scholarly journals Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review

2021 ◽  
Author(s):  
Jeanne Gubbels ◽  
Claudia E. van der Put ◽  
Geert-Jan J. M. Stams ◽  
Mark Assink
Keyword(s):  
Child Abuse ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Effect Sizes ◽  
Positive Effects ◽  
School Based ◽  
Analytic Review ◽  
Program Components ◽  
Self Protection

AbstractSchool-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

The Effectiveness of Interventions for Grandparents Raising Grandchildren: A Meta-Analysis

2018 ◽  
Vol 29 (6) ◽  
pp. 607-617 ◽  
Author(s):  
Ko Ling Chan ◽  
Mengtong Chen ◽  
Kin Ming Camilla Lo ◽  
Qiqi Chen ◽  
Susan J. Kelley ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Well Being ◽  
Effect Sizes ◽  
Future Research ◽  
Ongoing Research ◽  
Positive Effects ◽  
Grandparent Caregivers ◽  
Program Components

Purpose: The research objective is to evaluate the effectiveness of intervention programs that aim to enhance the well-being of grandparent caregivers and the developmental outcomes of grandchildren and identify useful program components. Method: Relevant studies were identified via comprehensive literature searches of electronic databases. A random effects model was used to calculate effect sizes. Results: We included 20 studies published in and before April 2018. Our review indicates that interventions for grandparent caregivers have positive effects in regard to various well-being outcomes. Small to moderate effect sizes for increases in social support and parenting skills and a decrease in children’s behavioral problems were found. Supportive and educational components could contribute to a promising intervention. Conclusions: The implementation of interventions for grandparents requires ongoing research efforts to obtain high-quality evidence for program effectiveness. We suggest future research be conducted to develop tailored interventions to meet the needs of different grandparent caregivers.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

Characteristics of Effective School-Based, Teacher-Delivered Mental Health Services for Children

2019 ◽  
Vol 30 (4) ◽  
pp. 422-432
Author(s):  
Sunyoung Park ◽  
Samantha Guz ◽  
Anao Zhang ◽  
S. Natasha Beretvas ◽  
Cynthia Franklin ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Meta Analysis ◽  
Specific Treatment ◽  
Externalizing Disorders ◽  
Effect Sizes ◽  
Independent Effect ◽  
School Based ◽  
Treatment Characteristics

Purpose: The increasing need for school-based mental health services has altered teachers’ involvement in mental health services. Methods: This study presents a meta-analysis from a previous systematic review to identify which study characteristics result in effective treatment outcomes. Specific treatment characteristics analyzed in this study include type of intervention, treatment modality, length of treatment, and type of measurement. Effect sizes were coded by internalizing and externalizing disorders, depending on the symptoms the corresponding treatments were intended to address. A final sample size included 9 independent effect sizes of internalizing behaviors and 21 effect sizes of externalizing behaviors. Results: Internalizing disorders, social skill interventions, classroom modalities, and medium treatment length were moderating treatment characteristics. No significant effects were found for externalizing disorders. Conclusions: These results further add to the research on teacher’s role in school-based mental health services and provide important information for social workers who work in schools.

Dysfunctional meta-cognitive beliefs across psychopathology: A meta-analytic review

2016 ◽  
Vol 33 (S1) ◽  
pp. s225-s225 ◽  
Author(s):  
X. Sun ◽  
S.H.W. So ◽  
C. Zhu ◽  
P.W.L. Leung
Keyword(s):  
Psychiatric Disorders ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Analytic Review ◽  
Cognitive Beliefs ◽  
Patient Groups ◽  
Competing Interest ◽  
And Coping

IntroductionIt is assumed that dysfunctional meta-cognitive beliefs about one's thoughts increase problematic appraisals and coping behaviors, which further contribute to the development of mental disorders (Wells and Matthews, 1994; Wells, 2000). Although this research interest originated around generalized anxiety disorder (GAD), recent studies have begun to examine similar meta-cognitive processes in other disorders. The majority of studies using Meta-cognitions Questionnaire (MCQ; Cartwright-Hatton & Wells, 1997) and its variants to assess meta-cognitive beliefs.ObjectivesWe conducted a meta-analysis to integrate empirical findings on group differences in meta-cognitive beliefs between healthy individuals and patients with various psychiatric disorders.MethodsWe followed the PRISMA guideline (Liberati et al., 2009). A systematic literature search was conducted. We included studies that involved a diagnosed psychiatric group and healthy controls (aged 18 or above), reported group comparisons of metacognition, and were published during the period of 1990–27 August 2015. Effect sizes were computed.ResultsA final set of 43 studies was included. Large combined effect sizes were found on each subdomain of the MCQ, indicating increased levels of dysfunctional meta-cognitive beliefs in patients. Subgroup analyses were carried out based on psychiatric diagnosis (i.e. psychosis, n = 10; GAD, n = 7; obsessive-compulsive disorder, OCD, n = 15; anorexia nervosa, n = 5). All patient groups were more dysfunctional on each subtype of meta-cognitive beliefs than controls. Effect size of U/D was particularly large for GAD, and that of CSC was particularly large for OCD.ConclusionsDysfunctional meta-cognitive beliefs are evident across several psychiatric disorders, with specific types of beliefs being more marked in certain diagnoses.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The Effects of Exercise on Mood in Older Adults: A Meta-Analytic Review

2000 ◽  
Vol 8 (4) ◽  
pp. 407-430 ◽  
Author(s):  
Shawn M. Arent ◽  
Daniel M. Landers ◽  
Jennifer L. Etnier
Keyword(s):  
Older Adults ◽  
Exercise Prescription ◽  
Meta Analysis ◽  
The Elderly ◽  
Exercise Group ◽  
Effect Sizes ◽  
Control Groups ◽  
Moderating Variables ◽  
Analytic Review ◽  
Experimental Versus

This meta-analysis examined the exercise-mood relationship in older adults. 158 effect sizes (ESs) from 32 studies were grouped intoexperimental-versus-control, gains, and correlational ESs. Each study was coded for moderator variables related to descriptive, design, participant, exercise, and mood-assessment characteristics. Experimental-versus-control ESs for negative (NA) and positive affect (PA) were 0.35 (p < .05) and 0.33 (p > .05), respectively, with an overall ES of 0.34, p < .05. The gains ESs for NA and PA in an exercise group were 0.39 (p < .05) and 0.35 (p < .05), respectively, with an overall ES of 0.38, p < .05. All effects were significantly greater than those for the control groups. Correlational ESs of 0.47 and 0.42 were found for NA and PA. respectively. It was concluded that chronic exercise is associated with improved mood in the elderly. Moderating variables and implications for exercise prescription to improve mood in the elderly are discussed.

scholarly journals School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis

2017 ◽  
Vol 51 ◽  
pp. 30-47 ◽  
Author(s):  
Aliza Werner-Seidler ◽  
Yael Perry ◽  
Alison L. Calear ◽  
Jill M. Newby ◽  
Helen Christensen
Keyword(s):  
Systematic Review ◽  
Young People ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Depression And Anxiety ◽  
Anxiety Prevention ◽  
School Based

A Meta-Analytic Review of School-Based Prevention for Cannabis Use

2010 ◽  
Vol 37 (5) ◽  
pp. 709-723 ◽  
Author(s):  
Amy J. Porath-Waller ◽  
Erin Beasley ◽  
Douglas J. Beirness
Keyword(s):  
High School Students ◽  
Program Effectiveness ◽  
Positive Impact ◽  
Cannabis Use ◽  
School Students ◽  
Prevention Programming ◽  
Influence Model ◽  
School Based ◽  
Analytic Review ◽  
Model Programs

This investigation used meta-analytic techniques to evaluate the effectiveness of school-based prevention programming in reducing cannabis use among youth aged 12 to 19. It summarized the results from 15 studies published in peer-reviewed journals since 1999 and identified features that influenced program effectiveness. The results from the set of 15 studies indicated that these school-based programs had a positive impact on reducing students’ cannabis use ( d = 0.58, CI: 0.55, 0.62) compared to control conditions. Findings revealed that programs incorporating elements of several prevention models were significantly more effective than were those based on only a social influence model. Programs that were longer in duration (≥15 sessions) and facilitated by individuals other than teachers in an interactive manner also yielded stronger effects. The results also suggested that programs targeting high school students were more effective than were those aimed at middle-school students. Implications for school-based prevention programming are discussed.

scholarly journals A Meta-Analysis of the Current State of Evidence of the Incredible Years Teacher-Classroom Management Program

Children ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Rachel Korest ◽  
John S. Carlson
Keyword(s):  
Classroom Management ◽  
Meta Analysis ◽  
Management Program ◽  
Effect Sizes ◽  
Incredible Years ◽  
Positive Effects ◽  
Current State ◽  
Dosage Study ◽  
Teacher Classroom ◽  
The Incredible Years

This meta-analysis evaluated the current state of evidence and identified potential treatment moderators of the Incredible Years Teacher Classroom Management (IYTCM) program used to reduce externalizing and internalizing behaviors in school-aged children. Inclusion criteria involved published studies between 1984–2018 and examining the effects of IYTCM as a standalone program on teacher and/or child behavioral outcomes. We identified and narratively summarized potential moderators, which included the severity of child behavior, dosage, study design, and reporting methods. Overall, effect sizes revealed IYTCM had moderate positive effects on teachers and small positive effects on children. Narrative summaries indicated larger effect sizes in higher dosage studies and higher risk children. The results align with previous systematic reviews on the Incredible Years Parent Training (IYPT) program but this is the first study to look at the teacher training program. Overall, IYTCM seems to be an effective intervention; however, what components of this program work best, for whom, and under what conditions require further empirical investigation.

scholarly journals Laboratory aggression and personality traits: A meta-analytic review

2018 ◽  
Author(s):  
Courtland Hyatt ◽  
Amos Zeichner ◽  
Josh Miller
Keyword(s):  
Big Five ◽  
Precise Measurement ◽  
Factor Model ◽  
Five Factor Model ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Future Research ◽  
Random Effects Models ◽  
Methodological Rigor ◽  
Analytic Review

Among operationalizations of aggression, laboratory paradigms are unique in that they permit precise measurement of aggression while controlling for many possible confounds (e.g., levels of provocation). In the current undertaking, we conducted a meta-analysis of the relations between laboratory aggression and trait-based personality constructs thought to be among the most robust and consistent predictors of lab aggression, including traits from the predominant model of general personality (Big Five/Five Factor Model [FFM]), as well as personality disorder constructs including psychopathy, narcissism, and sadism. Our search yielded 54 usable studies containing 123 effect sizes. Random-effects models suggest that psychopathy, narcissism, sadism, and low FFM Agreeableness are significant predictors of laboratory aggression with small to moderate effect sizes. Impulsivity and FFM Openness also showed significant relations, though they were smaller in magnitude. Thus, traits related to aggression outside of the laboratory also appear to be related to aggression in the laboratory. Suggestions are made for future research in this area, including an emphasis on causal mechanisms and methodological rigor.

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