As a result, only a fraction of affected youth receives mental health services (Ghandour et al., 2019; Whitney & Peterson, 2019). Rates of youth mental disorders have been steadily worsening over the past decade, and today the need for mental health treatment greatly exceeds the capacity of the mental health care system. Due to the nature of SIC data collection (i.e. identification of specific dates and activities), retrospective data collection does not affect the quality or validity of the data (Saldana, 2014). Another consideration for future implementation efforts is the role of organizational structure in maximizing implementation outcomes.
SWPBIS data collection and assessment
- Elaboration, another type of retrieval, asks students to look beyond what is provided by describing using many details.
- Each intervention included in this database is reviewed by an advisory board using strict selection criteria.
- We use ‘students’ to refer to all children and youth in any educational or therapeutic setting (e.g., K-12 school, early childhood program, treatment program, juvenile justice program).
- Outcomes reported in the included studies were categorised into one of the four main outcome categories.
- The aim of this meta-analysis was to examine the effectiveness of whole school interventions on a range of social, emotional, behavioural, and academic outcomes.
Hospital-based interventions aimed at helping patients build resilience through the care provided by healthcare professionals, enabling them to cope more effectively with stressors (25). PBIS improves social, emotional, and academic outcomes for https://www.nj.gov/education/esser/arp/ all students, including students with disabilities and students from underrepresented groups. At Tier 3, students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 2 practices and systems support students who are at risk for developing more serious problem behaviors before those behaviors start.
Furthermore, 18 studies employed treatment-as-usual controls, 11 utilized wait-list controls, 6 incorporated no-intervention controls, and 3 applied positive controls (see Table 3). In terms of the delivery method of interventions, 36 studies used a group intervention model, while 2 studies employed an individual intervention model. In summary, although SBIs can promote the development of resilience in children and adolescents to some extent, the overall efficacy of these interventions in this regard still lacks consistency. Khalsa et al. (36) proposed a yoga program implemented within the school environment, which effectively improved students’ resilience by promoting mindfulness and developing cognitive skills related to self-awareness (36). On the basis of the P-A-G-E framework, Cheng et al. (35) proposed the Digital Netizen Alliance program to increase students’ positive coping ability and resilience through the development of positive mental skills (35). For example, a program to support students exposed to trauma was proposed by Amin et al. (34), which includes 10 structured sessions designed to promote resilience by reducing students’ posttraumatic stress disorder symptoms (34).
Moderator analysis revealed studies with a moderate or weak rating showed significantly larger effect sizes for behavioural adjustment than high-quality studies. Firstly, just over half of the studies (54%) received a strong quality assessment rating, the remaining studies received a moderate (29%) or weak (17%) rating. The development of links with community agencies and services has been argued to be the most essential component of the health-promoting school approach (Goltz et al. 1997; Lister-Sharp et al. 1999; WHO 1996). Examples of such advancements include the development of learning standards for social and emotional skill development (Dusenbury et al. 2015) and the establishment of CASEL’s Collaborative Districts Initiative (CDI) and Collaborative States Initiative (CSI) which are designed to build systemic support for social and emotional learning.
PBIS
All studies that fulfilled the criteria for this meta-analysis underwent an assessment of their methodological quality. The purpose of the coding sheet was to extract all relevant information from the studies including methodological, intervention, and recipient characteristics. These six articles were therefore perceived as one study, resulting in 45 studies that underwent meta-analysis. A secondary aim was to assess the impact of moderating variables on programme outcomes. This resource includes a curriculum element which is designed to support both universal and targeted work and whole school materials including resources relating to staff development, school organisation, management and leadership, and school ethos (Hallam 2009; Banerjee et al. 2014). Several countries have launched national initiatives that adopt a school-wide approach to social and emotional learning.
Given this, it is necessary to review previous evidence to examine the overall efficacy of SBIs on resilience in children and adolescents. For children and adolescents exposed to many stressors, fostering resilience helps them cope positively with stressful situations and enhances their overall well-being (42). Differences in cognitive abilities, emotional needs, and brain development at various stages of childhood and adolescence may lead to different dose-response relationships in intervention implementation (39). Over the past two decades, a series of studies have confirmed the significant efficacy of SBIs in promoting resilience in children and adolescents.
