Feasibility evaluation of psychosocial intervention for internally displaced youth in Kenya

Getanda, Elijah Mironga; Vostanis, Panos

doi:10.1080/09638237.2020.1818702

Cited by 15 publications

(39 citation statements)

References 54 publications

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“…Further studies should also evaluate the adaptation of this intervention for different types of literacy, and its implementation with different vulnerable groups such as refugee children. Although no culture-specific suggestions were made by the participants in this study, implementation in various sociocultural contexts would improve our understanding of requirements for cultural adaptation [49]. Indeed, previous research showed that SEL programmes can be tailored to different cultural groups [17].…”

Section: Discussionmentioning

confidence: 89%

Digital Social and Emotional Literacy Intervention for Vulnerable Children in Brazil: Participants’ Experiences

Freeland¹,

O’Reilly²,

Fleury³

et al. 2022

International Journal of Mental Health Promotion

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Social emotional literacy (SEL) interventions are widely implemented through schools, with growing evidence for a range of positive child outcomes. Increasingly, such interventions are delivered on online platforms. To date, there is limited evidence about digital SEL interventions in low-and middle-income countries (LMIC). The aim of this study was to explore the perceptions and experiences of children, parents and facilitator of the potential value of addressing SEL via tailored digital intervention. The intervention was designed to help children, in Brazil, to cope during the first COVID-19 pandemic lockdown. The intervention was delivered via a digital platform to groups of three children for 45 min per week for nine. Thirteen children, nine parents and nine facilitators were interviewed following the completion of the intervention. The data was analysed through a codebook thematic approach, which led to three themes: empowerment, participatory aspects of the intervention and digital adaptation. Overall, children's SEL development was reported to be supported during the COVID-19 pandemic, by the application of new skills outside the sessions. Children reported a number of empowering factors such as being heard and belonging. A range of useful participatory tools were identified including storytelling, games, drawings and videos. Blended SEL interventions involving both face-to-face and web-based facilitation could be developed within a tiered model of universal mental health promotion and targeted prevention. Access to online platforms would increase reach to large numbers of children in LMIC, especially in contexts of disadvantage.

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Section: Discussionmentioning

confidence: 89%

Digital Social and Emotional Literacy Intervention for Vulnerable Children in Brazil: Participants’ Experiences

Freeland¹,

O’Reilly²,

Fleury³

et al. 2022

International Journal of Mental Health Promotion

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“…A total of 1197 articles were identified through database search and hand searching. Of these, 122 articles were assessed for eligibility and 30 studies were included in the synthesis 37–66. The remaining 92 articles were excluded due to various reasons described in online supplemental S3 table.…”

Section: Resultsmentioning

confidence: 99%

Effect of multi-level interventions on mental health outcomes among adolescents in sub-Saharan Africa: a systematic review

Mthiyane,

Rapulana,

Harling

et al. 2023

BMJ Open

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ObjectiveIn sub-Saharan Africa (SSA), multiple factors contribute to the considerable burden of mental health disorders among adolescents, highlighting the need for interventions that address underlying risks at multiple levels. We reviewed evidence of the effectiveness of community or family-level interventions, with and without individual level interventions, on mental health disorders among adolescents in SSA.DesignSystematic review using the Grades of Recommendation, Assessment, Development and Evaluation approach.Data sourcesA systematic search was conducted on Cochrane Library, MEDLINE, EMBASE, PSYCINFO and Web of Science up to 31 March 2021.Eligibility criteriaStudies were eligible for inclusion in the review if they were randomised controlled trials (RCTs) or controlled quasi-experimental studies conducted in sub-Saharan African countries and measured the effect of an intervention on common mental disorders in adolescents aged 10–24 years.Data extraction and synthesisWe included studies that assessed the effect of interventions on depression, anxiety, post-traumatic stress disorder and substance abuse. Substance abuse was only considered if it was measured alongside mental health disorders. The findings were summarised using synthesis without meta-analysis, where studies were grouped according to the type of intervention (multi-level, community-level) and participants.ResultsOf 1197 studies that were identified, 30 studies (17 RCTs and 3 quasi-experimental studies) were included in the review of which 10 delivered multi-level interventions and 20 delivered community-level interventions. Synthesised findings suggest that multi-level interventions comprise economic empowerment, peer-support, cognitive behavioural therapy were effective in improving mental health among vulnerable adolescents. Majority of studies that delivered interventions to community groups reported significant positive changes in mental health outcomes.ConclusionsThe evidence from this review suggests that multi-level interventions can reduce mental health disorders in adolescents. Further research is needed to understand the reliability and sustainability of these promising interventions in different African contexts.PROSPERO registration numberCRD42021258826.

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“…The included studies were from: Bosnia (34, 39) (N = 2-5.13%), Brazil (42, 49) (N = 2-5.13%), Burundi (46) (51,56,57,59) (N = 4-10.26%) India (45) (N = 1-2.56%), Indonesia (48) (N = 1-2.56%), Iran (23,30,31,34,36,39,40,54) (27,58) (N = 2-5.13%), Palestine (26) (N = 1-2.56%), South Africa (55) (N = 1-2.56%), Sri Lanka (28, 47) (N = 2-5.13%), Turkey (25) (N = 1-3.85%), Uganda (50) (N = 1-2.56%). Table 1 shows the characteristics of individual included studies.…”

Section: Key Characteristics Of Included Studiesmentioning

confidence: 99%

“…Interventions evaluated were: Cognitive behavioral therapy (CBT) (N = 12-27.90%) (24-27, 29-32, 34, 41, 44, 45), CBT combined with another intervention (N = 2-4.65%) (31,58), Psychoeducation (N = 13-30.23%) (28, 29,33,37,41,50,51,56,57,[59][60][61][62], Neurocognitive (N = 5-11.62%) (34,37,40,54), Narrative psychotherapy (N = 7-16.27%) (35,38,39,(46)(47)(48)55), Yoga/Meditation (N = 4-10%) (23,31,42,49). Table 2 shows the synthesis of the studies included in the systematic review.…”

Section: Key Characteristics Of Included Studiesmentioning

confidence: 99%

Efficacy of school-based interventions for mental health problems in children and adolescents in low and middle-income countries: A systematic review and meta-analysis

et al. 2023

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BackgroundImplementation of interventions to treat child and adolescent mental health problems in schools could help fill the mental health care gap in low- and middle-income countries (LMICs). Most of the evidence available come from systematic reviews on mental health prevention and promotion, and there is less evidence on treatment strategies that can be effectively delivered in schools. The aim of this review was to identify what school-based interventions have been tested to treat children and adolescents in LMICs, and how effective they are.MethodsWe conducted a systematic review including seven electronic databases. The search was carried out in October 2022. We included randomised or non-randomised studies that evaluated school-based interventions for children or adolescents aged 6–18 years living in LMICs and who had, or were at risk of developing, one or more mental health problems.ResultsWe found 39 studies with 43 different pairwise comparisons, treatment for attention-deficit and hyperactivity (ADHD), anxiety, depression, and posttraumatic stress disorder (PTSD), Conduct disorder (CD). Pooled SMD were statistically significant and showed that, overall, interventions were superior to comparators for PTSD (SMD = 0.61; 95% CI = 0.37–0.86), not statistically significant for anxiety (SMD = 0.11; 95% CI = −0.13 to 0.36), ADHD (SMD = 0.36; 95% CI = −0.15 to 0.87), and for depression (SMD = 0.80; 95% CI = −0.47 to 2.07). For CD the sample size was very small, so the results are imprecise.ConclusionA significant effect was found if we add up all interventions compared to control, suggesting that, overall, interventions delivered in the school environment are effective in reducing mental health problems among children and adolescents.Systematic review registration[https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=129376], identifier [CRD42019129376].

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Feasibility evaluation of psychosocial intervention for internally displaced youth in Kenya

Cited by 15 publications

References 54 publications

Digital Social and Emotional Literacy Intervention for Vulnerable Children in Brazil: Participants’ Experiences

Digital Social and Emotional Literacy Intervention for Vulnerable Children in Brazil: Participants’ Experiences

Effect of multi-level interventions on mental health outcomes among adolescents in sub-Saharan Africa: a systematic review

Efficacy of school-based interventions for mental health problems in children and adolescents in low and middle-income countries: A systematic review and meta-analysis

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