appendix D. Qualitative evidence tables</h3><p id="niceng223er3.appd.et1"><a href="/books/NBK589920/bin/niceng223er3-appd-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.1. Ashworth, 2018</a><span class="small"> (PDF, 174K)</span></p><p id="niceng223er3.appd.et2"><a href="/books/NBK589920/bin/niceng223er3-appd-et2.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.2. Honess, 2014</a><span class="small"> (PDF, 179K)</span></p><p id="niceng223er3.appd.et3"><a href="/books/NBK589920/bin/niceng223er3-appd-et3.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.3. Humphrey, 2018</a><span class="small"> (PDF, 191K)</span></p><p id="niceng223er3.appd.et4"><a href="/books/NBK589920/bin/niceng223er3-appd-et4.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.4. Hutchinson, 2018</a><span class="small"> (PDF, 172K)</span></p><p id="niceng223er3.appd.et5"><a href="/books/NBK589920/bin/niceng223er3-appd-et5.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.5. Kirby, 2021</a><span class="small"> (PDF, 112K)</span></p><p id="niceng223er3.appd.et6"><a href="/books/NBK589920/bin/niceng223er3-appd-et6.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.6. Punukollu, 2020</a><span class="small"> (PDF, 142K)</span></p><p id="niceng223er3.appd.et7"><a href="/books/NBK589920/bin/niceng223er3-appd-et7.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.7. Sloan, 2018</a><span class="small"> (PDF, 170K)</span></p><p id="niceng223er3.appd.et8"><a href="/books/NBK589920/bin/niceng223er3-appd-et8.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.8. Skryabina, 2016</a><span class="small"> (PDF, 207K)</span></p><p id="niceng223er3.appd.et9"><a href="/books/NBK589920/bin/niceng223er3-appd-et9.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.9. Stallard, 2013</a><span class="small"> (PDF, 143K)</span></p><p id="niceng223er3.appd.et10"><a href="/books/NBK589920/bin/niceng223er3-appd-et10.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.10. Thomas, 2017</a><span class="small"> (PDF, 185K)</span></p><p id="niceng223er3.appd.et11"><a href="/books/NBK589920/bin/niceng223er3-appd-et11.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.11. Wigelsworth, 2018</a><span class="small"> (PDF, 186K)</span></p><p id="niceng223er3.appd.et12"><a href="/books/NBK589920/bin/niceng223er3-appd-et12.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.12. Wigelsworth, 2020</a><span class="small"> (PDF, 175K)</span></p><p id="niceng223er3.appd.et13"><a href="/books/NBK589920/bin/niceng223er3-appd-et13.pdf" class="bk_dwnld_icn bk_dwnld_pdf">D.1.13. Wolfe, 2014</a><span class="small"> (PDF, 193K)</span></p></div><div id="niceng223er3.appe"><h3>Appendix E. GRADE-CERQual tables</h3><p id="niceng223er3.appe.et1"><a href="/books/NBK589920/bin/niceng223er3-appe-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Table 5. CERQual assessment of qualitative findings by sub-theme</a><span class="small"> (PDF, 196K)</span></p></div><div id="niceng223er3.appf"><h3>Appendix F. Excluded studies</h3><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng223er3appftab1"><a href="/books/NBK589920/table/niceng223er3.appf.tab1/?report=objectonly" target="object" title="Table" class="img_link icnblk_img figpopup" rid-figpopup="figniceng223er3appftab1" rid-ob="figobniceng223er3appftab1"><img class="small-thumb" src="/books/NBK589920/table/niceng223er3.appf.tab1/?report=thumb" src-large="/books/NBK589920/table/niceng223er3.appf.tab1/?report=previmg" alt="Image " /></a><div class="icnblk_cntnt"><h4 id="niceng223er3.appf.tab1"><a href="/books/NBK589920/table/niceng223er3.appf.tab1/?report=objectonly" target="object" rid-ob="figobniceng223er3appftab1">Table</a></h4><p class="float-caption no_bottom_margin">- Not universal curriculum - Whole-school approach - Study design: No control group</p></div></div></div></div></div><div class="fm-sec"><div><p>Final</p></div><div><p>Qualitative evidence synthesis underpinning recommendations 1.2.1 to 1.2.8 in the NICE guideline</p><p>These evidence reviews were developed by developed by the Public Health Guidelines team</p></div><div><p><b>Disclaimer</b>: The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or service users. The recommendations in this guideline are not mandatory and the guideline does not override the responsibility of healthcare professionals to make decisions appropriate to the circumstances of the individual patient, in consultation with the patient and/or their carer or guardian.</p><p>Local commissioners and/or providers have a responsibility to enable the guideline to be applied when individual health professionals and their patients or service users wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with compliance with those duties.</p><p>NICE guidelines cover health and care in England. Decisions on how they apply in other UK countries are made by ministers in the <a href="http://wales.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Welsh Government</a>, <a href="http://www.scotland.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Scottish Government</a>, and <a href="http://www.northernireland.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Northern Ireland Executive</a>. All NICE guidance is subject to regular review and may be updated or withdrawn.</p></div><div class="half_rhythm"><a href="/books/about/copyright/">Copyright</a> © NICE 2022.</div><div class="small"><span class="label">Bookshelf ID: NBK589920</span><span class="label">PMID: <a href="https://pubmed.ncbi.nlm.nih.gov/37011109" title="PubMed record of this title" ref="pagearea=meta&targetsite=entrez&targetcat=link&targettype=pubmed">37011109</a></span></div></div><div class="small-screen-prev"></div><div class="small-screen-next"></div></article><article data-type="table-wrap" id="figobniceng223er3tab1"><div id="niceng223er3.tab1" class="table"><h3><span class="label">Table 1</span><span class="title">PICO Table</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK589920/table/niceng223er3.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng223er3.tab1_lrgtbl__"><table><tbody><tr><th id="hd_b_niceng223er3.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population</th><td headers="hd_b_niceng223er3.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>Children and young people (including those with SEND) in UK key stages 1 to 4 or equivalent in secondary education</p><p>Young people in post-16 education (further education)
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<ul><li class="half_rhythm"><div>up to the age of 18 or 19 for young people without SEND</div></li><li class="half_rhythm"><div>up to the age of 25 for young people with SEND</div></li></ul></p>
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<p>Other populations
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<ul><li class="half_rhythm"><div>Teachers/practitioners delivering the interventions</div></li><li class="half_rhythm"><div>Parents/Carers of children and young people receiving the interventions</div></li></ul></p>
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</td></tr><tr><th id="hd_b_niceng223er3.tab1_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention</th><td headers="hd_b_niceng223er3.tab1_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>Universal curriculum content interventions to improve social, emotional, and mental wellbeing that are delivered at a group level without selecting for particular demographics within the target population (for example a whole classroom).</p><p>These universal curriculum content interventions aim to do at least one of the following:
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<ul><li class="half_rhythm"><div>promote good social and emotional wellbeing or</div></li><li class="half_rhythm"><div>prevent poor social and emotional wellbeing or</div></li><li class="half_rhythm"><div>promote good mental wellbeing or</div></li><li class="half_rhythm"><div>prevent poor mental wellbeing</div></li></ul></p>
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</td></tr><tr><th id="hd_b_niceng223er3.tab1_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comparator</th><td headers="hd_b_niceng223er3.tab1_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Not applicable for quantitative (survey) or qualitative (views and experiences) data.</td></tr><tr><th id="hd_b_niceng223er3.tab1_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes</th><td headers="hd_b_niceng223er3.tab1_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><b>Quantitative (survey)</b></p><p>Proportional data</p><p><b>Qualitative (views and experiences)</b></p><p>Views and experiences in terms of acceptability and barriers and facilitators of:
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<ul><li class="half_rhythm"><div>teachers and practitioners delivering interventions</div></li><li class="half_rhythm"><div>children and young people receiving interventions.</div></li><li class="half_rhythm"><div>parents/carers of children and young people receiving the interventions</div></li></ul></p>
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</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobniceng223er3tab2"><div id="niceng223er3.tab2" class="table"><h3><span class="label">Table 2</span><span class="title">Summary of included qualitative studies</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK589920/table/niceng223er3.tab2/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng223er3.tab2_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Study/year (Country)</th><th id="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Data collection method(s)</th><th id="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Population (N)</th><th id="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Aim of the study</th><th id="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Intervention</th></tr></thead><tbody><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref4" rid="niceng223er3.s1.1.ref4">Hutchinson 2018</a> (UK)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview and focus group</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children aged 10–11 years (N= 15)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore and understand the children’s perceptions and experiences of how they were employing mindfulness in their daily lives in depth.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Paws .b</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Skyrabina 2016 (UK)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview and focus group</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children, school staff and parents/carers who had taken part in the intervention (N= 182)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To summarise the views of children, parents, and school staff who participated in a randomised controlled trial of FRIENDS.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">FRIENDS</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref9" rid="niceng223er3.s1.1.ref9">Stallard 2013</a> (UK)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview and focus group</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adolescents aged 12–16 years (N= 42); school staff (N= 12); facilitators (N= 39)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To investigate the perceptions of facilitators, teachers, and young people of the process of a classroom-based CBT depression prevention programme in schools.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">RAP UK</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a> (UK)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teachers of Years 3 and 4 (N= 37)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore teachers’ experiences and perceptions of the coaching model attached to two universal, school-based prevention and promotion programmes, GBG and PATHS, in order to help inform the development of social valid coaching models for UK schools</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PATHS</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a> (UK)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Volunteers from a school that had been running the PATHS curriculum for more than a term (N= 7)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To make a contribution to the literature, particularly within UK based research, on the potential effectiveness of PATHS and to inform consideration of further implementation through the exploration of teacher perceptions of working with the curriculum and their views on whether it has had any effect on behaviour or children’s approach to learning.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PATHS</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref10" rid="niceng223er3.s1.1.ref10">Thomas 2017</a> (UK)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Year 4 pupils from an ethnically diverse comprehensive primary school (N= 16)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Year 4 pupils from an ethnically diverse comprehensive primary school in North West England where the first researcher was the link educational psychologist.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Paws .b</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a> (UK)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Parents whose children were being taught the UKRP (N= 8)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To inform the ‘Working with parents and families’ guideline by eliciting parents’ views on a particular issue related to their child’s schooling.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UKRP</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref5" rid="niceng223er3.s1.1.ref5">Kirby 2021</a> (Northern Ireland)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus group study</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Pupils aged 11 to 13 (key stage 3) who completed the intervention (N=39)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore participants’ experiences of an intervention designed to prevent the development of negative states of mind and the precursors to hopelessness.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hopeful minds</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref6" rid="niceng223er3.s1.1.ref6">Punukollu 2020</a> (Scotland)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview study</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teachers involved in the programme (N=3)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore teachers’ experiences of the SafeSpot programme, including their perceived strengths and limitations of the programme, as well as recommended adaptations and improvements.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">SafeSpot Programme</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref12" rid="niceng223er3.s1.1.ref12">Wigelsworth 2020</a> (Northern England)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview study</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teachers (unclear whether they had experience of the intervention) (N=10)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore teachers’ perceptions of mindfulness-based interventions (MBIs) prior to implementation: their understanding of MBIs, their openness and acceptance of MBIs (for both themselves and their students) as well as their perceived need, barriers, and facilitators for such interventions</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Mindfulnessbased intervention</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref11" rid="niceng223er3.s1.1.ref11">Wigelsworth 2018</a> (United Kingdom)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus group study Interview study</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Number of pupils in focus groups not reported. Project officers (n=10), teaching assistant (n=1), class teacher (n=7) member of senior leadership team (n=4), SENCO (n=1), learning mentor (n=1).</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To examine the impact of the FRIENDS for Life programme specifically in relation to its impact on primary school children’s:
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<ul><li class="half_rhythm"><div>Academic attainment at Key Stage 2</div></li><li class="half_rhythm"><div>Health related outcomes</div></li></ul>
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Subgroup effects were examined for:
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<ul><li class="half_rhythm"><div>Children eligible for free school meals</div></li><li class="half_rhythm"><div>Children with elevated internalising difficulties at baseline</div></li></ul></td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">FRIENDS for Life</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref7" rid="niceng223er3.s1.1.ref7">Sloan 2018</a> (United Kingdom)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview study</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teachers (n=16), headteachers (n=2), parents (n=8) pupils (n=48)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To test whether Zippy’s Friends has an impact on children’s academic attainment</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Zippy’s Friends</td></tr><tr><td headers="hd_h_niceng223er3.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng223er3.s1.1.ref3" rid="niceng223er3.s1.1.ref3">Humphrey 2018</a> (United Kingdom)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interview study</td><td headers="hd_h_niceng223er3.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Class teachers (n=106), PATHS co-ordinators (n=11), parents (n=9), pupils (n=11)</td><td headers="hd_h_niceng223er3.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To examine the impact of the PATHS curriculum on the social and emotional well-being of children in primary schools in England.</td><td headers="hd_h_niceng223er3.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PATHS</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt></dt><dd><div><p class="no_margin">GBG: Good Behaviour Game; PATHS: Promoting Alternative Thinking Strategies; RAP UK: Resourceful Adolescent Programme for the United Kingdom; UKRP: United Kingdom Resilience Programme.</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng223er3tab3"><div id="niceng223er3.tab3" class="table"><h3><span class="label">Table 3</span><span class="title">Summary of themes and sub-themes</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK589920/table/niceng223er3.tab3/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng223er3.tab3_lrgtbl__"><table><thead><tr><th id="hd_h_niceng223er3.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Major theme</th><th id="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Sub-themes</th></tr></thead><tbody><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_1" rowspan="3" colspan="1" style="text-align:left;vertical-align:top;">Perception of programme impact</td><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Perceptions of children</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Perceptions of teachers</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Perceptions of parents</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Programme structure, content and implementation</td><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Programme structure</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Programme content</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Programme implementation</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Resource requirements</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_1" rowspan="5" colspan="1" style="text-align:left;vertical-align:top;">Support and guidance</td><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Training, coaching and feedback</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Peer community</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Classroom management</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Programme generalisability</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Scepticism</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Communication</td><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">School-parent communication</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_1" rowspan="2" colspan="1" style="text-align:left;vertical-align:top;">School environment</td><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Impressions of the school</td></tr><tr><td headers="hd_h_niceng223er3.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Distractions</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobniceng223er3tab4"><div id="niceng223er3.tab4" class="table"><h3><span class="label">Table 4</span><span class="title">Summary of qualitative findings</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK589920/table/niceng223er3.tab4/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng223er3.tab4_lrgtbl__"><table><thead><tr><th id="hd_h_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Summary of review finding</th><th id="hd_h_niceng223er3.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Studies contributing to the review finding</th><th id="hd_h_niceng223er3.tab4_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Interventions contributing to the review finding</th><th id="hd_h_niceng223er3.tab4_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">CERQual assessment</th><th id="hd_h_niceng223er3.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Explanation of GRADE-CERQual assessment</th></tr></thead><tbody><tr><th headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_h_niceng223er3.tab4_1_1_1_2 hd_h_niceng223er3.tab4_1_1_1_3 hd_h_niceng223er3.tab4_1_1_1_4 hd_h_niceng223er3.tab4_1_1_1_5" id="hd_b_niceng223er3.tab4_1_1_1_1" colspan="5" rowspan="1" style="text-align:left;vertical-align:top;">Theme 1: Perceptions of programme impact</th></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p><b>Perceptions of children:</b> Interventions helped children develop their emotional awareness and provided them with useful tools and strategies to help manage their emotions and relax. Participants in the intervention generally perceived an improvement in their social and emotional wellbeing and developed skills to regulate their emotions. General increases in positive feelings were reported by pupils. However, there was also suggestions that skills were not being generalised, possibly due to lack of reinforcement of the programme. There was also some evidence of children teaching skills to family members.</p>
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<p><i>“It’s really helped me to keep my emotions under control and not be too dramatic or anything. It’s helped me to control my feelings and my sister annoys me and I’ve learned how to control not getting angry with her.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>]</p>
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</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>
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<a class="bibr" href="#niceng223er3.s1.1.ref4" rid="niceng223er3.s1.1.ref4">Hutchinson 2018</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref10" rid="niceng223er3.s1.1.ref10">Thomas 2017</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref5" rid="niceng223er3.s1.1.ref5">Kirby 2021</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref11" rid="niceng223er3.s1.1.ref11">Wigelsworth 2018</a>
|
|
</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>FRIENDS</p>
|
|
<p>Paws .b</p>
|
|
<p>Hopeful minds</p>
|
|
<p>FRIENDS for Life</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">High</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No concerns</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Perceptions of teachers:</b> Teachers also felt that they benefitted from the interventions as it equipped them with languages, strategies and a better understanding of children’s feelings. However some teachers reported an initial feeling of scepticism about the efficacy of interventions. General increases in positive feelings were reported by teachers. However, there was also suggestions that that skills were not being generalised, possibly due to lack of reinforcement of the programme. Teachers also believed that interventions were beneficial for children, but this was not necessarily reflected in impact evaluation of the interventions.</p>
|
|
<p><i>“I …have felt much more empowered. Um, and it’s given me a strategy to know how to help them, rather than just saying ‘oh, sit down, yeah, you’re fine, you’re fine, it’ll be OK’.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref11" rid="niceng223er3.s1.1.ref11">Wigelsworth 2018</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref7" rid="niceng223er3.s1.1.ref7">Sloan 2018</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref3" rid="niceng223er3.s1.1.ref3">Humphrey 2018</a>
|
|
</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>FRIENDS</p>
|
|
<p>PATHS</p>
|
|
<p>FRIENDS for Life</p>
|
|
<p>Zippy’s Friends</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">High</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No concerns</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Perceptions of parents:</b> Baseline understanding of the interventions varied widely between parents and was largely dependent on previous parent experiences.</p>
|
|
<p><i>“Yes, yes, I wasn’t sure what it entirely would cover but I suppose at work I’d done sort of training courses on personal resilience and how you re-frame the situation…”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UKRP</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very low</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with methodological limitations and serious concerns with adequacy</td></tr><tr><th headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_h_niceng223er3.tab4_1_1_1_2 hd_h_niceng223er3.tab4_1_1_1_3 hd_h_niceng223er3.tab4_1_1_1_4 hd_h_niceng223er3.tab4_1_1_1_5" id="hd_b_niceng223er3.tab4_1_1_5_1" colspan="5" rowspan="1" style="text-align:left;vertical-align:top;">Theme 2: Programme structure, content and implementation</th></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Programme structure:</b> Interventions of a prescriptive nature were appreciated by newly qualified teachers as the curriculum was new to them. However, as they became more familiar with the intervention the ability to make appropriate adaptions would be useful. Teachers also would have preferred some interventions to have started at the beginning of the academic year as it is designed. Children appreciated interventions that were process-focussed rather than results-oriented but also believed some interventions could have been improved with additional or longer sessions.</p>
|
|
<p><i>“… it is a very prescriptive programme to follow which when you’re doing something new is very useful.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a>]</p>
|
|
<p><i>“…the lessons could have been longer so we had more time to do the work book. Sometimes we read bits in the FRIENDS book and then we skipped a few pages…and then it didn’t help us a lot, because some things that we skipped, they looked like they would help us…”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref10" rid="niceng223er3.s1.1.ref10">Thomas 2017</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref12" rid="niceng223er3.s1.1.ref12">Wigelsworth 2020</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref3" rid="niceng223er3.s1.1.ref3">Humphrey 2018</a>
|
|
</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>FRIENDS</p>
|
|
<p>PATHS</p>
|
|
<p>Paws .b</p>
|
|
<p>Mindfulnessbased interventions</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Moderate</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with methodological limitations</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Programme content:</b> Children, teachers and parents all had generally positive views on the overall content of interventions, particularly the more practical elements. Reading and writing aspects of the programmes and accompanying workbooks were looked upon negatively. Some interventions could have been more targeted or age appropriate. Teachers identified that content pitched at an inappropriate level was a key barrier to intervention success. This required teachers to spend time adapting the content, which most felt was an additional time pressure on their already demanding workload. Teacher’s appreciated detailed instructions and easy to use teaching materials.</p>
|
|
<p><i>“I liked the one where you put the book on your head with a piece of paper, you draw with a pencil and you had to draw things without you looking so it was like, you were confident and you could do it.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref9" rid="niceng223er3.s1.1.ref9">Stallard 2013</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref10" rid="niceng223er3.s1.1.ref10">Thomas 2017</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref6" rid="niceng223er3.s1.1.ref6">Punukollu 2020</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref7" rid="niceng223er3.s1.1.ref7">Sloan 2018</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref3" rid="niceng223er3.s1.1.ref3">Humphrey 2018</a>
|
|
</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>FRIENDS</p>
|
|
<p>Paws .b</p>
|
|
<p>RAP UK</p>
|
|
<p>UKRP</p>
|
|
<p>SafeSpot Programme</p>
|
|
<p>Zippy’s Friends</p>
|
|
<p>PATHS</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Moderate</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with coherence</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Programme implementation:</b> School staff agreed that interventions could have been delivered in a greater number of shorter sessions in small groups. Pupil engagement relied heavily on the teacher/facilitator attitude and delivery of the programme. Schools were considered and appropriate environment to deliver interventions but required a great deal of organisation and communication. Teachers identified making mindfulness part of the curriculum and/or school day as a facilitator to intervention success. This would require supports from senior leadership teams. There was evidence of deviation and omission of prescribed activities and the overall lesson plan. Omissions were often reactive in response to time. Lack of support from senior management was identified as a key barrier to implementation success.</p>
|
|
<p><i>“Had we had the opportunity to do small group-focussed mindfulness, it would have been amazing.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref10" rid="niceng223er3.s1.1.ref10">Thomas 2017</a>]</p>
|
|
<p><i>“That made such a crucial difference with the teacher’s attitude, just … make or break … whether it went … how the class reacted to it.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref9" rid="niceng223er3.s1.1.ref9">Stallard 2013</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref9" rid="niceng223er3.s1.1.ref9">Stallard 2013</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref10" rid="niceng223er3.s1.1.ref10">Thomas 2017</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref8" rid="niceng223er3.s1.1.ref8">Skryabina 2016</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref12" rid="niceng223er3.s1.1.ref12">Wigelsworth 2020</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref11" rid="niceng223er3.s1.1.ref11">Wigelsworth 2018</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref3" rid="niceng223er3.s1.1.ref3">Humphrey 2018</a>
|
|
</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>FRIENDS</p>
|
|
<p>PATHS</p>
|
|
<p>Paws .b</p>
|
|
<p>RAP UK</p>
|
|
<p>Mindfulness-based interventions</p>
|
|
<p>FRIENDS for Life</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Moderate</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with coherence</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Resource requirements:</b> Teachers commented that interventions should be prioritised allocated adequate space in the curriculum and resources. However, concerns were expressed regarding the sustainability of intervention due to cost and time requirements. Teachers reported lack of time for training and preparation as a barrier for intervention success. Difficulties timetabling interventions into the school day due to curriculum constraints was also reported. Activities were often omitted due to lack of time within sessions.</p>
|
|
<p><i>“… because I think it’s the kind of thing where everybody assumes it’s going to be taught but if you don’t give it time in the curriculum … but it’s not always done by osmosis really.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref9" rid="niceng223er3.s1.1.ref9">Stallard 2013</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref12" rid="niceng223er3.s1.1.ref12">Wigelsworth 2020</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref11" rid="niceng223er3.s1.1.ref11">Wigelsworth 2018</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref7" rid="niceng223er3.s1.1.ref7">Sloan 2018</a>
|
|
</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>RAP UK</p>
|
|
<p>PATHS</p>
|
|
<p>Mindfulness-based interventions</p>
|
|
<p>FRIENDS for Life</p>
|
|
<p>Zippy’s Friends</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">High</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No concerns</td></tr><tr><th headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_h_niceng223er3.tab4_1_1_1_2 hd_h_niceng223er3.tab4_1_1_1_3 hd_h_niceng223er3.tab4_1_1_1_4 hd_h_niceng223er3.tab4_1_1_1_5" id="hd_b_niceng223er3.tab4_1_1_10_1" colspan="5" rowspan="1" style="text-align:left;vertical-align:top;">Theme 3: Support and guidance</th></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Training, coaching and feedback:</b> School staff agreed that training and feedback was both important and useful. This allowed teachers to assess the fidelity and quality of their own programme delivery and helped them build confidence. The presence of a coach during the sessions was also motivational for the school staff. Teachers considered comprehensive training as an important facilitator for successful intervention delivery, but commented it should not result in teachers having to spend longer hours at work. Teachers suggested training takes place during inset Continuing Professional Development days. Group-based teacher training was received positively.</p>
|
|
<p><i>“Oh definitely I think the big session we had at the start of it all which implemented it as a staff, ‘cos we’ve all had the training together. We all understood it together …”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a>]</p>
|
|
<p><i>“it’s almost that reassurance that what you’re doing is actually what you’re supposed to be doing”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref2" rid="niceng223er3.s1.1.ref2">Honess 2014</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref12" rid="niceng223er3.s1.1.ref12">Wigelsworth 2020</a>
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</p>
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<p>
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<a class="bibr" href="#niceng223er3.s1.1.ref7" rid="niceng223er3.s1.1.ref7">Sloan 2018</a>
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</p>
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</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>PATHS</p>
|
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<p>Mindfulness-based interventions</p>
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<p>Zippy’s Friends</p>
|
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</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Moderate</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with methodological limitations</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p><b>Peer community:</b> Having a supportive community and friends was an important condition for practising the skills learnt from the intervention.</p>
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<p><i>“I would say Esme. is the person that tells me about mindfulness cos if I’m really upset she will come to me and say, “are you alright? Come on, let’s do a mindfulness practice”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref4" rid="niceng223er3.s1.1.ref4">Hutchinson 2018</a>]</p>
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</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<a class="bibr" href="#niceng223er3.s1.1.ref4" rid="niceng223er3.s1.1.ref4">Hutchinson 2018</a>
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|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Paws .b</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very low</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with methodological limitations and serous concerns with adequacy</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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|
<p><b>Classroom management:</b> School staff found classroom management challenging and would have preferred greater insight into dealing with child behaviour issues, even if they did not experience them in their own class. The role of Class Teachers and Teaching Assistants was considered important in assisting with the classroom behaviour management.</p>
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|
<p><i>“if I had children with certain… behavioural difficulties then I think I would like to call on her more”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref9" rid="niceng223er3.s1.1.ref9">Stallard 2013</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref11" rid="niceng223er3.s1.1.ref11">Wigelsworth 2018</a>
|
|
</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>RAP UK</p>
|
|
<p>PATHS</p>
|
|
<p>FRIENDS for Life</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">High</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No concerns</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Programme generalisability:</b> Teachers would have appreciated advice on generalising the intervention into wider practice.</p>
|
|
<p><i>“just to talk through some of the strategies that… have been put through the past… about how they could be modified and… perhaps… extended beyond the classroom”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PATHS</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Low</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to serious concerns with adequacy</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Scepticism:</b> Some PATHS teachers reported a level of scepticism concerning the supervision provided.</p>
|
|
<p><i>“I got the impression she was coming in just to see how the programme was going, not necessarily to support us”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref1" rid="niceng223er3.s1.1.ref1">Ashworth 2018</a>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PATHS</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Low</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_10_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to serious concerns with adequacy</td></tr><tr><th headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_h_niceng223er3.tab4_1_1_1_2 hd_h_niceng223er3.tab4_1_1_1_3 hd_h_niceng223er3.tab4_1_1_1_4 hd_h_niceng223er3.tab4_1_1_1_5" id="hd_b_niceng223er3.tab4_1_1_16_1" colspan="5" rowspan="1" style="text-align:left;vertical-align:top;">Theme 4: Communication</th></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_16_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>School-parent communication:</b> Parents had mixed views on the level of communication they received from schools. Some believed they had been provided with adequate information on the interventions, whilst others felt schools had not communicated with them at all.</p>
|
|
<p>Parents being made aware of interventions and their benefits was frequently highlighted by teachers as a facilitator of intervention success.</p>
|
|
<p><i>“I had two or three meetings at school with the teachers and actually they came up with the idea about that.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>]</p>
|
|
<p><i>“School hasn’t told me anything about that. I can’t remember having anything from school.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_16_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>
|
|
</p>
|
|
<p>
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref12" rid="niceng223er3.s1.1.ref12">Wigelsworth 2020</a>
|
|
</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_16_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>UKRP</p>
|
|
<p>Mindfulness-based interventions</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_16_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Low</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_16_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with methodological limitations and adequacy</td></tr><tr><th headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_h_niceng223er3.tab4_1_1_1_2 hd_h_niceng223er3.tab4_1_1_1_3 hd_h_niceng223er3.tab4_1_1_1_4 hd_h_niceng223er3.tab4_1_1_1_5" id="hd_b_niceng223er3.tab4_1_1_18_1" colspan="5" rowspan="1" style="text-align:left;vertical-align:top;">Theme 5: School environment</th></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Impressions of the school:</b> Parent’s impressions of the school tended to mirror their impressions of the intervention. Parents who commented positively on the school generally, were almost always those who also commented positively on the intervention and vice versa.</p>
|
|
<p><i>“But overall the teachers are just so backing the children, it is really lovely to see.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>]</p>
|
|
<p><i>“The teacher fobbed me off with saying it wasn’t vital what they do in that term. I thought well actually if it’s not vital why do you put it in there?”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref13" rid="niceng223er3.s1.1.ref13">Wolfe 2014</a>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UKRP</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very low</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with methodological limitations and serious concerns with adequacy</td></tr><tr><td headers="hd_h_niceng223er3.tab4_1_1_1_1 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p><b>Distractions:</b> Children experienced several challenges to the practice of mindfulness including distractions.</p>
|
|
<p><i>“I find it really hard to concentrate, if we do it in the class when we are having a lesson, and some people are outside and they are screaming and shouting and going yes well, when it’s like that, I’m trying but I can’t as my mind is concentrating on something else.”</i> [<a class="bibr" href="#niceng223er3.s1.1.ref4" rid="niceng223er3.s1.1.ref4">Hutchinson 2018</a>]</p>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_2 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<a class="bibr" href="#niceng223er3.s1.1.ref4" rid="niceng223er3.s1.1.ref4">Hutchinson 2018</a>
|
|
</td><td headers="hd_h_niceng223er3.tab4_1_1_1_3 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Paws .b</td><td headers="hd_h_niceng223er3.tab4_1_1_1_4 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very low</td><td headers="hd_h_niceng223er3.tab4_1_1_1_5 hd_b_niceng223er3.tab4_1_1_18_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Downgraded due to moderate concerns with methodological limitations and serous concerns with adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobniceng223er3appftab1"><div id="niceng223er3.appf.tab1" class="table"><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK589920/table/niceng223er3.appf.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng223er3.appf.tab1_lrgtbl__"><table><thead><tr><th id="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study</th><th id="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Code [Reason]</th></tr></thead><tbody><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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(2014) Targeting high-risk, socially influential middle school students to reduce aggression: Universal versus selective preventive intervention effects. Journal of Research on Adolescence
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24(2): 364–382
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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(2008) The multisite violence prevention project: impact of a universal school-based violence prevention program on social-cognitive outcomes. Prevention science
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9(4): 231–244 [<a href="/pmc/articles/PMC2748309/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2748309</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/18780181" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18780181</span></a>]
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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(2013) WWC Review of the Report ?Assessing the Effectiveness of First Step to Success: Are Short-Term Results the First Step to Long-Term Behavioral Improvements.?
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What Works Clearinghouse Single Study Review.: 1–8
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non systematic review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Ab Ghaffar, Siti Fatimah, Mohd Sidik, Sherina, Ibrahim, Normala
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et al (2019) Effect of a School-Based Anxiety Prevention Program among Primary School Children. International journal of environmental research and public health
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16(24) [<a href="/pmc/articles/PMC6950005/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6950005</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31817328" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31817328</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Adibsereshki, N.; Shaydaei, M.; Movallali, G. (2016) The effectiveness of emotional intelligence training on the adaptive behaviors of students with intellectual disability. International Journal of Developmental Disabilities
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62(4): 245–252
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|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Agley, J., Jun, M., Eldridge, L.
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et al (2021) Effects of ACT out! social issue theater on social-emotional competence and bullying in youth and adolescents: cluster randomized controlled trial. JMIR Mental Health
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8(1): e25860 [<a href="/pmc/articles/PMC7817353/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7817353</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33338986" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33338986</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Agley, Jon, Jun, Mikyoung, Eldridge, Lori
|
|
et al (2021) Effects of ACT out! social issue theater on social-emotional competence and bullying in youth and adolescents: cluster randomized controlled trial. JMIR Mental Health
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|
8(1): e25860 [<a href="/pmc/articles/PMC7817353/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7817353</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33338986" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33338986</span></a>]
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Duplicate</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Ahlen
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J; Lenhard
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F; Ghaderi
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A (2015) Universal Prevention for Anxiety and Depressive Symptoms in Children: A Meta-analysis of Randomized and Cluster-Randomized Trials. The journal of primary prevention
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36(6): 387–403 [<a href="https://pubmed.ncbi.nlm.nih.gov/26502085" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26502085</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Albright, Abby, Michael, Kurt, Massey, Cameron
|
|
et al (2013) An evaluation of an interdisciplinary rural school mental health programme in Appalachia. Advances in School Mental Health Promotion
|
|
6(3): 189–202
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Allen, Kate, Hansford, Lorraine, Hayes, Rachel
|
|
et al (2019) Teachers’ perceptions of the impact of the Incredible Years Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. The British journal of educational psychology [<a href="https://pubmed.ncbi.nlm.nih.gov/31297801" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31297801</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Andermo, S., Hallgren, M., Nguyen, T.-T.-D.
|
|
et al (2020) School-related physical activity interventions and mental health among children: a systematic review and meta-analysis. Sports Medicine - Open
|
|
6(1): 25 [<a href="/pmc/articles/PMC7297899/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7297899</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/32548792" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32548792</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Anthony, Hayley and McLean, Louise A (2015) Promoting mental health at school: Short-term effectiveness of a popular school-based resiliency programme. Advances in School Mental Health Promotion
|
|
8(4): 199–215
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Anticich, Sarah A. J., Barrett, Paula M., Silverman, Wendy
|
|
et al (2013) The Prevention of Childhood Anxiety and Promotion of Resilience among Preschool-Aged Children: A Universal School Based Trial. Advances in School Mental Health Promotion
|
|
6(2): 93–121
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Antonson, Carl, Thorsen, Frida, Sundquist, Jan
|
|
et al (2018) Upper secondary school students’ compliance with two Internet-based self-help programmes: a randomised controlled trial. European child & adolescent psychiatry
|
|
27(2): 191–200 [<a href="/pmc/articles/PMC5842245/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5842245</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28776094" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28776094</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study does not provide data for the control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Appelqvist-Schmidlechner, Kaija, Liski, Antti, Pankakoski, Maiju
|
|
et al (2016) Together at school intervention programme. A pilot study on the feasibility and perceived benefits of a programme focusing on improving socio-emotional skills among schoolchildren in Finland. International Journal of Mental Health Promotion
|
|
18(3): 127–143
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Not universal curriculum - Whole-school approach</p>
|
|
<p>- Study design: No control group</p>
|
|
</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Arora, Prerna G, Collins, Tai A, Dart, Evan H
|
|
et al (2019) Multi-tiered systems of support for school-based mental health: A systematic review of depression interventions. School Mental Health: A Multidisciplinary Research and Practice Journal
|
|
11(2): 240–264
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Aune, Tore and Stiles, Tore C (2009) Universal-based prevention of syndromal and subsyndromal social anxiety: A randomized controlled study. Journal of consulting and clinical psychology
|
|
77(5): 867–79 [<a href="https://pubmed.ncbi.nlm.nih.gov/19803567" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19803567</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is a whole community approach with a universal classroom component</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Averdijk, Margit, Zirk-Sadowski, Jan, Ribeaud, Denis
|
|
et al (2016) Long-term effects of two childhood psychosocial interventions on adolescent delinquency, substance use, and antisocial behavior: A cluster randomized controlled trial. Journal of Experimental Criminology
|
|
12(1): 21–47
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bambara, Linda M., Goh, Ailsa, Kern, Lee
|
|
et al (2012) Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings. Journal of Positive Behavior Interventions
|
|
14(4): 228–240
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bannirchelvam, Bavani; Bell, Karen L; Costello, Shane (2017) A qualitative exploration of primary school students’ experience and utilisation of mindfulness. Contemporary School Psychology
|
|
21(4): 304–316
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Barkoukis, V, Lazuras, L, Ourda, D
|
|
et al (2016) Tackling psychosocial risk factors for adolescent cyberbullying: evidence from a school-based intervention. Aggressive behavior
|
|
42(2): 114–122 [<a href="https://pubmed.ncbi.nlm.nih.gov/26350445" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26350445</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not universal curriculum - Whole-school approach</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bastounis, Anastasios, Callaghan, Patrick, Lykomitrou, Foteini
|
|
et al (2017) Exploring students’ participation in universal, depression and anxiety, prevention programmes at school: A meta-aggregation. School Mental Health: A Multidisciplinary Research and Practice Journal
|
|
9(4): 372–385
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bearman, Sarah K., Bailin, Abby, Rodriguez, Erin
|
|
et al (2020) Partnering with School Providers to Codesign Mental Health Interventions: An Open Trial of Act &amp; Adapt in Urban Public Middle Schools. Psychology in the Schools
|
|
57(11): 1689–1709 [<a href="/pmc/articles/PMC9799065/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC9799065</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/36590313" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 36590313</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: No control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Beaudry, MB, Swartz, K, Miller, L
|
|
et al (2019) Effectiveness of the Adolescent Depression Awareness Program (ADAP) on Depression Literacy and Mental Health Treatment. Journal of school health
|
|
89(3): 165–172 [<a href="/pmc/articles/PMC6370293/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6370293</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30644108" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30644108</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Beelmann, Andreas and Raabe, Tobias (2009) The effects of preventing antisocial behavior and crime in childhood and adolescence: Results and implications of research reviews and meta-analyses. European Journal of Developmental Science
|
|
3(3): 260–281
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non systematic review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Beggs, Allison and Olson, Sara (2020) The Effects of Social-Emotional Learning and Teacher Relationships on Middle School Student Well-Being.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Benner, Gregory J., Nelson, J. Ron, Sanders, Elizabeth A.
|
|
et al (2012) Behavior Intervention for Students with Externalizing Behavior Problems: Primary-Level Standard Protocol. Exceptional Children
|
|
78(2): 181–198
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Benner, Gregory J., Sanders, Elizabeth A., Nelson, J. Ron
|
|
et al (2013) How Individual and School Aggregate Baseline Behavior Levels Moderate Response to a Primary Level Behavior Intervention. Behavioral Disorders
|
|
38(2): 73–87
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bermejo-Martins, E, Mujika, A, Iriarte, A
|
|
et al (2019) Social and emotional competence as key element to improve healthy lifestyles in children: results from a randomized controlled trial. Journal of advanced nursing [<a href="https://pubmed.ncbi.nlm.nih.gov/30972808" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30972808</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Duplicate</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bermejo-Martins, Elena, Mujika, Agurtzane, Iriarte, Andrea
|
|
et al (2019) Social and emotional competence as key element to improve healthy lifestyles in children: A randomized controlled trial. Journal of advanced nursing
|
|
75(8): 1764–1781 [<a href="https://pubmed.ncbi.nlm.nih.gov/30972808" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30972808</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention delivered outside of school hours</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bernal-Manrique, Koryn N; Garcia-Martin, Maria B; Ruiz, Francisco J (2020) Effect of acceptance and commitment therapy in improving interpersonal skills in adolescents: A randomized waitlist control trial. Journal of Contextual Behavioral Science
|
|
17: 86–94
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Binfet, John-Tyler and Whitehead, Jenna (2019) The Effect of Engagement in a Kindness Intervention on Adolescents’ Well-Being: A Randomized Controlled Trial. International Journal of Emotional Education
|
|
11(2): 33–49
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention not a formal programme</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Biskner, Jessica and Biskner, Jessica Ariana (2019) Mindfulness-based interventions within middle and high school settings: teachers’ perspectives.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bleasdale, Jane E; Peterson, Margaret C; Nidich, Sanford (2020) Effect of Meditation on Social/Emotional Well-Being in a High-Performing High School. Professional School Counseling
|
|
23(1): 2156759x20940639
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study had an active control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bluth, Karen, Gaylord, Susan A, Campo, Rebecca A
|
|
et al (2016) Making friends with yourself: A mixed methods pilot study of a mindful self-compassion program for adolescents. Mindfulness
|
|
7(2): 479–492 [<a href="/pmc/articles/PMC4838201/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4838201</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27110301" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27110301</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not delivered in school</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bogue, Heidi E. (2011) Impact of a violence prevention curriculum on kindergarteners’ behavior. Dissertation Abstracts International Section A: Humanities and Social Sciences
|
|
72(10a): 3610
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bokoch, Rebecca and Hass-Cohen, Noah (2020) Effectiveness of a School-Based Mindfulness and Art Therapy Group Program. Art Therapy: 1–10
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Boldt, Katharina, Coenen, Michaela, Movsisyan, Ani
|
|
et al (2021) Interventions to Ameliorate the Psychosocial Effects of the COVID-19 Pandemic on Children-A Systematic Review. International journal of environmental research and public health
|
|
18(5) [<a href="/pmc/articles/PMC7967755/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7967755</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33670974" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33670974</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bottini, Cheryl L. (2017) The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students.: 1–117
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- PhD thesis</p>
|
|
<p>- Dissertation</p>
|
|
</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brackett, Marc A. (2016) The Emotion Revolution: Enhancing Social and Emotional Learning in School: Enhancing Social and Emotional Learning in School. Independent School
|
|
75(4)
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Ordered but not received</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bradshaw, Catherine P., Zmuda, Jessika H., Kellam, Sheppard G.
|
|
et al (2009) Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School. Journal of Educational Psychology
|
|
101(4): 926–937 [<a href="/pmc/articles/PMC3678772/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3678772</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23766545" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23766545</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Breeman, Linda D, van Lier, Pol A. C, Wubbels, Theo
|
|
et al (2016) Effects of the good behavior game on the behavioral, emotional, and social problems of children with psychiatric disorders in special education settings. Journal of Positive Behavior Interventions
|
|
18(3): 156–167
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brigman, Greg A.; Webb, Linda D.; Campbell, Chari (2007) Building Skills for School Success: Improving the Academic and Social Competence of Students. Professional School Counseling
|
|
10(3): 279–288
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Broderick, Patricia C and Metz, Stacie (2009) Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion
|
|
2(1): 35–46
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brown, Joshua L.; Jones, Stephanie M.; Aber, J. Lawrence (2010) The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices.: 1–8
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brunwasser, Steven M; Freres, Derek R; Gillham, Jane E (2018) Youth Cognitive-Behavioral Depression Prevention: Testing Theory in a Randomized Controlled Trial. Cognitive therapy and research
|
|
42(4): 468–482 [<a href="/pmc/articles/PMC6059657/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6059657</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30057434" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30057434</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brunwasser, Steven M and Gillham, Jane E (2018) Identifying Moderators of Response to the Penn Resiliency Program: A Synthesis Study. Prevention science : the official journal of the Society for Prevention Research
|
|
19(suppl1): 38–48 [<a href="/pmc/articles/PMC4940325/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4940325</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26759001" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26759001</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bunketorp Kall, Lina, Malmgren, Helge, Olsson, Erik
|
|
et al (2015) Effects of a Curricular Physical Activity Intervention on Children’s School Performance, Wellness, and Brain Development. The Journal of school health
|
|
85(10): 704–13 [<a href="https://pubmed.ncbi.nlm.nih.gov/26331753" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26331753</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Burckhardt, Rowan, Manicavasagar, Vijaya, Batterham, Philip J
|
|
et al (2015) A Web-Based Adolescent Positive Psychology Program in Schools: Randomized Controlled Trial. Journal of medical Internet research
|
|
17(7): e187 [<a href="/pmc/articles/PMC4705364/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4705364</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26220564" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26220564</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Burn, Michele, Knight, Tess, Taylor, Lisa
|
|
et al (2019) Parents’ perceptions of changes in family functioning after participation in a strengthening families intervention: A qualitative analysis. Children and Youth Services Review
|
|
100: 428–436
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Buttigieg, Jason P, Shortt, Alison L, Slaviero, Tania M
|
|
et al (2015) A longitudinal evaluation of the Resilient Families randomized trial to prevent early adolescent depressive symptoms. Journal of adolescence
|
|
44: 204–13 [<a href="https://pubmed.ncbi.nlm.nih.gov/26298674" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26298674</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not delivered as part of the lesson plan</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Butzer, Bethany, LoRusso, Amanda Marie, Windsor, Regina
|
|
et al (2017) A Qualitative Examination of Yoga for Middle School Adolescents. Advances in school mental health promotion
|
|
10(3): 195–219 [<a href="/pmc/articles/PMC5531187/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5531187</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28757897" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28757897</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Caldarella, Paul, Larsen, Ross A., Williams, Leslie
|
|
et al (2018) Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders. Journal of Positive Behavior Interventions
|
|
20(2): 78–89
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Caldwell, Deborah (2019) Effectiveness of school-based interventions to prevent anxiety & depression in young people. European Journal of Public Health
|
|
29(supplement4): ckz185–021
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Caldwell, Deborah M, Davies, Sarah R, Hetrick, Sarah E
|
|
et al (2019) School-based interventions to prevent anxiety and depression in children and young people: a systematic review and network meta-analysis. The lancet. Psychiatry
|
|
6(12): 1011–1020 [<a href="/pmc/articles/PMC7029281/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7029281</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31734106" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31734106</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Caldwell, Deborah M, Davies, Sarah R, Thorn, Joanna
|
|
et al (2020) School-based interventions to prevent anxiety, depression and conduct disorders in children and young people: a systematic review, network meta-analysis and economic evaluation. Public Health Research [<a href="https://pubmed.ncbi.nlm.nih.gov/34347403" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 34347403</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Calear, A.L., Christensen, H., Mackinnon, A.
|
|
et al (2009) The YouthMood Project: A Cluster Randomized Controlled Trial of an Online Cognitive Behavioral Program With Adolescents. Journal of Consulting and Clinical Psychology
|
|
77(6): 1021–1032 [<a href="https://pubmed.ncbi.nlm.nih.gov/19968379" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19968379</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Calvarese, Giovanni (2020) A Mixed Methods Exploration of Academic Literacy Engagement and Social Emotional Learning with High School Students.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Calvete, E, Fernandez-Gonzalez, L, Orue, I
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|
et al (2019) The Effect of an Intervention Teaching Adolescents that People can Change on Depressive Symptoms, Cognitive Schemas, and Hypothalamic-Pituitary-Adrenal Axis Hormones. Journal of abnormal child psychology [<a href="/pmc/articles/PMC6650351/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6650351</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30903540" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30903540</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Campion, Jonathan and Rocco, Sharn (2009) Minding the mind: The effects and potential of a school-based meditation programme for mental health promotion. Advances in School Mental Health Promotion
|
|
2(1): 47–55
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cappella, Elise, Hamre, Bridget K, Kim, Ha Yeon
|
|
et al (2012) Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools. Journal of consulting and clinical psychology
|
|
80(4): 597–610 [<a href="/pmc/articles/PMC3399967/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3399967</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/22428941" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22428941</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classro om management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Caprara, Gian Vittorio, Kanacri, Bernadette
|
|
Paula
|
|
Luengo, Gerbino, Maria
|
|
et al (2014) Positive Effects of Promoting Prosocial Behavior in Early Adolescence: Evidence from a School-Based Intervention. International Journal of Behavioral Development
|
|
38(4): 386–396
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cardemil, E.V., Reivich, K.J., Beevers, C.G.
|
|
et al (2007) The prevention of depressive symptoms in low-income, minority children: Two-year follow-up. Behaviour Research and Therapy
|
|
45(2): 313–327 [<a href="https://pubmed.ncbi.nlm.nih.gov/16643843" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16643843</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Carsley, Dana; Khoury, Bassam; Heath, Nancy L. (2018) Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness
|
|
9(3): 693–707
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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|
Cataldi, S., Francavilla, V.C., Bonavolonta, V.
|
|
et al (2021) Proposal for a fitness program in the school setting during the covid 19 pandemic: Effects of an 8-week crossfit program on psychophysical well-being in healthy adolescents. International Journal of Environmental Research and Public Health
|
|
18(6): 1–12 [<a href="/pmc/articles/PMC8003000/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC8003000</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33803694" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33803694</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cavanagh, Kate, Strauss, Clara, Cicconi, Francesca
|
|
et al (2013) A randomised controlled trial of a brief online mindfulness-based intervention. Behaviour research and therapy
|
|
51(9): 573–8 [<a href="https://pubmed.ncbi.nlm.nih.gov/23872699" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23872699</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population outside scope of review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cecchini, Jose A, Montero, Javier, Alonso, Alicia
|
|
et al (2007) Effects of personal and social responsibility on fair play in sports and self-control in school-aged youths. European Journal of Sport Science
|
|
7(4): 203–211
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cefai, Carmel, Ferrario, Erika, Cavioni, Valeria
|
|
et al (2014) Circle Time for Social and Emotional Learning in Primary School. Pastoral Care in Education
|
|
32(2): 116–130
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Challen, Amy, Noden, Philip, West, Anne
|
|
et al (2009) UK resilience programme evaluation: interim report. DCSF Research Brief: 4
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cheng, Yi-Ju and Ray, Dee C (2016) Child-centered group play therapy: Impact on social-emotional assets of kindergarten children. Journal for Specialists in Group Work
|
|
41(3): 209–237
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Population - subset</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chester, K.L., Klemera, E., Magnusson, J.
|
|
et al (2019) The role of school-based health education in adolescent spiritual moral, social and cultural development. Health Education Journal
|
|
78(5): 582–594
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cilar, Leona, Stiglic, Gregor, Kmetec, Sergej
|
|
et al (2020) Effectiveness of school-based mental well-being interventions among adolescents: A systematic review. Journal of advanced nursing [<a href="https://pubmed.ncbi.nlm.nih.gov/32363607" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32363607</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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|
Cipriano, Christina, Barnes, Tia N., Rivers, Susan E.
|
|
et al (2019) Exploring Changes in Student Engagement through the Ruler Approach: An Examination of Students at Risk of Academic Failure. Journal of Education for Students Placed at Risk
|
|
24(1): 1–19
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Population - subset</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Coker, Ann L, Bush, Heather M, Brancato, Candace J
|
|
et al (2019) Bystander Program Effectiveness to Reduce Violence Acceptance: RCT in High Schools. Journal of family violence
|
|
34(3): 153–164 [<a href="/pmc/articles/PMC6422968/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6422968</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30956390" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30956390</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Coker, Ann L, Bush, Heather M, Cook-Craig, Patricia G
|
|
et al (2017) RCT Testing Bystander Effectiveness to Reduce Violence. American journal of preventive medicine
|
|
52(5): 566–578 [<a href="/pmc/articles/PMC5737001/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5737001</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28279546" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28279546</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cole, Rachel L., Treadwell, Susanne, Dosani, Sima
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|
et al (2013) Evaluation of a Short-term, Cognitive-Behavioral Intervention for Primary Age Children with Anger-Related Difficulties. School Psychology International
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|
34(1): 82–100
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Conboy, LA, Noggle, JJ, Frey, JL
|
|
et al (2013) Qualitative evaluation of a high school yoga program: feasibility and perceived benefits. Explore (new york, N.Y.)
|
|
9(3): 171–180 [<a href="https://pubmed.ncbi.nlm.nih.gov/23643372" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23643372</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Conduct Problems Prevention Research, Group (2010) The Difficulty of Maintaining Positive Intervention Effects: A Look at Disruptive Behavior, Deviant Peer Relations, and Social Skills During the Middle School Years. The Journal of early adolescence
|
|
30(4) [<a href="/pmc/articles/PMC3851108/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3851108</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24319308" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24319308</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Conroy, Maureen A., Sutherland, Kevin S., Algina, James
|
|
et al (2018) Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications from a Randomized Controlled Trial of BEST in CLASS. AERA Open
|
|
4(1): 1–16
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population outside scope of review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cook, Clayton R., Fiat, Aria, Larson, Madeline
|
|
et al (2018) Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy. Journal of Positive Behavior Interventions
|
|
20(3): 149–159
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Study not concerned with social, emotional and mental wellbeing</p>
|
|
<p>- Study intervention is teacher training for classroo m management</p>
|
|
</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cook, CR, Frye, M, Slemrod, T
|
|
et al (2015) An integrated approach to universal prevention: independent and combined effects of PBIS and SEL on youths’ mental health. School psychology quarterly
|
|
30(2): 166–183 [<a href="/pmc/articles/PMC4446139/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4446139</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25602629" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25602629</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Coombes, Lindsey, Chan, Gail, Allen, Debby
|
|
et al (2016) Mixed-methods evaluation of the good behaviour game in English primary schools. Journal of Community & Applied Social Psychology
|
|
26(5): 369–387
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cooper, Mick, Stafford, Megan R, Saxon, David
|
|
et al (2021) Humanistic counselling plus pastoral care as usual versus pastoral care as usual for the treatment of psychological distress in adolescents in UK state schools (ETHOS): a randomised controlled trial. The Lancet. Child & adolescent health
|
|
5(3): 178–189 [<a href="/pmc/articles/PMC9765869/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC9765869</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33484658" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33484658</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Corcoran, R. P., Cheung, A. C. K., Kim, E.
|
|
et al (2018) Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review
|
|
25: 56–72
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cordier, Reinie, Speyer, Renee, Mahoney, Natasha
|
|
et al (2021) Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis. PloS one
|
|
16(7): e0254117 [<a href="/pmc/articles/PMC8270412/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC8270412</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/34242303" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 34242303</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Corepal, R., Best, P., O’Neill, R.
|
|
et al (2019) A feasibility study of ‘The StepSmart Challenge’ to promote physical activity in adolescents. Pilot and Feasibility Studies
|
|
5(1): 132 [<a href="/pmc/articles/PMC6859606/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6859606</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31832227" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31832227</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Corrieri, Sandro, Heider, Dirk, Conrad, Ines
|
|
et al (2014) School-based prevention programs for depression and anxiety in adolescence: a systematic review. Health promotion international
|
|
29(3): 427–41 [<a href="https://pubmed.ncbi.nlm.nih.gov/23376883" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23376883</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Corsello, Maryann; Sharma, Anu; Jerabek, Angela (2015) Building Assets Reducing Risks: Academic Success for All Students through Positive Relationships and Use of Real-Time Data.: 1–10
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Corteselli, K.A., Hollinsaid, N.L., Harmon, S.L.
|
|
et al (2020) School Counselor Perspectives on Implementing a Modular Treatment for Youth. Evidence-Based Practice in Child and Adolescent Mental Health: 1–17
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Costigan, Sarah A, Eather, Narelle, Plotnikoff, Ronald C
|
|
et al (2016) High-Intensity Interval Training for Cognitive and Mental Health in Adolescents. Medicine and science in sports and exercise
|
|
48(10): 1985–93 [<a href="https://pubmed.ncbi.nlm.nih.gov/27187097" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27187097</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Crean, Hugh F and Johnson, Deborah B (2013) Promoting Alternative Thinking Strategies (PATHS) and elementary school aged children’s aggression: results from a cluster randomized trial. American journal of community psychology
|
|
52(12): 56–72 [<a href="https://pubmed.ncbi.nlm.nih.gov/23625456" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23625456</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Curtis, Cheryl and Norgate, Roger (2007) An evaluation of the promoting alternative thinking strategies curriculum at key stage 1. Educational Psychology in Practice
|
|
23(1): 33–44
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cutuli, J J, Gillham, Jane E, Chaplin, Tara M
|
|
et al (2013) Preventing adolescents’ externalizing and internalizing symptoms: Effects of the Penn Resiliency Program. The international journal of emotional education
|
|
5(2): 67–79 [<a href="/pmc/articles/PMC3952879/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3952879</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24634897" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24634897</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Daly, L.A., Haden, S.C., Hagins, M.
|
|
et al (2015) Yoga and emotion regulation in high school students: A randomized controlled trial. Evidence-based Complementary and Alternative Medicine
|
|
2015: 794928 [<a href="/pmc/articles/PMC4556863/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4556863</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26356561" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26356561</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected Not curriculum based - focused on a subset of children meeting inclusion criteria</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dariotis, Jacinda K, Mirabal-Beltran, Roxanne, Cluxton-Keller, Fallon
|
|
et al (2017) A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers. Psychology in the schools
|
|
54(1): 53–69 [<a href="/pmc/articles/PMC5486971/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5486971</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28670007" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28670007</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dariotis, Jacinda K, Mirabal-Beltran, Roxanne, Cluxton-Keller, Fallon
|
|
et al (2016) A qualitative evaluation of student learning and skills use in a school-based mindfulness and yoga program. Mindfulness
|
|
7(1): 76–89 [<a href="/pmc/articles/PMC4762597/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4762597</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26918064" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26918064</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
David Oana, Alexandra, Costescu, Cristina, Cardos, Roxana
|
|
et al (2020) How Effective are Serious Games for Promoting Mental Health and Health Behavioral Change in Children and Adolescents?
|
|
A Systematic Review and Meta-analysis. Child & Youth Care Forum
|
|
49(6): 817–838
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Davidson, B.C., Davis, E., Cadenas, H.
|
|
et al (2020) Universal Teacher-Child Interaction Training in Early Special Education: A Pilot Cluster-Randomized Control Trial. Behavior Therapy [<a href="https://pubmed.ncbi.nlm.nih.gov/33622507" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33622507</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom manag ement</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
De La Rue, Lisa, Polanin, Joshua R, Espelage, Dorothy L
|
|
et al (2017) A meta-analysis of school-based interventions aimed to prevent or reduce violence in teen dating relationships. Review of Educational Research
|
|
87(1): 7–34
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dean, Michelle and Chang, Ya-Chih (2021) A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings. Autism: 13623613211012886 [<a href="https://pubmed.ncbi.nlm.nih.gov/34231405" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 34231405</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
DeLay, D, Ha, T, Van Ryzin, M
|
|
et al (2016) Changing Friend Selection in Middle School: a Social Network Analysis of a Randomized Intervention Study Designed to Prevent Adolescent Problem Behavior. Prevention science
|
|
17(3): 285–294 [<a href="/pmc/articles/PMC4791197/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4791197</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26377235" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26377235</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and me ntal wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
DeRosier, Melissa E and Mercer, Sterett H (2007) Improving student social behavior: The effectiveness of a story telling-based character education program. Journal of Research in Character Education
|
|
5(2): 131–148
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dijkman, Marieke A M, Harting, Janneke, van Tol, Lenneke
|
|
et al (2017) Sustainability of the good behaviour game in Dutch primary schools. Health promotion international
|
|
32(1): 79–90 [<a href="https://pubmed.ncbi.nlm.nih.gov/28180269" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28180269</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Direktor, Cemaliye (2019) A trial of a school-based cognitive behaviour program for anxiety on 4th generation immigrants. Anales de Psicologia
|
|
35(3): 417–423
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Domitrovich, C. E.; Cortes, R. C.; Greenberg, M. T. (2007) Improving young children’s social and emotional competence: a randomized trial of the preschool “PATHS” curriculum. Journal of primary prevention
|
|
28(2): 67–91 [<a href="https://pubmed.ncbi.nlm.nih.gov/17265130" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17265130</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population outside scope of review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Doucet, M.-H.; Farella Guzzo, M.; Groleau, D. (2018) Brief report: A qualitative evidence synthesis of the psychological processes of school-based expressive writing interventions with adolescents. Journal of Adolescence
|
|
69: 113–117 [<a href="https://pubmed.ncbi.nlm.nih.gov/30286329" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30286329</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dowling, K. and Barry, M.M. (2020) Evaluating the implementation quality of a social and emotional learning program: A mixed methods approach. International Journal of Environmental Research and Public Health
|
|
17(9): 3249 [<a href="/pmc/articles/PMC7246810/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7246810</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/32392698" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32392698</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dray, Julia, Bowman, Jenny, Campbell, Elizabeth
|
|
et al (2017) Effectiveness of a pragmatic school-based universal intervention targeting student resilience protective factors in reducing mental health problems in adolescents. Journal of adolescence
|
|
57: 74–89 [<a href="https://pubmed.ncbi.nlm.nih.gov/28384523" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28384523</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not universal curriculum - Whole-school approach</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Duncan, Robert, Washburn, Isaac J., Lewis, Kendra M.
|
|
et al (2017) Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors. Prevention science : the official journal of the Society for Prevention Research
|
|
18(2): 214–224 [<a href="/pmc/articles/PMC5247357/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5247357</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28028741" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28028741</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not universal curriculum - Whole-school approach</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dymnicki, Allison B.; Weissberg, Roger P.; Henry, David B. (2011) Understanding How Programs Work to Prevent Overt Aggressive Behaviors: A Meta-Analysis of Mediators of Elementary School-Based Programs. Journal of School Violence
|
|
10(4): 315–337
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non systematic review: Exclusion criteria doesn’t refer to RCTs only. On review of the include list their appears to be non-RCTs</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Eacott, Chelsea and Frydenberg, Erica (2008) At-risk students in a rural context: Benefits and gains from a coping skills program. Australian Journal of Guidance and Counselling
|
|
18(2): 160–181
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Eames, Vicky; Shippen, Catherine; Sharp, Helen (2016) The Team of Life: A narrative approach to building resilience in UK school children. Educational and Child Psychology
|
|
33(2): 57–68
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected: Targeted approach focused on transition into secondary; doesn’t appear to be part of a curriculum per se</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Eather, Narelle; Morgan, Philip J; Lubans, David R (2016) Effects of exercise on mental health outcomes in adolescents: Findings from the CrossFitTM teens randomized controlled trial. Psychology of Sport and Exercise
|
|
26: 14–23
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Eden, Sigal; Heiman, Tali; Olenik-Shemesh, Dorit (2013) Teachers’ perceptions, beliefs and concerns about cyberbullying. British Journal of Educational Technology
|
|
44(6): 1036–1052
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Edwards, Carolyn Pope, Hart, Tara, Rasmussen, Kelly
|
|
et al (2009) Promoting parent partnership in Head Start: A qualitative case study of teacher documents from a school readiness intervention project. Early Childhood Services: An Interdisciplinary Journal of Effectiveness
|
|
3(4): 301–322
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Einfeld, Stewart L, Beaumont, Renae, Clark, Trevor
|
|
et al (2018) School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual and Developmental Disability
|
|
43(1): 29–39
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Elder, Charles, Nidich, Sanford, Colbert, Robert
|
|
et al (2011) Reduced Psychological Distress in Racial and Ethnic Minority Students Practicing the Transcendental Meditation Program. Journal of Instructional Psychology
|
|
38(2): 109–116
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Eppelmann, L, Parzer, P, Lenzen, C
|
|
et al (2018) Cluster-randomized, controlled evaluation of stress management training for high school students. Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie
|
|
46(6): 497–504 [<a href="https://pubmed.ncbi.nlm.nih.gov/29658822" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29658822</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-English language publication</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Essau, Cecilia A, Conradt, Judith, Sasagawa, Satoko
|
|
et al (2012) Prevention of anxiety symptoms in children: results from a universal school-based trial. Behavior therapy
|
|
43(2): 450–64 [<a href="https://pubmed.ncbi.nlm.nih.gov/22440079" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22440079</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Ordered but not received</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Etherington, V
|
|
Costello, S (2019) Comparing Universal and Targeted Delivery of a Mindfulness-Based Program for Anxiety in Children. JOURNAL OF PSYCHOLOGISTS AND COUNSELLORS IN SCHOOLS
|
|
29(1): 22–38
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: No control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Evers, Kerry E., Prochaska, James O., Van Marter, Deborah F.
|
|
et al (2007) Transtheoretical-Based Bullying Prevention Effectiveness Trials in Middle Schools and High Schools. Educational Research
|
|
49(4): 397–414
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fadus, Matthew C and Harrison, Joseph D (2019) A Missed Opportunity: Universal School-Based Mental Health Literacy Programs. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
|
|
43(4): 457–460 [<a href="https://pubmed.ncbi.nlm.nih.gov/30734260" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30734260</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non systematic review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Farahmand, Farahnaz K., Grant, Kathryn E., Polo, Antonio J.
|
|
et al (2011) School-Based Mental Health and Behavioral Programs for Low-Income, Urban Youth: A Systematic and Meta-Analytic Review. Clinical Psychology: Science and Practice
|
|
18(4): 372–390
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fawson, Peter R, Broce, Robert, Bonner, Brittany
|
|
et al (2016) Adolescents’ experiences: Programming implications for in-school violence prevention programs. School Social Work Journal
|
|
41(1): 1–16
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fenwick-Smith, Amanda; Dahlberg, Emma E.; Thompson, Sandra C. (2018) Systematic review of resilience-enhancing, universal, primary school-based mental health promotion programs. BMC psychology
|
|
6(1): 30 [<a href="/pmc/articles/PMC6034212/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6034212</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29976252" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29976252</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Non systematic review</p>
|
|
<p>Includes non-RCT</p>
|
|
</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fernandez-Rio, Javier, Sanz, Naira, Fernandez-Cando, Judith
|
|
et al (2017) Impact of a Sustained Cooperative Learning Intervention on Student Motivation. Physical Education and Sport Pedagogy
|
|
22(1): 89–105
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Finning, Katie, Melendez-Torres, G.J., White, Jemma
|
|
et al (2021) Longer-term effects of school-based counselling in UK primary schools. European Child and Adolescent Psychiatry [<a href="/pmc/articles/PMC8121011/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC8121011</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33990854" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33990854</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Flook, Lisa, Smalley, Susan L, Kitil, M. Jennifer
|
|
et al (2010) Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology
|
|
26(1): 70–95
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ford, T, Hayes, R, Byford, S
|
|
et al (2019) The effectiveness and cost-effectiveness of the Incredible Years? Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial. Psychological medicine
|
|
49(5): 828–842 [<a href="/pmc/articles/PMC6425365/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6425365</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30017006" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30017006</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ford, Tamsin, Hayes, Rachel, Byford, Sarah
|
|
et al (2019) Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. Public Health Research
|
|
7(6) [<a href="https://pubmed.ncbi.nlm.nih.gov/30933454" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30933454</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Formby, Eleanor and Wolstenholme, Claire (2012) “If There’s Going to Be a Subject that You Don’t Have to Do…” Findings from a Mapping Study of PSHE Education in English Secondary Schools. Pastoral Care in Education
|
|
30(1): 5–18
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is usual practice</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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|
Fosco, Gregory M, Van Ryzin, Mark J, Connell, Arin M
|
|
et al (2016) Preventing adolescent depression with the family check-up: Examining family conflict as a mechanism of change. Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)
|
|
30(1): 82–92 [<a href="/pmc/articles/PMC4742422/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4742422</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26414418" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26414418</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not universal curriculum - Whole-school approach</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Frank, Jennifer L., Kohler, Kimberly, Peal, Adam
|
|
et al (2017) Effectiveness of a school-based yoga program on adolescent mental health and school performance: Findings from a randomized controlled trial. Mindfulness
|
|
8(3): 544–553
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Freire, Teresa, Lima, Isabel, Teixeira, Ana
|
|
et al (2018) Challenge: To be+. A group intervention program to promote the positive development of adolescents. Children and Youth Services Review
|
|
87: 173–185
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Frey, Karin S., Hirschstein, Miriam K., Edstrom, Leihua V.
|
|
et al (2009) Observed Reductions in School Bullying, Nonbullying Aggression, and Destructive Bystander Behavior: A Longitudinal Evaluation. Journal of Educational Psychology
|
|
101(2): 466–481
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fridrici, Mirko and Lohaus, Arnold (2009) Stress-prevention in secondary schools: Online-versus face-to-face-training. Health Education
|
|
109(4): 299–313
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Furlong, Mairead and McGilloway, Sinead (2012) The Incredible Years parenting program in Ireland: a qualitative analysis of the experience of disadvantaged parents. Clinical child psychology and psychiatry
|
|
17(4): 616–30 [<a href="https://pubmed.ncbi.nlm.nih.gov/22104366" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22104366</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population outside scope of review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gallegos-Guajardo, Julia, Ruvalcaba-Romero, Norma Alicia, Garza-Tamez, Martha
|
|
et al (2013) Social Validity Evaluation of the FRIENDS for Life Program with Mexican Children. Journal of Education and Training Studies
|
|
1(1): 158–169
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Garaigordobil, Maite and Martinez-Valderrey, Vanesa (2016) Impact of Cyberprogram 2.0 on Different Types of School Violence and Aggressiveness. Frontiers in psychology
|
|
7: 428 [<a href="/pmc/articles/PMC4811868/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4811868</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27064802" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27064802</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Garaigordobil, Maite and Martinez-Valderrey, Vanesa (2018) Technological Resources to Prevent Cyberbullying During Adolescence: The Cyberprogram 2.0 Program and the Cooperative Cybereduca 2.0 Videogame. Frontiers in psychology
|
|
9: 745 [<a href="/pmc/articles/PMC5964293/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5964293</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29867695" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29867695</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Garbacz, SA, McIntyre, LL, Stormshak, EA
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|
et al (2020) The Efficacy of the Family Check-Up on Children’s Emotional and Behavior Problems in Early Elementary School. Journal of emotional and behavioral disorders
|
|
28(2): 67–79
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Garcia, C, Pintor, Jessie, Vazquez, Gabriela
|
|
et al (2013) Project Wings, a coping intervention for Latina adolescents: a pilot study. Western journal of nursing research
|
|
35(4): 434–58 [<a href="https://pubmed.ncbi.nlm.nih.gov/21593284" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21593284</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal interventi on</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Garmy, Pernilla; Berg, Agneta; Clausson, Eva K (2015) A qualitative study exploring adolescents’ experiences with a school-based mental health program. BMC public health
|
|
15: 1074 [<a href="/pmc/articles/PMC4618132/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4618132</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26487379" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26487379</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gillham, JE, Reivich, KJ, Brunwasser, SM
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|
et al (2012) Evaluation of a group cognitive-behavioral depression prevention program for young adolescents: a randomized effectiveness trial. Journal of clinical child and adolescent psychology
|
|
41(5): 621–639 [<a href="/pmc/articles/PMC4469079/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4469079</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/22889296" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22889296</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gillham, JE, Reivich, KJ, Freres, DR
|
|
et al (2007) School-based prevention of depressive symptoms: a randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program. Journal of consulting and clinical psychology
|
|
75(1): 9–19 [<a href="/pmc/articles/PMC4469032/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4469032</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/17295559" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17295559</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Gokkaya, F. and Sutcu, S. T. (2018) Developing A Cognitive Behavioral Intervention Program to Reduce Bully Tendencies in Primary School Children and The Program Effectiveness. Egitim Ve Bilim-Education and Science
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43(193): 91–108
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gollwitzer, Mario, Banse, Rainer, Eisenbach, Katrin
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|
et al (2007) Effectiveness of the Vienna Social Competence Training on explicit and implicit aggression: Evidence from an Aggressiveness-IAT. European Journal of Psychological Assessment
|
|
23(3): 150–156
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gomes, A. Rui and Marques, Brazelina (2013) Life skills in educational contexts: Testing the effects of an intervention programme. Educational Studies
|
|
39(2): 156–166
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Goncalves, M.; Moleiro, C.; Cook, B. (2015) The use of a video to reduce mental health stigma among adolescents. Adolescent Psychiatry
|
|
5(3): 204–211
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Goncy, Elizabeth A, Sutherland, Kevin S, Farrell, Albert D
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|
et al (2015) Measuring teacher implementation in delivery of a bullying prevention program: the impact of instructional and procedural adherence and competence on student responsiveness. Prevention science : the official journal of the Society for Prevention Research
|
|
16(3): 440–50 [<a href="https://pubmed.ncbi.nlm.nih.gov/25283880" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25283880</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gordon, Janet; Downey, Jayne; Bangert, Art (2013) Effects of a school-based mentoring program on school behavior and measures of adolescent connectedness. The School Community Journal
|
|
23(2): 227–248
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gould, Laura Feagans, Dariotis, Jacinda K, Mendelson, Tamar
|
|
et al (2012) A school-based mindfulness intervention for urban youth: Exploring moderators of intervention effects. Journal of Community Psychology
|
|
40(8): 968–982
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gradinger, Petra, Yanagida, Takuya, Strohmeier, Dagmar
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|
et al (2016) Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber-victimization: Class and individual level moderators. Aggressive behavior
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|
42(2): 181–93 [<a href="https://pubmed.ncbi.nlm.nih.gov/26879896" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26879896</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not universal curriculum - Whole-school approach</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Grazzani, Ilaria; Ornaghi, Veronica; Crugnola, Cristina Riva (2015) Emotion comprehension and attachment: A conversational intervention with school-aged children. European Review of Applied Psychology / Revue Europeenne de Psychologie Appliquee
|
|
65(6): 267–274
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
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Green, Vanessa A, Johnston, Michael, Mattioni, Loreto
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|
et al (2017) Who is responsible for addressing cyberbullying? Perspectives from teachers and senior managers. International Journal of School & Educational Psychology
|
|
5(2): 100–114
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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|
Haden, S. C.; Daly, L.; Hagins, M. (2014) A randomised controlled trial comparing the impact of yoga and physical education on the emotional and behavioural functioning of middle school children. Focus on alternative and complementary therapies
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|
19(3): 148–155 [<a href="/pmc/articles/PMC4136379/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4136379</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25147479" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25147479</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Haraldsson, Katarina S, Lindgren, Eva-Carin M, Fridlund, Bengt G A
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|
et al (2008) Evaluation of a school-based health promotion programme for adolescents aged 12–15 years with focus on well-being related to stress. Public health
|
|
122(1): 25–33 [<a href="https://pubmed.ncbi.nlm.nih.gov/17719616" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17719616</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hart, Shelley R., Domitrovich, Celene, Embry, Dennis D.
|
|
et al (2021) The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes. Remedial and Special Education
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|
42(1): 31–43
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: secondary analysis</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hatamizadeh, Nikta, Adibsereshki, Narges, Kazemnejad, Anoshirvan
|
|
et al (2020) Randomized trial of a resilience intervention on resilience, behavioral strengths and difficulties of mainstreamed adolescent students with hearing loss. International journal of pediatric otorhinolaryngology
|
|
128: 109722 [<a href="https://pubmed.ncbi.nlm.nih.gov/31670194" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31670194</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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|
Healy, S.R., Valente, J.Y., Caetano, S.C.
|
|
et al (2020) Worldwide school-based psychosocial interventions and their effect on aggression among elementary school children: A systematic review 2010–2019. Aggression and Violent Behavior
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|
55: 101486
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hennessey, Alexandra and Humphrey, Neil (2020) Can Social and Emotional Learning Improve Children’s Academic Progress? Findings from a Randomised Controlled Trial of the Promoting Alternative Thinking Strategies (PATHS) Curriculum. European Journal of Psychology of Education
|
|
35(4): 751–774
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hickey, Grainne, McGilloway, Sinead, Hyland, Lynda
|
|
et al (2017) Exploring the Effects of a Universal Classroom Management Training Programme on Teacher and Child Behaviour: A Group Randomised Controlled Trial and Cost Analysis. Journal of Early Childhood Research
|
|
15(2): 174–194
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hinojosa, T., Bos, J., O’Brien, B.
|
|
et al (2016) Starting Strong: A Randomized Controlled Trial of the Building Assets Reducing Risks (BARR) Model in 9th Grade.: 1–8
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Ordered but not received</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hodder, R. K., Freund, M., Bowman, J.
|
|
et al (2018) Differential intervention effectiveness of a universal school-based resilience intervention in reducing adolescent substance use within student subgroups: exploratory assessment within a cluster-randomised controlled trial. BMJ open
|
|
8(8) [<a href="/pmc/articles/PMC6119444/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6119444</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30158221" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30158221</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Holsen, Ingrid; Smith, Brian H; Frey, Karin S (2008) Outcomes of the social competence program Second Step in Norwegian elementary schools. School Psychology International
|
|
29(1): 71–88
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Horowitz, Jason L, Garber, Judy, Ciesla, Jeffrey A
|
|
et al (2007) Prevention of depressive symptoms in adolescents: a randomized trial of cognitive-behavioral and interpersonal prevention programs. Journal of consulting and clinical psychology
|
|
75(5): 693–706 [<a href="https://pubmed.ncbi.nlm.nih.gov/17907851" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17907851</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Houlston, Catherine and Smith, Peter K (2009) The impact of a peer counselling scheme to address bullying in an all-girl London secondary school: a short-term longitudinal study. The British journal of educational psychology
|
|
79(pt1): 69–86 [<a href="https://pubmed.ncbi.nlm.nih.gov/18435867" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18435867</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Humphries, Marisha L; Williams, Brittney V; May, Tanginia (2018) Early childhood teachers’ perspectives on social-emotional competence and learning in urban classrooms. Journal of Applied School Psychology
|
|
34(2): 157–179 [<a href="/pmc/articles/PMC6352301/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6352301</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30713472" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30713472</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hunter, Leah J, DiPerna, James C, Cheng, Weiyi
|
|
et al (2020) Twice as Nice? Sustained Exposure to a Universal Social?Emotional Learning Program Across Multiple Grades. School Mental Health: 1–17
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: secondary analysis</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hutchings, Judy, Bywater, Tracey, Gridley, Nicole
|
|
et al (2012) The Incredible Years Therapeutic Social and Emotional Skills Programme: A Pilot Study. School Psychology International
|
|
33(3): 285–293
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ingram, K.M., Espelage, D.L., Merrin, G.J.
|
|
et al (2019) Evaluation of a virtual reality enhanced bullying prevention curriculum pilot trial. Journal of Adolescence
|
|
71: 72–83 [<a href="https://pubmed.ncbi.nlm.nih.gov/30639666" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30639666</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jagers, Robert J, Morgan-Lopez, Antonio A, Howard, Terry-Lee
|
|
et al (2007) Mediators of the development and prevention of violent behavior. Prevention science : the official journal of the Society for Prevention Research
|
|
8(3): 171–9 [<a href="/pmc/articles/PMC2398692/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2398692</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/17558552" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17558552</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
James, Karen (2020) Remote mental health interventions for young people: A rapid review of the evidence.: 21
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jayman, Michelle, Ohl, Maddie, Hughes, Bronach
|
|
et al (2019) Improving socio-emotional health for pupils in early secondary education with Pyramid: A school-based, early intervention model. The British journal of educational psychology
|
|
89(1): 111–130 [<a href="/pmc/articles/PMC6585750/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6585750</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29717479" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29717479</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not included in effectiveness review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jenson, Jeffrey M., Dieterich, William A., Brisson, Daniel
|
|
et al (2010) Preventing Childhood Bullying: Findings and Lessons from the Denver Public Schools Trial. Research on Social Work Practice
|
|
20(5): 509–517
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jenson, JM and Dieterich, WA (2007) Effects of a skills-based prevention program on bullying and bully victimization among elementary school children. Prevention science
|
|
8(4): 285–296 [<a href="https://pubmed.ncbi.nlm.nih.gov/17968657" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17968657</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Johnstone, Kristy M; Kemps, Eva; Chen, Junwen (2018) A Meta-Analysis of Universal School-Based Prevention Programs for Anxiety and Depression in Children. Clinical child and family psychology review
|
|
21(4): 466–481 [<a href="https://pubmed.ncbi.nlm.nih.gov/30105480" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30105480</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jones
|
|
SM, Brown
|
|
JL, Hoglund
|
|
WL
|
|
et al (2010) A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: impacts after 1 school year. Journal of consulting and clinical psychology
|
|
78(6): 829–842 [<a href="https://pubmed.ncbi.nlm.nih.gov/21114343" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21114343</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jones, Stephanie M; Brown, Joshua L; Lawrence Aber, J (2011) Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research. Child development
|
|
82(2): 533–54 [<a href="https://pubmed.ncbi.nlm.nih.gov/21410922" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21410922</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jorm, Anthony F, Kitchener, Betty A, Sawyer, Michael G
|
|
et al (2010) Mental health first aid training for high school teachers: a cluster randomized trial. BMC psychiatry
|
|
10: 51 [<a href="/pmc/articles/PMC2908569/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2908569</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/20576158" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20576158</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jurecska, Diomaris E; Hamilton, Elizabeth B; Peterson, Mary A (2011) Effectiveness of the coping power program in middle-school children with disruptive behaviours and hyperactivity difficulties. Support for Learning
|
|
26(4): 168–172
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kamps, Debra, Wills, Howard, Dawson-Bannister, Harriett
|
|
et al (2015) Class-wide function-related intervention teams “CW-FIT” efficacy trial outcomes. Journal of Positive Behavior Interventions
|
|
17(3): 134–145 [<a href="/pmc/articles/PMC4532396/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4532396</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26279616" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26279616</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kanagy-Borofka, Lori (2014) Integrating mindfulness practices into the elementary curriculum to improve attention-to-task behaviors and social relations. Dissertation Abstracts International: Section B: The Sciences and Engineering
|
|
74(10be): no-specified
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kato, Sumie and Shimizu, Eiji (2017) A pilot study on the effectiveness of a school-based cognitive-behavioral anxiety intervention for 8- and 9-year-old children: A controlled trial in Japan. Mental Health and Prevention
|
|
8: 32–38
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kellam, S.G., Brown, C.H., Poduska, J.M.
|
|
et al (2008) Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes. Drug and Alcohol Dependence
|
|
95(suppl1): 5–s28 [<a href="/pmc/articles/PMC2512256/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2512256</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/18343607" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18343607</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kellam, Sheppard G.; Reid, John; Balster, Robert L. (2008) Effects of a universal classroom behavior program in first and second grades on young adult problem outcomes. Drug and alcohol dependence
|
|
95suppl1: 1–4 [<a href="/pmc/articles/PMC3670582/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3670582</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/18343051" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18343051</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Overview</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kelly, Stephanie A, Oswalt, Krista, Melnyk, Bernadette Mazurek
|
|
et al (2015) Comparison of intervention fidelity between COPE TEEN and an attention-control program in a randomized controlled trial. Health education research
|
|
30(2): 233–47 [<a href="/pmc/articles/PMC4364055/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4364055</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25355179" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25355179</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study had an active control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kennedy, Elizabeth Anne (2020) The Perceptions of Educators and Students Towards a Program in Social Emotional Learning.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kenny, Rachel, Fitzgerald, Amanda, Segurado, Ricardo
|
|
et al (2020) Is there an app for that? A cluster randomised controlled trial of a mobile app-based mental health intervention. Health informatics journal
|
|
26(3): 1538–1559 [<a href="https://pubmed.ncbi.nlm.nih.gov/31702409" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31702409</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention not a formal programme</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kenwright, Debbie; McLaughlin, Tara; Hansen, Sally (2021) Teachers? perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour. International Journal of Inclusive Education: 1–16
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
King, J.A., Cabarkapa, S., Leow, F.H.P.
|
|
et al (2020) Addressing international student mental health during COVID-19: an imperative overdue. Australasian Psychiatry
|
|
28(4): 469 [<a href="https://pubmed.ncbi.nlm.nih.gov/32427498" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32427498</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Overview</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
King, Thomas and Fazel, Mina (2021) Examining the mental health outcomes of school-based peer-led interventions on young people: A scoping review of range and a systematic review of effectiveness. PLoS ONE
|
|
16(4april): e0249553 [<a href="/pmc/articles/PMC8049263/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC8049263</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33857174" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33857174</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Klein, Gudrun; Gasteiger-Klicpera, Barbara; Schillinger, Marcia (2009) Prevention of aggressive behavior in elementary schools: Gender-related effects of a peer mediation program. European Journal of Developmental Science
|
|
3(3): 304–311
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kliewer, Wendy, Lepore, Stephen J, Farrell, Albert D
|
|
et al (2011) A school-based expressive writing intervention for at-risk urban adolescents’ aggressive behavior and emotional lability. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
|
|
40(5): 693–705 [<a href="https://pubmed.ncbi.nlm.nih.gov/21916688" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21916688</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Klim-Conforti, P., Zaheer, R., Levitt, A.J.
|
|
et al (2021) The Impact of a Harry Potter-Based Cognitive-Behavioral Therapy Skills Curriculum on Suicidality and Well-being in Middle Schoolers: A Randomized Controlled Trial. Journal of Affective Disorders
|
|
286: 134–141 [<a href="https://pubmed.ncbi.nlm.nih.gov/33721740" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33721740</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design – teachers expressed intervention preference before randomisation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Knowles, Catherine and Parsons, Carl (2009) Evaluating a Formalised Peer Mentoring Programme: Student Voice and Impact Audit. Pastoral Care in Education
|
|
27(3): 205–218
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kosters, Mia P, Chinapaw, Mai J M, Zwaanswijk, Marieke
|
|
et al (2015) Indicated Prevention of Childhood Anxiety and Depression: Results From a Practice-Based Study up to 12 Months After Intervention. American journal of public health
|
|
105(10): 2005–13 [<a href="/pmc/articles/PMC4566561/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4566561</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26270292" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26270292</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kozina, Ana (2018) Can the “My FRIENDS” anxiety prevention programme also be used to prevent aggression? A six-month follow-up in a school. School Mental Health: A Multidisciplinary Research and Practice Journal
|
|
10(4): 500–509
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Ordered but not received</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kozina, Ana (2020) Can FRIENDS for Life social-emotional learning programme be used for preventing anxiety and aggression in a school environment: 6 months, 1-year and 1-and-a-half-year follow-up. European Journal of Developmental Psychology: 1–16
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kraag, Gerda, Van Breukelen, Gerard J P, Kok, Gerjo
|
|
et al (2009) ‘Learn Young, Learn Fair’, a stress management program for fifth and sixth graders: longitudinal results from an experimental study. Journal of child psychology and psychiatry, and allied disciplines
|
|
50(9): 1185–95 [<a href="https://pubmed.ncbi.nlm.nih.gov/19490308" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19490308</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Krahe, Barbara and Busching, Robert (2015) Breaking the vicious cycle of media violence use and aggression: A test of intervention effects over 30 months. Psychology of Violence
|
|
5(2): 217–226
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is to reduce media violence use</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Krause, Natasha; Blackwell, Laura; Claridge, Simon (2020) An Exploration of the Impact of the Emotional Literacy Support Assistant (ELSA) Programme on Wellbeing from the Perspective of Pupils. Educational Psychology in Practice
|
|
36(1): 17–31
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Qualitative study not addressing acceptability, barriers or facilitators</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kuosmanen
|
|
T; Fleming
|
|
TM; Barry
|
|
MM (2018) Using Computerized Mental Health Programs in Alternative Education: Understanding the Requirements of Students and Staff. Health communication
|
|
33(6): 753–761 [<a href="https://pubmed.ncbi.nlm.nih.gov/28426253" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28426253</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
KUOSMANEN, Tuuli; CLARKE Aleisha, M.; BARRY Margaret, M. (2019) Promoting adolescents’ mental health and wellbeing: evidence synthesis. Journal of Public Mental Health
|
|
18(1): 73–83
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non systematic review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kurki, Anja, Wang, Wei, Li, Yibing
|
|
et al (2013) Measurement of Child Behavior via Classroom Observations in the Good Behavior Game Professional Development Models Randomized Control Trial.: 1–10
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kvalo, SE and Natlandsmyr, IK (2020) The effect of physical-activity intervention on children’s health-related quality of life. Scandinavian journal of public health: 1403494820971493 [<a href="https://pubmed.ncbi.nlm.nih.gov/33228472" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33228472</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lam, Ching-Man (2009) Key successful features of Tier 1 program of project P.A.T.H.S: A case study of a school admitting students with low academic achievement. International Journal of Child and Adolescent Health
|
|
2(4): 487–496
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lappalainen, R, Lappalainen, P, Puolakanaho, A
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|
et al (2021) The Youth Compass - the effectiveness of an online acceptance and commitment therapy program to promote adolescent mental health: A randomized controlled trial. Journal of Contextual Behavioral Science
|
|
20: 1–12
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not delivered as part of the lesson plan</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Law, Ben M. F and Shek, Daniel T. L (2011) Process evaluation of a positive youth development program: Project P.A.T.H.S. Research on Social Work Practice
|
|
21(5): 539–548
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Leadbeater, Bonnie J, Gladstone, Emilie, Yeung Thompson, Rachel S
|
|
et al (2012) Getting started: Assimilatory processes of uptake of mental health promotion and primary prevention programmes in elementary schools. Advances in School Mental Health Promotion
|
|
5(4): 258–276
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Leahy, D. and McNicholas, F. (2021) Systematic review of effectiveness and satisfaction evaluation in child and adolescent mental health services in Ireland. Irish Journal of Psychological Medicine [<a href="https://pubmed.ncbi.nlm.nih.gov/33757610" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33757610</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lee
|
|
R L., T, Lane, S, Brown, G
|
|
et al (2020) Systematic review of the impact of unstructured play interventions to improve young children’s physical, social, and emotional wellbeing. Nursing & Health Sciences
|
|
22: 184–196 [<a href="https://pubmed.ncbi.nlm.nih.gov/32358875" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32358875</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lee, Meng-Jung, Wu, Wen-Chi, Chang, Hung-Chieh
|
|
et al (2020) Effectiveness of a school-based life skills program on emotional regulation and depression among elementary school students: A randomized study. Children and Youth Services Review: 105464
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Leflot, Geertje, van Lier, Pol A. C., Onghena, Patrick
|
|
et al (2013) The role of children’s on-task behavior in the prevention of aggressive behavior development and peer rejection: a randomized controlled study of the Good Behavior Game in Belgian elementary classrooms. Journal of school psychology
|
|
51(2): 187–99 [<a href="https://pubmed.ncbi.nlm.nih.gov/23481084" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23481084</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lewis-Smith, Iona, Pass, Laura, Jones, Dan J W
|
|
et al (2021) “… if I care about stuff, then other people care about me”. Adolescents’ experiences of helpful and unhelpful aspects of brief behavioural activation therapy for depression. Psychotherapy research : journal of the Society for Psychotherapy Research: 1–12 [<a href="https://pubmed.ncbi.nlm.nih.gov/33710945" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33710945</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Li, Kin-Kit, Washburn, Isaac, DuBois, David L
|
|
et al (2011) Effects of the Positive Action programme on problem behaviours in elementary school students: a matched-pair randomised control trial in Chicago. Psychology & health
|
|
26(2): 187–204 [<a href="https://pubmed.ncbi.nlm.nih.gov/21318929" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21318929</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lillevoll, Kjersti R, Vangberg, Hans Christian B, Griffiths, Kathleen M
|
|
et al (2014) Uptake and adherence of a self-directed internet-based mental health intervention with tailored e-mail reminders in senior high schools in Norway. BMC psychiatry
|
|
14: 14 [<a href="/pmc/articles/PMC3901754/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3901754</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24443820" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24443820</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not delivered as part of the lesson plan</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lin, Mei-Ling, Nasser, Alyse, Molina, Cayla
|
|
et al (2020) Mental-Health Benefits of a Mindfulness-Based Prevention Program on Elementary Schoolchildren. American Journal of Occupational Therapy
|
|
74(4supplement1): 7411515385p1–7411515385p1
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: No control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lindblad, F.; Hogmark, A.; Theorell, T. (2007) Music intervention for 5th and 6th grader - Effects on development and cortisol secretion. Stress and Health
|
|
23(1): 9–14
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lindo, Natalya A, Taylor, Dalena Dillman, Meany-Walen, Kristin K
|
|
et al (2014) Teachers as therapeutic agents: Perceptions of a school-based mental health initiative. British Journal of Guidance & Counselling
|
|
42(3): 284–296
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Loevaas, M.E.S., Lydersen, S., Sund, A.M.
|
|
et al (2020) A 12-month follow-up of a transdiagnostic indicated prevention of internalizing symptoms in school-aged children: The results from the EMOTION study. Child and Adolescent Psychiatry and Mental Health
|
|
14(1): 15 [<a href="/pmc/articles/PMC7178617/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7178617</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/32336987" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32336987</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Long, Anna C. J.; Renshaw, Tyler L.; Camarota, Devon (2018) Classroom Management in an Urban, Alternative School: A Comparison of Mindfulness and Behavioral Approaches. Contemporary School Psychology
|
|
22(3): 233–248
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not universal curriculum - Whole-school approach</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lopata, Christopher, Thomeer, Marcus L, Rodgers, Jonathan D
|
|
et al (2018) Cluster Randomized Trial of a School Intervention for Children with Autism Spectrum Disorder. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division
|
|
53: 1–12 [<a href="https://pubmed.ncbi.nlm.nih.gov/30376652" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30376652</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lord
|
|
P, Dirie
|
|
A, Kettlewell
|
|
K SB (2021) Evaluation of philosophy for children: An effectiveness trial.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not universal curriculum - Whole-school approach</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Low, S, Van Ryzin, MJ, Brown, EC
|
|
et al (2014) Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one-year period. Prevention science
|
|
15(2): 165–176 [<a href="https://pubmed.ncbi.nlm.nih.gov/23456311" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23456311</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not universal curriculum - Whole-school approach</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lowe, Catherine and Wuthrich, Viviana M (2021) Randomised Controlled Trial of Study Without Stress: A Cognitive Behavioural Therapy Program to Reduce Stress in Students in the Final Year of High School. Child psychiatry and human development
|
|
52(2): 205–216 [<a href="https://pubmed.ncbi.nlm.nih.gov/33387165" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33387165</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lubans, David R, Smith, Jordan J, Morgan, Philip J
|
|
et al (2016) Mediators of Psychological Well-being in Adolescent Boys. The Journal of adolescent health : official publication of the Society for Adolescent Medicine
|
|
58(2): 230–6 [<a href="https://pubmed.ncbi.nlm.nih.gov/26699231" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26699231</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lum, John D. K., Radley, Keith C., Tingstrom, Daniel H.
|
|
et al (2019) Tootling with a Randomized Independent Group Contingency to Improve High School Classwide Behavior. Journal of Positive Behavior Interventions
|
|
21(2): 93–105
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ma, L., Zhang, Y., Huang, C.
|
|
et al (2020) Resilience-oriented cognitive behavioral interventions for depressive symptoms in children and adolescents: A meta-analytic review. Journal of Affective Disorders
|
|
270: 150–164 [<a href="https://pubmed.ncbi.nlm.nih.gov/32339107" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32339107</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Mackenzie, Karen and Williams, Christopher (2018) Universal, school-based interventions to promote mental and emotional well-being: what is being done in the UK and does it work?
|
|
A systematic review. BMJ open
|
|
8(9): e022560 [<a href="/pmc/articles/PMC6129100/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6129100</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30196267" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30196267</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Madden, Wendy; Green, Suzy; Grant, Anthony M (2011) A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review
|
|
6(1): 71–83
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Madsen, Mads, Elbe, Anne-Marie, Madsen, Esben Elholm
|
|
et al (2020) The “11 for Health in Denmark” intervention in 10- to 12-year-old Danish girls and boys and its effects on well-being-A large-scale cluster RCT. Scandinavian journal of medicine & science in sports
|
|
30(9): 1787–1795 [<a href="https://pubmed.ncbi.nlm.nih.gov/32353906" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32353906</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Magalhaes, C. and Carraca, B. (2020) An online school-based prevention programme targeting substance use, depression, and anxiety in adolescence: improving impact and accessibility. The Lancet Digital Health
|
|
2(2): e52–e53 [<a href="https://pubmed.ncbi.nlm.nih.gov/33334558" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33334558</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study had an active control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Malboeuf-Hurtubise, C., Leger-Goodes, T., Mageau, G.A.
|
|
et al (2021) Online art therapy in elementary schools during COVID-19: results from a randomized cluster pilot and feasibility study and impact on mental health. Child and Adolescent Psychiatry and Mental Health
|
|
15(1): 15 [<a href="/pmc/articles/PMC7936482/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7936482</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33676537" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33676537</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study had an active control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Malboeuf-Hurtubise, Catherine, Leger-Goodes, Terra, Mageau, Genevieve A
|
|
et al (2021) Philosophy for children and mindfulness during COVID-19: Results from a randomized cluster trial and impact on mental health in elementary school students. Progress in neuro-psychopharmacology & biological psychiatry
|
|
107: 110260 [<a href="/pmc/articles/PMC9757049/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC9757049</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/33493652" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33493652</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: No control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Malboeuf-Hurtubise, Catherine; Taylor, Genevieve; Mageau, Genevieve A (2019) Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial. Frontiers in psychology
|
|
10: 2715 [<a href="/pmc/articles/PMC6915072/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6915072</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31920787" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31920787</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study had an active control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Marquez, Brion, Marquez, Jessie, Vincent, Claudia G.
|
|
et al (2014) The Iterative Development and Initial Evaluation of “We Have Skills!”, An Innovative Approach to Teaching Social Skills to Elementary Students. Education and Treatment of Children
|
|
37(1): 137–161
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Matsumoto, Yuki; Ishimoto, Yuma; Takizawa, Yu (2020) Examination of the effectiveness of Neuroscience-Informed Child Education (NICE) within Japanese school settings. Children and Youth Services Review
|
|
118
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Matsumoto, Yuki and Shimizu, Eiji (2016) The FRIENDS cognitive behavioral program in Japanese schools: An examination of the treatment effects. School Psychology International
|
|
37(4): 397–409
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Mazerolle, L, Antrobus, E, Bennett, S
|
|
et al (2017) Reducing Truancy and Fostering a Willingness to Attend School: results from a Randomized Trial of a Police-School Partnership Program. Prevention science
|
|
18(4): 469–480 [<a href="https://pubmed.ncbi.nlm.nih.gov/28317075" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28317075</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing: Truancy is a proxy for SEWB but in this study it’s not clear that SEWB is measured as a consequence of truancy</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McCarthy, A. E., Young, J. F., Benas, J. S.
|
|
et al (2018) School-Related Outcomes From a Randomized Controlled Trial of Adolescent Depression Prevention Programs. Journal of Emotional and Behavioral Disorders
|
|
26(3): 170–181 [<a href="/pmc/articles/PMC6089534/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6089534</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30116100" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30116100</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: No control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McCormick, MP Neuhaus, R
|
|
O’Connor, EE
|
|
White, HI
|
|
Horn, EP
|
|
Harding, S
|
|
Cappella, E
|
|
McClowry, S (2021) Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of INSIGHTS. JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS
|
|
14(1): 1–27
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study had an active control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McCree, M.; Cutting, R.; Sherwin, D. (2018) The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care
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|
188(7): 980–996
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not delivered as part of the lesson plan</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McDonald, Alex; Holttum, Sue; Drey, Nicholas St J (2019) Primary-school-based art therapy: Exploratory study of changes in children’s social, emotional and mental health. International Journal of Art Therapy
|
|
24(3): 125–138
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McRae, Jenna (2020) The Effects of Social Emotional Learning on Behavioral Disruptions.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Mendelson, T, Greenberg, MT, Dariotis, JK
|
|
et al (2010) Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of abnormal child psychology
|
|
38(7): 985–994 [<a href="https://pubmed.ncbi.nlm.nih.gov/20440550" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20440550</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Michel, G., Meyer, E., Grabe, M.
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|
et al (2019) Mindfulness effects on anxiety, well-being, and mindfulness abilities among students in 3rd Grade to 5th Grade. Annales Medico-Psychologiques
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|
177(10): 981–986
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-English language publication</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Midgett, Aida and Doumas, Diana M (2019) The impact of a brief bullying bystander intervention on depressive symptoms. Journal of Counseling & Development
|
|
97(3): 270–280
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Midgett, Aida, Doumas, Diana M, Trull, Rhiannon
|
|
et al (2017) Training students who occasionally bully to be peer advocates: Is a bystander intervention effective in reducing bullying behavior?. Journal of Child and Adolescent Counseling
|
|
3(1): 1–13
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal interventio n</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Midgett, Aida, Doumas, Diana, Trull, Rhiannon
|
|
et al (2017) A Randomized Controlled Study Evaluating a Brief, Bystander Bullying Intervention with Junior High School Students. Journal of School Counseling
|
|
15(9): 1–34
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Milin, Robert, Kutcher, Stanley, Lewis, Stephen P
|
|
et al (2016) Impact of a Mental Health Curriculum on Knowledge and Stigma Among High School Students: A Randomized Controlled Trial. Journal of the American Academy of Child and Adolescent Psychiatry
|
|
55(5): 383–391e1 [<a href="https://pubmed.ncbi.nlm.nih.gov/27126852" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27126852</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Conference abstract.</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Miller, D. J. and Robertson, D. P. (2011) Educational benefits of using game consoles in a primary classroom: A randomised controlled trial. British Journal of Educational Technology
|
|
42(5): 850–864
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Miller, Thomas W.; Kraus, Robert F.; Veltkamp, Lane J. (2008) Character education as a prevention strategy for school-related violence. School violence and primary prevention.: 377–390 [<a href="https://pubmed.ncbi.nlm.nih.gov/16220234" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16220234</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Mira-Galvan, Maria-Jose and Gilar-Corbi, Raquel (2020) Design, Implementation and Evaluation of an Emotional Education Program: Effects on Academic Performance. Frontiers in psychology
|
|
11: 1100 [<a href="/pmc/articles/PMC7270351/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7270351</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/32547459" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32547459</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Morales-Urrutia, EK
|
|
Ocana, JM
|
|
Perez-Marin, D
|
|
Pizarro, C (2021) Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?. IEEE ACCESS
|
|
9: 6642–6660
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and me ntal wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Moula, Zoe (2020) A systematic review of the effectiveness of art therapy delivered in school-based settings to children aged 5–12 years. International Journal of Art Therapy
|
|
25(2): 88–99
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Moula, Zoe, Aithal, Supritha, Karkou, Vicky
|
|
et al (2020) A systematic review of child-focused outcomes and assessments of arts therapies delivered in primary mainstream schools. Children and Youth Services Review
|
|
112
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Moulier, Virginie, Guinet, Helene, Kovacevic, Zorica
|
|
et al (2019) Effects of a life-skills-based prevention program on self-esteem and risk behaviors in adolescents: a pilot study. BMC psychology
|
|
7(1): 82 [<a href="/pmc/articles/PMC6918616/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6918616</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31847888" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31847888</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Mouratidou, Katerina; Goutza, Stavroula; Chatzopoulos, Dimitrios (2007) Physical Education and Moral Development: An Intervention Programme to Promote Moral Reasoning through Physical Education in High School Students. European Physical Education Review
|
|
13(1): 41–56
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Moy, Gregory E and Hazen, Amy (2018) A systematic review of the Second Step program. Journal of school psychology
|
|
71: 18–41 [<a href="https://pubmed.ncbi.nlm.nih.gov/30463668" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30463668</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Munoz-Fernandez, Noelia, Ortega-Rivera, Javier, Nocentini, Annalaura
|
|
et al (2019) The Efficacy of the “Dat-e Adolescence” Prevention Program in the Reduction of Dating Violence and Bullying. International journal of environmental research and public health
|
|
16(3) [<a href="/pmc/articles/PMC6388360/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6388360</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30708998" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30708998</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Muratori, P., Bertacchi, I., Catone, G.
|
|
et al (2020) Coping Power Universal for middle school students: The first efficacy study. Journal of Adolescence
|
|
79: 49–58 [<a href="https://pubmed.ncbi.nlm.nih.gov/31901648" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31901648</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Muratori, P, Bertacchi, I, Giuli, C
|
|
et al (2015) First adaptation of coping power program as a classroom-based prevention intervention on aggressive behaviors among elementary school children. Prevention science
|
|
16(3): 432–439 [<a href="https://pubmed.ncbi.nlm.nih.gov/24942813" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24942813</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Muratori, Pietro, Bertacchi, Iacopo, Giuli, Consuelo
|
|
et al (2016) Coping Power Adapted as Universal Prevention Program: Mid Term Effects on Children’s Behavioral Difficulties and Academic Grades. The journal of primary prevention
|
|
37(4): 389–401 [<a href="https://pubmed.ncbi.nlm.nih.gov/27129573" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27129573</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Murray, Desiree W., Rabiner, David L., Kuhn, Laura
|
|
et al (2018) Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school. Journal of school psychology
|
|
67: 119–133 [<a href="https://pubmed.ncbi.nlm.nih.gov/29571528" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29571528</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Nadler, Ruby, Cordy, Michelle, Stengel, Jessica
|
|
et al (2017) A brief mindfulness practice increases self-reported calmness in young children: A pilot study. Mindfulness
|
|
8(4): 1088–1095
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Neace, William P. and Munoz, Marco A. (2012) Pushing the Boundaries of Education: Evaluating the “Impact of Second Step[R]--A Violence Prevention Curriculum” with Psychosocial and Non-Cognitive Measures. Child & Youth Services
|
|
33(1): 46–69
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: No control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Nebbergall, Allison Joan (2010) An experimental evaluation of the effects of a school-based, universal prevention program on parent and teacher ratings of student behavior. Dissertation Abstracts International: Section B: The Sciences and Engineering
|
|
70(9b): 5428
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Nehmy, Thomas J and Wade, Tracey D (2015) Reducing the onset of negative affect in adolescents: evaluation of a perfectionism program in a universal prevention setting. Behaviour research and therapy
|
|
67: 55–63 [<a href="https://pubmed.ncbi.nlm.nih.gov/25747974" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25747974</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Neil
|
|
Humphrey, Alexandra
|
|
Hennessey, Ann
|
|
Lendrum, Michael
|
|
Wigelsworth, Alexander
|
|
Turner, Margarita
|
|
Panayiotou, Craig
|
|
Joyce, Kirsty
|
|
Pert, Emma
|
|
Stephens, Lawrence
|
|
Wo, Garry
|
|
Squires, Kevin
|
|
Woods, Mark Harrison
|
|
ARC (2018) The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT. [<a href="https://pubmed.ncbi.nlm.nih.gov/30160870" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30160870</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Duplicate</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Neil, Alison L, Batterham, Philip, Christensen, Helen
|
|
et al (2009) Predictors of adherence by adolescents to a cognitive behavior therapy website in school and community-based settings. Journal of medical Internet research
|
|
11(1): e6 [<a href="/pmc/articles/PMC2762770/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2762770</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19275982" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19275982</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Newby, Katie V. and Mathieu-Chartier, Sara (2018) Spring Fever: Process Evaluation of a Sex and Relationships Education Programme for Primary School Pupils. Sex Education: Sexuality, Society and Learning
|
|
18(1): 90–106
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not included in effectiveness review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Niolon, P.H., Vivolo-Kantor, A.M., Tracy, A.J.
|
|
et al (2019) An RCT of Dating Matters: Effects on Teen Dating Violence and Relationship Behaviors. American Journal of Preventive Medicine
|
|
57(1): 13–23 [<a href="/pmc/articles/PMC6953384/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6953384</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31128957" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31128957</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Niolon, Phyllis Holditch, Taylor, Bruce G, Latzman, Natasha E
|
|
et al (2016) Lessons Learned in Evaluating a Multisite, Comprehensive Teen Dating Violence Prevention Strategy: Design and Challenges of the Evaluation of Dating Matters: Strategies to Promote Healthy Teen Relationships. Psychology of violence
|
|
6(3): 452–458 [<a href="/pmc/articles/PMC5875431/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5875431</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29607239" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29607239</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Noggle, Jessica J, Steiner, Naomi J, Minami, Takuya
|
|
et al (2012) Benefits of yoga for psychosocial well-being in a US high school curriculum: a preliminary randomized controlled trial. Journal of developmental and behavioral pediatrics : JDBP
|
|
33(3): 193–201 [<a href="https://pubmed.ncbi.nlm.nih.gov/22343481" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22343481</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
O’Connor, Clare A, Dyson, Judith, Cowdell, Fiona
|
|
et al (2018) Do universal school-based mental health promotion programmes improve the mental health and emotional wellbeing of young people?
|
|
A literature review. Journal of clinical nursing
|
|
27(34): e412–e426 [<a href="https://pubmed.ncbi.nlm.nih.gov/28926147" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28926147</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
O’Donnell, Patrick S. and Dunlap, Linda L. (2019) Teacher Acceptability of Progressive Muscle Relaxation in the Classroom for the Treatment of Test Anxiety. Journal of Psychologists and Counsellors in Schools
|
|
29(2): 151–165
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: No control group</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
O’Haire, Marguerite E, McKenzie, Samantha J, McCune, Sandra
|
|
et al (2013) Effects of Animal-Assisted Activities with Guinea Pigs in the Primary School Classroom. Anthrozoos
|
|
26(3) [<a href="/pmc/articles/PMC3832256/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3832256</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24265514" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24265514</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
O’Kearney, Richard, Kang, Kanwal, Christensen, Helen
|
|
et al (2009) A controlled trial of a school-based Internet program for reducing depressive symptoms in adolescent girls. Depression and anxiety
|
|
26(1): 65–72 [<a href="https://pubmed.ncbi.nlm.nih.gov/18828141" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18828141</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
O’neill, JM; Clark, JK; Jones, JA (2011) Promoting mental health and preventing substance abuse and violence in elementary students: a randomized control study of the Michigan Model for Health. Journal of school health
|
|
81(6): 320–330 [<a href="https://pubmed.ncbi.nlm.nih.gov/21592127" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21592127</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
O’Reilly, Michelle, Svirydzenka, Nadzeya, Adams, Sarah
|
|
et al (2018) Review of mental health promotion interventions in schools. Social psychiatry and psychiatric epidemiology
|
|
53(7): 647–662 [<a href="/pmc/articles/PMC6003977/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6003977</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29752493" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29752493</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Okeke-Adeyanju, Ndidi, Taylor, Lorraine C, Craig, Ashley B
|
|
et al (2014) Celebrating the strengths of black youth: increasing self-esteem and implications for prevention. The journal of primary prevention
|
|
35(5): 357–69 [<a href="/pmc/articles/PMC4152398/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4152398</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25053261" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25053261</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Orgiles, Mireia; Espada, Jose P; Morales, Alexandra (2020) How Super Skills for Life may help children to cope with the COVID-19: Psychological impact and coping styles after the program. Revista de Psicologia Clinica con Ninos y Adolescentes
|
|
7(3): 88–93
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ostrov, Jamie M, Massetti, Greta M, Stauffacher, Kirstin
|
|
et al (2009) An intervention for relational and physical aggression in early childhood: A preliminary study. Early Childhood Research Quarterly
|
|
24(1): 15–28
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population outside scope of review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Owens, Rhea L. and Patterson, Meagan M. (2013) Positive Psychological Interventions for Children: A Comparison of Gratitude and Best Possible Selves Approaches. Journal of Genetic Psychology
|
|
174(4): 403–428 [<a href="https://pubmed.ncbi.nlm.nih.gov/23991613" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23991613</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not delivered in school</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pandey, A., Hale, D., Das, S.
|
|
et al (2018) Effectiveness of universal self-regulation-based interventions in children and adolescents a systematic review and meta-analysis. JAMA Pediatrics
|
|
172(6): 566–575 [<a href="/pmc/articles/PMC6059379/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6059379</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29710097" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29710097</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pandher, Michael (2021) An Investigation into Effective Mindfulness-based Practices in K-12 Schools.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pannebakker, Fieke D, van Genugten, Lenneke, Diekstra, Rene F W
|
|
et al (2019) A Social Gradient in the Effects of the Skills for Life Program on Self-Efficacy and Mental Wellbeing of Adolescent Students. The Journal of school health
|
|
89(7): 587–595 [<a href="https://pubmed.ncbi.nlm.nih.gov/31032979" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31032979</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pannebakker, Fieke D, van Genugten, Lenneke, Diekstra, Rene F W
|
|
et al (2019) A Social Gradient in the Effects of the Skills for Life Program on Self-Efficacy and Mental Wellbeing of Adolescent Students. The Journal of school health
|
|
89(7): 587–595 [<a href="https://pubmed.ncbi.nlm.nih.gov/31032979" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31032979</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Papieska, Joanna, Spilt, Jantine L, Roorda, Debora L
|
|
et al (2019) Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope. European Journal of Developmental Psychology
|
|
16(1): 97–112
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Park-Higgerson, Hyoun-Kyoung, Perumean-Chaney, Suzanne E, Bartolucci, Alfred A
|
|
et al (2008) The evaluation of school-based violence prevention programs: a meta-analysis. The Journal of school health
|
|
78(9): 465–20 [<a href="https://pubmed.ncbi.nlm.nih.gov/18786039" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18786039</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
PARKER, Andrew and et al (2018) Marginalised youth, criminal justice and performing arts: young people’s experiences of music-making. Journal of Youth Studies
|
|
21(8): 1061–1076
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Parris, Leandra N; Varjas, Kris; Meyers, Joel (2014) “The internet is a mask”: High School students’ suggestions for preventing cyberbullying. The western journal of emergency medicine
|
|
15(5): 587–92 [<a href="/pmc/articles/PMC4140201/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4140201</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25157306" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25157306</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
PATHS (2019) Promoting Alternative Thinking Strategies: effectiveness trial.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Overview</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Paul, Cooper and David, Whitebread (2007) The effectiveness of nurture groups on student progress: evidence from a national research study. Emotional and Behavioural Difficulties
|
|
12(3): 171–190
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pfiffner, Linda J., Rooney, Mary E., Jiang, Yuanyuan
|
|
et al (2018) Sustained Effects of Collaborative School-Home Intervention for ADHD Symptoms and Impairment.: 1–26 [<a href="https://pubmed.ncbi.nlm.nih.gov/29588050" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29588050</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pfiffner, Linda J, Rooney, Mary E, Jiang, Yuanyuan
|
|
et al (2018) Sustained Effects of Collaborative School-Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment. Journal of the American Academy of Child and Adolescent Psychiatry
|
|
57(4): 245–251 [<a href="https://pubmed.ncbi.nlm.nih.gov/29588050" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29588050</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pinto-Foltz, Melissa D; Logsdon, M Cynthia; Myers, John A (2011) Feasibility, acceptability, and initial efficacy of a knowledge-contact program to reduce mental illness stigma and improve mental health literacy in adolescents. Social science & medicine (1982) 72(12): 2011–9 [<a href="/pmc/articles/PMC3117936/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3117936</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/21624729" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21624729</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pluess, Michael and Boniwell, Ilona (2015) Sensory-Processing Sensitivity predicts treatment response to a school-based depression prevention program: Evidence of Vantage Sensitivity. Personality and Individual Differences
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|
82: 40–45
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study: No barriers and facilitators</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Poduska, JM, Kellam, SG, Wang, W
|
|
et al (2008) Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol. Drug and alcohol dependence
|
|
95suppl1: 29–44 [<a href="/pmc/articles/PMC2757275/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2757275</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/18249508" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18249508</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Polanin, Megan K. (2015) Effects of cultural awareness training in conjunction with an established bullying prevention program. Dissertation Abstracts International: Section B: The Sciences and Engineering
|
|
75(10be): no-specified
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Potek, Rachel (2012) Mindfulness as a school-based prevention program and its effect on adolescent stress, anxiety and emotion regulation. Dissertation Abstracts International: Section B: The Sciences and Engineering
|
|
73(5b): 3272
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Puolakanaho, Anne, Lappalainen, Raimo, Lappalainen, Paivi
|
|
et al (2019) Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy: A Randomized Controlled Trial. Journal of youth and adolescence
|
|
48(2): 287–305 [<a href="/pmc/articles/PMC6394525/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6394525</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30560515" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30560515</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Puskar, Kathryn Rose; Ren, Dianxu; McFadden, Tricia (2015) Testing the ‘Teaching Kids to Cope with Anger’ Youth Anger Intervention Program in a Rural School-based Sample. Issues in mental health nursing
|
|
36(3): 200–8 [<a href="https://pubmed.ncbi.nlm.nih.gov/25898184" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25898184</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rashedi, Roxanne N. (2019) An early childhood education in embodiment: Willful forms of self-regulation in a classroom-based yoga intervention. Dissertation Abstracts International Section A: Humanities and Social Sciences
|
|
80(1ae): no-specified
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Ordered but not received</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rawlett, K.E.; Friedmann, E.; Thomas, S.A. (2019) Mindfulness based intervention with an attentional comparison group in at risk young adolescents: a pilot randomized controlled trial. Integrative Medicine Research
|
|
8(2): 101–106 [<a href="/pmc/articles/PMC6527909/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6527909</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31193363" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31193363</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Redfern, A., Jolley, S., Bracegirdle, K.
|
|
et al (2019) Innovations in Practice: CUES-Ed: an in-service evaluation of a new universal cognitive behavioural early mental health intervention programme for primary school children. Child and Adolescent Mental Health
|
|
24(2): 187–191 [<a href="https://pubmed.ncbi.nlm.nih.gov/32677181" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32677181</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Reid, MJ; Webster-Stratton, C; Hammond, M (2007) Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate-to high-risk elementary school children. Journal of clinical child and adolescent psychology
|
|
36(4): 605–620 [<a href="https://pubmed.ncbi.nlm.nih.gov/18088218" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18088218</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention was parent training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Reinke, Wendy M.; Herman, Keith C.; Dong, Nianbo (2014) The Incredible Year Teacher Classroom Management Program: Initial Findings from a Group Randomized Control Trial.: 1–7 [<a href="https://pubmed.ncbi.nlm.nih.gov/30022357" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30022357</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Reller, Evan (2019) The Effects of Mindfulness-Based Programming on Social-Emotional Learning.
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Resaland, G.K., Aadland, E., Moe, V.F.
|
|
et al (2019) Effects of a physical activity intervention on schoolchildren’s health-related quality of life: The active smarter kids (ASK) cluster-randomized controlled trial. Preventive Medicine Reports
|
|
13: 1–4 [<a href="/pmc/articles/PMC6234767/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6234767</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30456052" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30456052</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ricarte, J. J, Ros, L, Latorre, J. M
|
|
et al (2015) Mindfulness-based intervention in a rural primary school: Effects on attention, concentration and mood. International Journal of Cognitive Therapy
|
|
8(3): 258–270
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rickard, Nikki S, Appelman, Peter, James, Richard
|
|
et al (2013) Orchestrating life skills: The effect of increased school-based music classes on children’s social competence and self-esteem. International Journal of Music Education
|
|
31(3): 292–309
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rimm-Kaufman, Sara E, Larsen, Ross A. A, Baroody, Alison E
|
|
et al (2014) Efficacy of the responsive classroom approach: Results from a 3-year, longitudinal randomized controlled trial. American Educational Research Journal
|
|
51(3): 567–603
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rivers, Susan E, Brackett, Marc A, Reyes, Maria R
|
|
et al (2013) Improving the social and emotional climate of classrooms: a clustered randomized controlled trial testing the RULER Approach. Prevention science : the official journal of the Society for Prevention Research
|
|
14(1): 77–87 [<a href="https://pubmed.ncbi.nlm.nih.gov/23188089" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23188089</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rodriguez, Karen Ann (2021) Examining the efficacy of a school-based mental health program in Iowa. Dissertation Abstracts International: Section B: The Sciences and Engineering
|
|
82(6b): no-specified
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rose, Heather; Miller, Lynn; Martinez, Yvonne (2009) FRIENDS for life: The results of a resilience-building, anxiety-prevention program in a Canadian elementary school. Professional School Counseling
|
|
12(6): 400–407
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Roth, Rachel A.; Suldo, Shannon M.; Ferron, John M. (2017) Improving Middle School Students’ Subjective Well-Being: Efficacy of a Multicomponent Positive Psychology Intervention Targeting Small Groups of Youth. School Psychology Review
|
|
46(1): 21–41
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ruiz-Ariza, Alberto, Su?rez-Manzano, Sara, L?pez-Serrano, Sebasti?n
|
|
et al (2019) The Effect of Cooperative High-Intensity Interval Training on Creativity and Emotional Intelligence in Secondary School: A Randomised Controlled Trial. European Physical Education Review
|
|
25(2): 355–373
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ruocco, Sylvia; Gordon, Jocelynne; McLean, Louise A (2016) Effectiveness of a school-based early intervention CBT group programme for children with anxiety aged 5–7 years. Advances in School Mental Health Promotion
|
|
9(1): 29–49
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol (2007) Targeting students, teachers and parents in a wellness-based prevention program in schools. Eating disorders
|
|
15(2): 159–81 [<a href="https://pubmed.ncbi.nlm.nih.gov/17454075" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17454075</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rygaard, Niels Peter (2020) Improving the mental health of abandoned children: Experiences from a global online intervention. The American psychologist
|
|
75(9): 1376–1388 [<a href="https://pubmed.ncbi.nlm.nih.gov/33382320" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 33382320</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non systematic review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sagkal, Ali Serdar; Turnuklu, Abbas; Totan, Tarik (2016) Peace Education’s Effects on Aggression: A Mixed Method Study. Eurasian Journal of Educational Research: 45–68
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Salerno, John P (2016) Effectiveness of Universal School-Based Mental Health Awareness Programs Among Youth in the United States: A Systematic Review. The Journal of school health
|
|
86(12): 922–931 [<a href="/pmc/articles/PMC5123790/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5123790</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27866385" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27866385</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sanchez-Sansegundo, M., Ferrer-Cascales, R., Albaladejo-Blazquez, N.
|
|
et al (2020) Effectiveness of the reasoning and rehabilitation v2 programme for improving personal and social skills in spanish adolescent students. International Journal of Environmental Research and Public Health
|
|
17(9): 3040 [<a href="/pmc/articles/PMC7246941/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7246941</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/32349359" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32349359</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
SANDERS, Robert (2020) Care experienced children and young people’s mental health: ESSS Outline.: 37
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Article unavailable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Santilhano, Michele (2019) Online intervention to reduce pediatric anxiety: An evidence-based review. Journal of child and adolescent psychiatric nursing : official publication of the Association of Child and Adolescent Psychiatric Nurses, Inc
|
|
32(4): 197–209 [<a href="https://pubmed.ncbi.nlm.nih.gov/31682052" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31682052</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Santos, RG, Chartier, MJ, Whalen, JC
|
|
et al (2011) Effectiveness of school-based violence prevention for children and youth: a research report. Healthcare quarterly (toronto, ont.)
|
|
14specno2: 80–91 [<a href="https://pubmed.ncbi.nlm.nih.gov/24956430" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24956430</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Santos, Robert G, Chartier, Mariette J, Whalen, Jeanne C
|
|
et al (2011) Effectiveness of School-Based Violence Prevention for Children and Youth Cluster randomized controlled field trial of the Roots of Empathy program with replication and three-year follow-up. Healthcare Quarterly [<a href="https://pubmed.ncbi.nlm.nih.gov/24956430" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24956430</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sapouna, Maria, Wolke, Dieter, Vannini, Natalie
|
|
et al (2010) Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial. Journal of child psychology and psychiatry, and allied disciplines
|
|
51(1): 104–12 [<a href="https://pubmed.ncbi.nlm.nih.gov/19703096" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19703096</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sara, Valdebenito and et, al. (2018) School-based interventions for reducing disciplinary school exclusion: a systematic review.: 219
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sawyer
|
|
MG, Harchak
|
|
TF, Spence
|
|
SH
|
|
et al (2010) School-based prevention of depression: a 2-year follow-up of a randomized controlled trial of the beyondblue schools research initiative. The Journal of adolescent health : official publication of the Society for Adolescent Medicine
|
|
47(3): 297–304 [<a href="https://pubmed.ncbi.nlm.nih.gov/20708570" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20708570</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sawyer, MG, Pfeiffer, S, Spence, SH
|
|
et al (2010) School-based prevention of depression: a randomised controlled study of the beyondblue schools research initiative. Journal of child psychology and psychiatry, and allied disciplines
|
|
51(2): 199–209 [<a href="https://pubmed.ncbi.nlm.nih.gov/19702662" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19702662</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Saxena, Kirti, Verrico, Christopher D, Saxena, Johanna
|
|
et al (2020) An Evaluation of Yoga and Meditation to Improve Attention, Hyperactivity, and Stress in High-School Students. Journal of alternative and complementary medicine (New York, N.Y.)
|
|
26(8): 701–707 [<a href="https://pubmed.ncbi.nlm.nih.gov/32551827" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32551827</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Scheithauer, H, Schultze-Krumbholz, A, W?lfer, R
|
|
et al (2014) Promotion of media competence and prevention of cyberbullying using the Medienhelden program: results from an evaluation study. Praxis der kinderpsychologie und kinderpsychiatrie
|
|
63(5): 379–394 [<a href="https://pubmed.ncbi.nlm.nih.gov/24877778" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24877778</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-English language publication</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Schoeps, Konstanze, Villanueva, Lidon, Prado-Gasco, Vicente Javier
|
|
et al (2018) Development of Emotional Skills in Adolescents to Prevent Cyberbullying and Improve Subjective Well-Being. Frontiers in psychology
|
|
9: 2050 [<a href="/pmc/articles/PMC6212595/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6212595</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30416471" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30416471</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Schonfeld, David J, Adams, Ryan E, Fredstrom, Bridget K
|
|
et al (2015) Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning. School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association
|
|
30(3): 406–420 [<a href="https://pubmed.ncbi.nlm.nih.gov/25485463" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25485463</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
See, B. H.; Gorard, S.; Siddiqui, N. (2017) Does participation in uniformed group activities in school improve young people’s non-cognitive outcomes?. International Journal of Educational Research
|
|
85: 109–120
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Shechtman, Z. and Ifargan, M. (2009) School-based integrated and segregated interventions to reduce aggression. Aggressive behavior
|
|
35(4): 342–356 [<a href="https://pubmed.ncbi.nlm.nih.gov/19466744" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19466744</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Shochet, I., Montague, R., Smith, C.
|
|
et al (2014) A qualitative investigation of adolescents’ perceived mechanisms of change from a universal school-based depression prevention program. International Journal of Environmental Research and Public Health
|
|
11(5): 5541–5554 [<a href="/pmc/articles/PMC4053869/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4053869</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24859679" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24859679</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Shreve, Marilou, Scott, Allison, McNeill, Charleen
|
|
et al (2020) Using Yoga to Reduce Anxiety in Children: Exploring School-Based Yoga Among Rural Third-and Fourth-Grade Students. Journal of Pediatric Health Care [<a href="https://pubmed.ncbi.nlm.nih.gov/32928599" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32928599</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sibinga, EM, Perry-Parrish, C, Chung, SE
|
|
et al (2013) School-based mindfulness instruction for urban male youth: a small randomized controlled trial. Preventive medicine
|
|
57(6): 799–801 [<a href="https://pubmed.ncbi.nlm.nih.gov/24029559" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24029559</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Singh, Nikita, Minaie, Matin G, Skvarc, David R
|
|
et al (2019) Impact of a Secondary School Depression Prevention Curriculum on Adolescent Social-Emotional Skills: Evaluation of the Resilient Families Program. Journal of youth and adolescence
|
|
48(6): 1100–1115 [<a href="https://pubmed.ncbi.nlm.nih.gov/30805853" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30805853</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is a whole community approach with a universal classroom component</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Smith, J.J., Beauchamp, M.R., Faulkner, G.
|
|
et al (2018) Intervention effects and mediators of well-being in a school-based physical activity program for adolescents: The ‘Resistance Training for Teens’ cluster RCT. Mental Health and Physical Activity
|
|
15: 88–94
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is physical activity training</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Smith, Stephen W., Daunic, Ann P., Aydin, Burak
|
|
et al (2016) Effect of Tools for Getting along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study. School Psychology Review
|
|
45(1): 73–92
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Solar, Ernest L., II (2014) The effects of mindfulness meditation on adolescents with high-incidence disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences
|
|
75(4ae): no-specified
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Soulakova, Barbora, Kasal, Alexandr, Butzer, Bethany
|
|
et al (2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. The journal of primary prevention
|
|
40(3): 255–278 [<a href="https://pubmed.ncbi.nlm.nih.gov/31140100" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31140100</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Spence, S.H., Sawyer, M.G., Sheffield, J.
|
|
et al (2014) Does the absence of a supportive family environment influence the outcome of a universal intervention for the prevention of depression?. International Journal of Environmental Research and Public Health
|
|
11(5): 5113–5132 [<a href="/pmc/articles/PMC4053893/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4053893</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24828082" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24828082</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Spence, Susan H and Shortt, Alison L (2007) Research Review: Can we justify the widespread dissemination of universal, school-based interventions for the prevention of depression among children and adolescents?. Journal of child psychology and psychiatry, and allied disciplines
|
|
48(6): 526–42 [<a href="https://pubmed.ncbi.nlm.nih.gov/17537069" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17537069</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Spilt, J. L.; Koot, J. M.; van Lier, P. A. C. (2013) For Whom Does It Work? Subgroup Differences in the Effects of a School-Based Universal Prevention Program. Prevention science
|
|
14(5): 479–488 [<a href="https://pubmed.ncbi.nlm.nih.gov/23412943" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23412943</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Stauffer, Sterling, Heath, Melissa Allen, Coyne, Sarah Marie
|
|
et al (2012) High School Teachers’ Perceptions of Cyberbullying Prevention and Intervention Strategies. Psychology in the Schools
|
|
49(4): 352–367
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Stormshak, Elizabeth A; Fosco, Gregory M; Dishion, Thomas J (2010) Implementing Interventions with Families in Schools to Increase Youth School Engagement: The Family Check-Up Model. School mental health
|
|
2(2): 82–92 [<a href="/pmc/articles/PMC2873213/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2873213</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/20495673" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20495673</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Stormshak, Elizabeth, DeGarmo, David, Chronister, Krista
|
|
et al (2018) The Impact of Family-Centered Prevention on Self-Regulation and Subsequent Long-Term Risk in Emerging Adults. Prevention science : the official journal of the Society for Prevention Research
|
|
19(4): 549–558 [<a href="/pmc/articles/PMC5899683/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5899683</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29101645" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29101645</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Streimann, Karin; Selart, Anne; Trummal, Aire (2019) Effectiveness of a Universal, Classroom-Based Preventive Intervention (PAX GBG) in Estonia: a Cluster-Randomized Controlled Trial. Prevention science : the official journal of the Society for Prevention Research [<a href="https://pubmed.ncbi.nlm.nih.gov/31432379" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31432379</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sutherland, Kevin S., Conroy, Maureen A., Algina, James
|
|
et al (2018) Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. Grantee Submission
|
|
42: 31–43
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population outside scope of review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Swank, Jacqueline M; Cheung, Christopher; Williams, Sydney A (2018) Play therapy and psychoeducational school-based group interventions: A comparison of treatment effectiveness. Journal for Specialists in Group Work
|
|
43(3): 230–249
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Single case research design</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Swartz
|
|
KL, Kastelic
|
|
EA, Hess
|
|
SG
|
|
et al (2010) The effectiveness of a school-based adolescent depression education program. Health education & behavior : the official publication of the Society for Public Health Education
|
|
37(1): 11–22 [<a href="https://pubmed.ncbi.nlm.nih.gov/17652614" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17652614</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Takahashi, Fumito, Ishizu, Kenichiro, Matsubara, Kohei
|
|
et al (2020) Acceptance and commitment therapy as a school-based group intervention for adolescents: An open-label trial. Journal of Contextual Behavioral Science
|
|
16: 71–79
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Takeda, S.; Matsuo, R.; Ohtsuka, M. (2020) Effects of a classroom-based stress management program by cognitive reconstruction for elementary school students. Yonago Acta Medica
|
|
63(3): 198–204 [<a href="/pmc/articles/PMC7435110/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7435110</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/32884439" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32884439</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Tanner-Smith, Emily E; Durlak, Joseph A; Marx, Robert A (2018) Empirically Based Mean Effect Size Distributions for Universal Prevention Programs Targeting School-Aged Youth: A Review of Meta-Analyses. Prevention science : the official journal of the Society for Prevention Research
|
|
19(8): 1091–1101 [<a href="https://pubmed.ncbi.nlm.nih.gov/30136245" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30136245</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non systematic review: SR of MA</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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|
Taylor, B.; Stein, N.; Burden, F. (2010) The effects of gender violence/ harassment prevention programming in middle schools: a randomized experimental evaluation. Violence and victims
|
|
25(2): 202–223 [<a href="https://pubmed.ncbi.nlm.nih.gov/20514817" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20514817</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Taylor, BG, Stein, ND, Mumford, EA
|
|
et al (2013) Shifting Boundaries: an experimental evaluation of a dating violence prevention program in middle schools. Prevention science
|
|
14(1): 64–76 [<a href="https://pubmed.ncbi.nlm.nih.gov/23076726" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23076726</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Taylor, Bruce G; Mumford, Elizabeth A; Stein, Nan D (2015) Effectiveness of “shifting boundaries” teen dating violence prevention program for subgroups of middle school students. The Journal of adolescent health : official publication of the Society for Adolescent Medicine
|
|
56(2suppl2): 20–6 [<a href="https://pubmed.ncbi.nlm.nih.gov/25620449" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25620449</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Taylor, Bruce G; Stein, Nan; Burden, Frances
|
|
F (2010) Exploring gender differences in dating violence/harassment prevention programming in middle schools: Results from a randomized experiment. Journal of Experimental Criminology
|
|
6(4): 419–445
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Taylor, Mark; Gillies, Robyn M.; Ashman, Adrian F. (2009) Cognitive Training, Conflict Resolution and Exercise: Effects on Young Adolescents’ Wellbeing. Australian Journal of Guidance and Counselling
|
|
19(2): 131–149
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Population: subset</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Taylor, Sara B, Kennedy, Lindsay A, Lee, Caroline E
|
|
et al (2020) Common humanity in the classroom: Increasing self-compassion and coping self-efficacy through a mindfulness-based intervention. Journal of American college health : J of ACH: 1–8 [<a href="https://pubmed.ncbi.nlm.nih.gov/32150524" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32150524</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population outside scope of review</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Telles, Shirley, Singh, Nilkamal, Bhardwaj, Abhishek Kumar
|
|
et al (2013) Effect of yoga or physical exercise on physical, cognitive and emotional measures in children: A randomized controlled trial. Child and Adolescent Psychiatry and Mental Health
|
|
7 [<a href="/pmc/articles/PMC3826528/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3826528</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24199742" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24199742</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Terjestam, Yvonne (2011) Stillness at school: Well-being after eight weeks of meditation-based practice in secondary school. Psyke & Logos
|
|
32(1): 105–116
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Terry, JD, Weist, MD, Strait, GG
|
|
et al (2020) Motivational Interviewing to Promote the Effectiveness of Selective Prevention: an Integrated School-Based Approach. Prevention science [<a href="https://pubmed.ncbi.nlm.nih.gov/32451788" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32451788</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Terry, John (2017) Preliminary evaluation of “Footprints:” Motivational interviewing to promote cognitive-behavioral skills, academic outcomes, and academic protective factors in middle school students. Dissertation Abstracts International: Section B: The Sciences and Engineering
|
|
78(4be): no-specified
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Thompson, Aaron M. (2014) A Randomized Trial of the “Self-Management Training and Regulation Strategy” for Disruptive Students. Research on Social Work Practice
|
|
24(4): 414–427
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study population is selected</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Tijms, J.; Stoop, M. A.; Polleck, J. N. (2018) Bibliotherapeutic book club intervention to promote reading skills and social-emotional competencies in low SES community-based high schools: A randomised controlled trial. Journal of Research in Reading
|
|
41(3): 525–545
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study is concerned with transition</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Tissen, Isabelle; Hergovich, Andreas; Spiel, Christiane (2007) School-based social training with and without dogs: Evaluation of their effectiveness. Anthrozoos
|
|
20(4): 365–373
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Tomyn, Justin D, Fuller-Tyszkiewicz, Matthew, Richardson, Ben
|
|
et al (2016) A Comprehensive Evaluation of a Universal School-Based Depression Prevention Program for Adolescents. Journal of abnormal child psychology
|
|
44(8): 1621–1633 [<a href="https://pubmed.ncbi.nlm.nih.gov/26873012" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26873012</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Torrente, Catalina, Nathanson, Lori, Rivers, Susan
|
|
et al (2015) Testing Causal Impacts of a School-Based SEL Intervention Using Instrumental Variable Techniques.: 1–6
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Townsend, L., Musci, R., Stuart, E.
|
|
et al (2017) The Association of School Climate, Depression Literacy, and Mental Health Stigma Among High School Students. Journal of School Health
|
|
87(8): 567–574 [<a href="/pmc/articles/PMC5520658/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5520658</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28691174" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28691174</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Tripa, Laura, Sava, Florin Alin, Palo?, Ramona
|
|
et al (2021) Evaluating the outcomes of ?Resilient left behind children??A social-emotional learning and mindfulness group counseling program. Cognition, Brain, Behavior
|
|
25(1): 33–53
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Tucker, Emma and Maunder, Rachel (2015) Helping children to get along: Teachers’ strategies for dealing with bullying in primary schools. Educational Studies
|
|
41(4): 466–470
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not an intervention study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Turner, A.J., Sutton, M., Harrison, M.
|
|
et al (2019) Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum. Applied Health Economics and Health Policy [<a href="/pmc/articles/PMC7085485/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7085485</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31347016" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31347016</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Cost-effectiveness study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Valosek, Laurent, Nidich, Sanford, Wendt, Staci
|
|
et al (2019) Effect of meditation on social-emotional learning in middle school students. Education
|
|
139(3): 111–119
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
van de Weijer-Bergsma, Eva, Langenberg, George, Brandsma, Rob
|
|
et al (2014) The effectiveness of a school-based mindfulness training as a program to prevent stress in elementary school children. Mindfulness
|
|
5(3): 238–248
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Van Ryzin, Mark J and Roseth, Cary J (2019) Effects of cooperative learning on peer relations, empathy, and bullying in middle school. Aggressive behavior [<a href="/pmc/articles/PMC7413077/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7413077</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31432535" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31432535</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Varjas, Kris, Talley, Jasmaine, Meyers, Joel
|
|
et al (2010) High school students’ perceptions of motivations for cyberbullying: an exploratory study. The western journal of emergency medicine
|
|
11(3): 269–73 [<a href="/pmc/articles/PMC2941365/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2941365</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/20882148" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20882148</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non UK based qualitative study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Vassilopoulos, Stephanos P; Brouzos, Andreas; Rentzios, Christos (2014) Evaluation of a universal social information-processing group program aimed at preventing anger and aggressive behaviour in primary school children. Hellenic Journal of Psychology
|
|
11(3): 208–222
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Veenman, B.; Luman, M.; Oosterlaan, J. (2018) Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials. PLoS ONE
|
|
13(10): e0201779 [<a href="/pmc/articles/PMC6179198/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6179198</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30303966" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30303966</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Vickery, Charlotte E and Dorjee, Dusana (2015) Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children. Frontiers in psychology
|
|
6: 2025 [<a href="/pmc/articles/PMC4709470/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4709470</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26793145" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26793145</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Vila-Badia, Regina, Martinez-Zambrano, Francisco, Arenas, Otilia
|
|
et al (2016) Effectiveness of an intervention for reducing social stigma towards mental illness in adolescents. World journal of psychiatry
|
|
6(2): 239–47 [<a href="/pmc/articles/PMC4919264/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4919264</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27354967" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27354967</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Volanen, S.-M., Lassander, M., Hankonen, N.
|
|
et al (2020) Healthy learning mind - Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: A cluster-randomised controlled trial. Journal of Affective Disorders
|
|
260: 660–669 [<a href="https://pubmed.ncbi.nlm.nih.gov/31546105" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31546105</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study design: secondary analysis</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Vuijk, P., van Lier, P. A. C., Crijnen, A. A. M.
|
|
et al (2007) Testing sex-specific pathways from peer victimization to anxiety and depression in early adolescents through a randomized intervention trial. Journal of Affective Disorders
|
|
100(13): 221–226 [<a href="https://pubmed.ncbi.nlm.nih.gov/17157387" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17157387</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Waldron, Samuel M, Stallard, Paul, Grist, Rebecca
|
|
et al (2018) The ‘long-term’ effects of universal school-based anxiety prevention trials: A systematic review. Mental Health and Prevention
|
|
11: 8–15
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Wallace, Laura B; Hai, Audrey Hang; Franklin, Cynthia (2020) An Evaluation of Working on What Works (WOWW): A Solution-Focused Intervention for Schools. Journal of marital and family therapy [<a href="https://pubmed.ncbi.nlm.nih.gov/31997387" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31997387</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study not concerned with social, emotional and mental wellbeing</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Waters, Allison M, Candy, Steven G, Zimmer-Gembeck, Melanie J
|
|
et al (2019) A School-Based Comparison of Positive Search Training to Enhance Adaptive Attention Regulation with a Cognitive-Behavioural Intervention for Reducing Anxiety Symptoms in Children. Journal of abnormal child psychology
|
|
47(11): 1821–1840 [<a href="https://pubmed.ncbi.nlm.nih.gov/31073880" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31073880</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Watson, Scott E. J, Vannini, Natalie, Woods, Sarah
|
|
et al (2010) Inter-cultural differences in response to a computer-based anti-bullying intervention. Educational Research
|
|
52(1): 61–80
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Webb, Linda, Carey, John, Villares, Elizabeth
|
|
et al (2014) Results of a Randomized Controlled Trial of Student Success Skills.: 1–24
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Weis, Robert; Osborne, Karen J; Dean, Emily L (2015) Effectiveness of a universal, interdependent group contingency program on children’s academic achievement: A countywide evaluation. Journal of Applied School Psychology
|
|
31(3): 199–218
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Ordered but not received</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Wendt, Staci, Hipps, Jerry, Abrams, Allan
|
|
et al (2015) Practicing Transcendental Meditation in High Schools: Relationship to Well-Being and Academic Achievement among Students. Contemporary School Psychology
|
|
19(4): 312–319
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
White, Laura Santangelo (2012) Reducing stress in school-age girls through mindful yoga. Journal of pediatric health care : official publication of National Association of Pediatric Nurse Associates & Practitioners
|
|
26(1): 45–56 [<a href="https://pubmed.ncbi.nlm.nih.gov/22153143" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22153143</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not a universal intervention</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Whittaker, R, Stasiak, K, McDowell, H
|
|
et al (2017) MEMO: an mHealth intervention to prevent the onset of depression in adolescents: a double-blind, randomised, placebo-controlled trial. Journal of child psychology and psychiatry, and allied disciplines
|
|
58(9): 1014–1022 [<a href="https://pubmed.ncbi.nlm.nih.gov/28573672" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28573672</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention not delivered as part of the lesson plan</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Wills, Howard, Kamps, Debra, Abbott, Mary
|
|
et al (2010) Classroom Observations and Effects of Reading Interventions for Students at Risk for Emotional and Behavioral Disorders. Behavioral Disorders
|
|
35(2): 103–119
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Wills, Howard, Kamps, Debra, Caldarella, Paul
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et al (2018) Class-Wide Function-Related Intervention Teams (CW-FIT): Student and Teacher Outcomes from a Multisite Randomized Replication Trial. Elementary School Journal
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119(1): 29–51 [<a href="/pmc/articles/PMC10038329/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC10038329</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/36968127" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 36968127</span></a>]
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Wills, Howard, Kamps, Debra, Fleming, Kandace
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et al (2016) Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial. Exceptional Children
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83(1): 58–76 [<a href="/pmc/articles/PMC8279112/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC8279112</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/34267402" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 34267402</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is teacher training for classroom management</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Wirth, Jacqueline Lee-Russell (2013) The effect of a classroom intervention on adolescent wellness, success skills, and academic performance. Dissertation Abstracts International Section A: Humanities and Social Sciences
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74(2ae): no-specified
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Witvliet
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M, van Lier
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PA, Cuijpers
|
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P
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et al (2009) Testing links between childhood positive peer relations and externalizing outcomes through a randomized controlled intervention study. Journal of consulting and clinical psychology
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77(5): 905–915 [<a href="https://pubmed.ncbi.nlm.nih.gov/19803570" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19803570</span></a>]
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Wohlgamuth, Taylor Lynn (2020) The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation.
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|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Wong, Martin C S; Lau, Tony C M; Lee, Albert (2012) The impact of leadership programme on self-esteem and self-efficacy in school: a randomized controlled trial. PloS one
|
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7(12): e52023 [<a href="/pmc/articles/PMC3525562/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3525562</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23272199" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23272199</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted in a non-OECD country</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Yamamoto, Toshie; Matsumoto, Yuki; Bernard, Michael E. (2017) Effects of the cognitive-behavioral you can do it! Education program on the resilience of Japanese elementary school students: A preliminary investigation. International Journal of Educational Research
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-randomised study</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Yeager, David Scott; Trzesniewski, Kali H.; Dweck, Carol S. (2013) An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion. Child Development
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84(3): 970–988 [<a href="/pmc/articles/PMC3660787/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3660787</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23106262" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23106262</span></a>]
|
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Outcome data not presented/unusable</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Yoo, Hee-Jeong, Bahn, Geonho, Cho, In-Hee
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|
et al (2014) A randomized controlled trial of the Korean version of the PEERS() parent-assisted social skills training program for teens with ASD. Autism research : official journal of the International Society for Autism Research
|
|
7(1): 145–61 [<a href="https://pubmed.ncbi.nlm.nih.gov/24408892" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24408892</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study intervention is not school-based</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Zhai, Fuhua; Raver, C. Cybele; Jones, Stephanie M. (2015) Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants. Children and Youth Services Review
|
|
56: 42–51 [<a href="/pmc/articles/PMC4519981/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4519981</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26236063" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26236063</span></a>]
|
|
</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study conducted before 2007</td></tr><tr><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Zych, Izabela, Viejo, Carmen, Vila, Elena
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|
et al (2019) School Bullying and Dating Violence in Adolescents: A Systematic Review and Meta-Analysis. Trauma, violence & abuse: 1524838019854460 [<a href="https://pubmed.ncbi.nlm.nih.gov/31185827" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31185827</span></a>]
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</td><td headers="hd_h_niceng223er3.appf.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review: references checked</td></tr></tbody></table></div></div></article></div><div id="jr-scripts"><script src="/corehtml/pmc/jatsreader/ptpmc_3.22/js/libs.min.js"> </script><script src="/corehtml/pmc/jatsreader/ptpmc_3.22/js/jr.min.js"> </script></div></div>
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