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Author Bastounis, Anastasios ♦ Callaghan, Patrick ♦ Lykomitrou, Foteini ♦ Aubeeluck, Aimee ♦ Michail, Maria
Source SpringerLink
Content type Text
Publisher Springer US
File Format PDF
Copyright Year ©2017
Language English
Subject Domain (in DDC) Philosophy & psychology ♦ Psychology
Subject Keyword Universal ♦ School ♦ Depression ♦ Anxiety ♦ Qualitative ♦ Meta-aggregation ♦ Child and School Psychology ♦ Psychology ♦ Clinical Psychology ♦ Developmental Psychology
Abstract Mental health promotion in schools is a key priority for national governments. The aim of this meta-aggregation is to synthesise the findings from universal, depression and/or anxiety, cognitive behavioural therapy and/or interpersonal therapy-based, programmes implemented in schools, which are focused on reducing depression and anxiety in student populations aged 8–17 years. Electronic databases were searched for published original qualitative studies which assess students’ perceptions and experiences from participating in universal, school-based, depression and/or anxiety, prevention programmes. Extraction and synthesis of findings were assisted by NVivo qualitative data analysis software. The Joanna Briggs Institute-Qualitative Assessment and Review Instrument (JBI QARI) Critical Appraisal Checklist for Interpretative and Critical Research was used for assessing methodological quality of the included studies. The confidence of synthesised qualitative findings (ConQual) approach was followed for assessing the confidence in the estimates of syntheses output. Five studies from Australia, Sweden, and UK met the inclusion criteria. Modification in the structure and mode of implementation of universal prevention programmes is required in order to enhance programmes’ applicability and impact. The study provides key practical recommendations to stakeholders and policy makers about the content, delivery, and implementation of school-based, universal, prevention programmes.
ISSN 18662625
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2017-10-30
Publisher Place New York
e-ISSN 18662633
Journal School Mental Health
Volume Number 9
Issue Number 4
Page Count 14
Starting Page 372
Ending Page 385


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Source: SpringerLink