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Clinical Child and Family Psychology Review

Gepubliceerd in:

10-05-2017

The Effectiveness of Psychosocial Interventions Delivered by Teachers in Schools: A Systematic Review and Meta-Analysis

Auteurs: Cynthia Franklin, Johnny S. Kim, Tasha S. Beretvas, Anao Zhang, Samantha Guz, Sunyoung Park, Katherine Montgomery, Saras Chung, Brandy R. Maynard

Gepubliceerd in: Clinical Child and Family Psychology Review | Uitgave 3/2017

Abstract

The growing mental health needs of students within schools have resulted in teachers increasing their involvement in the delivery of school-based, psychosocial interventions. Current research reports mixed findings concerning the effectiveness of psychosocial interventions delivered by teachers for mental health outcomes. This article presents a systematic review and meta-analysis that examined the effectiveness of school-based psychosocial interventions delivered by teachers on internalizing and externalizing outcomes and the moderating factors that influence treatment effects on these outcomes. Nine electronic databases, major journals, and gray literature (e.g., websites, conference abstract) were searched and field experts were contacted to locate additional studies. Twenty-four studies that met the study inclusion criteria were coded into internalizing or externalizing outcomes and further analyzed using robust variance estimation in meta-regression. Both publication and risk of bias of studies were further assessed. The results showed statistically significant reductions in students’ internalizing outcomes (d = .133, 95% CI [.002, .263]) and no statistical significant effect for externalizing outcomes (d = .15, 95% CI [−.037, .066]). Moderator analysis with meta-regression revealed that gender (%male, b = −.017, p < .05), race (% Caucasian, b = .002, p < .05), and the tier of intervention (b = .299, p = .06) affected intervention effectiveness. This study builds on existing literature that shows that teacher-delivered Tier 1 interventions are effective interventions but also adds to this literature by showing that interventions are more effective with internalizing outcomes than on the externalizing outcomes. Moderator analysis also revealed treatments were more effective with female students for internalizing outcomes and more effective with Caucasian students for externalizing outcomes.

vorige artikel Conceptualizing Culturally Infused Engagement and Its Measurement for Ethnic Minority and Immigrant Children and Families

volgende artikel Parenting Programs for the Prevention of Child Physical Abuse Recurrence: A Systematic Review and Meta-Analysis

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Titel: The Effectiveness of Psychosocial Interventions Delivered by Teachers in Schools: A Systematic Review and Meta-Analysis
Auteurs: Cynthia Franklin
Johnny S. Kim
Tasha S. Beretvas
Anao Zhang
Samantha Guz
Sunyoung Park
Katherine Montgomery
Saras Chung
Brandy R. Maynard
Publicatiedatum: 10-05-2017
Uitgeverij: Springer US
Gepubliceerd in: Clinical Child and Family Psychology Review / Uitgave 3/2017
Print ISSN: 1096-4037
Elektronisch ISSN: 1573-2827
DOI: https://doi.org/10.1007/s10567-017-0235-4

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