Improving socio‐emotional health for pupils in early secondary education with Pyramid: A school‐based, early intervention model

Jayman, Michelle; Ohl, Maddie; Hughes, Bronach; Fox, Pauline

doi:10.1111/bjep.12225

Cited by 9 publications

(6 citation statements)

References 38 publications

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“…Inconsistent findings on the effects of participation in art activities on student mental health were also reported [ 213 , 214 ]. Another study also highlighted the benefits of after-school clubs, demonstrating an improvement in socio-emotional competencies and emotional status, and sustained effects at 12-month follow-up [ 215 ].…”

Section: Resultsmentioning

confidence: 99%

School educational models and child mental health among K-12 students: a scoping review

Jiang

et al. 2022

Child Adolesc Psychiatry Ment Health

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Background The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. Methods This scoping review followed the framework of Arksey and O’Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. Results/findings After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. Conclusions The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

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Section: Resultsmentioning

confidence: 99%

School educational models and child mental health among K-12 students: a scoping review

Jiang

et al. 2022

Child Adolesc Psychiatry Ment Health

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“…Due to the inclusion criteria a total of eleven studies (Greenberg et al, 1995;Greenberg and Kusché 1998;Conduct Problems Prevention Research Group, 1999;Lane 1999;Sandra G.;McClowry, Snow, and Tamis-LeMonda 2005;Ohl, Fox, and Mitchell 2013;Wigelsworth, Humphrey, and Lendrum 2013;Espelage, Rose, and Polanin 2016;Smith et al, 2016;Faria, Esgalhado, and Pereira 2019;Jayman et al, 2019)were found eligible for the current systematic review. This section is subdivided into two sections and reports on general information (see also Table 1) regarding the interventions (e.g., name of intervention, country in which it was implemented, etc.)…”

Section: Resultsmentioning

confidence: 99%

Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

Hassani

Schwab

2021

Front. Educ.

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In the last decades, social-emotional learning interventions have been implemented in schools with the aim of fostering students’ non-academic competences. Evaluations of these interventions are essential to assess their potential effects. However, effects may vary depending on students’ variables. Therefore, the current systematic review had three main objectives: 1) to identify the effectiveness of social-emotional learning interventions with students with special educational needs, 2) to assess and evaluate those intervention conditions leading to effective outcomes in social-emotional competences for this population, and 3) to draw specific conclusions for the population of students with special educational needs. For this purpose, studies were retrieved from the databases Scopus, ERIC, EBSCO and JSTOR, past meta-analysis and (systematic) reviews, as well as from journal hand searches including the years 1994–2020. By applying different inclusion criteria, such as implementation site, students’ age and study design, a total of eleven studies were eligible for the current systematic review. The primary findings indicate that most of the intervention studies were conducted in the United States and confirm some positive, but primarily small, effects for social-emotional learning interventions for students with special educational needs. Suggestions for future research and practice are made to contribute to the improvement of upcoming intervention studies.

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“…Pesqui. | 17 | 1-34 | 2023DOI:10.34019/1982-1247.2023 Quanto à estratégia em relação ao turno em que as intervenções foram realizadas, sete delas ocorreram após as aulas (Bermejo-Martins et al, 2018;Boyes et al, 2020;Garcia et al, 2019;Gopalan et al, 2013;Jayman et al, 2019;Mihić et al, 2020;Pereira & Marques-Pinto, 2017), podendo ser denominadas atividades aditivas ou extracurriculares; oito no período das aulas dentro de alguma disciplina (Berger et al, 2014;Chaux et al, 2017;Coelho et al, 2014;Gubbels et al, 2014;Kiviruusu et al, 2016;Milic et al, 2013;Sidera et al, 2019), podendo ser consideradas curriculares. Doze não especificaram esse detalhe (Bradley et al, 2012;Campos et al, 2020;Cardoso-Moreno et al, 2015;Faria et al, 2019;Garaigordobil et al, 2016;Garcia et al, 2019;Giménez-Dasí et al, 2017;Leal et al, 2020;Marques et al, 2020;Merino et al, 2014;Mesurado et al, 2020;Pavoski, et al, 2018).…”

Section: Estrutura E Procedimentosunclassified

“…O delineamento da maioria dos estudos é de análise quantitativa. Apenas o estudo de Marques et al (2020) fez uso da metodologia qualitativa e o de Jayman et al (2019) envolveu métodos mistos. Com exceção dos estudos de Garaigordobil et al (2016), no qual os Psicol.…”

Section: Avaliaçãounclassified

Programas de intervenção em habilidades e competências socioemocionais: revisão sistemática da literatura

Barbosa,

Leal Melo-Silva

2023

Psipesq

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Este estudo objetivou caracterizar programas de intervenção que focalizam a aprendizagem e o desenvolvimento socioemocional. A busca foi realizada nas bases SciELO, Medline, PePSIC, PsycNET e Scopus (no período 2011-2020), usando os descritores: socioemocional e programa. Foram localizados 677 artigos e selecionados 28, analisados em seis categorias: modelos teóricos, objetivos dos programas, público-alvo, estrutura e procedimentos, avaliação e resultados dos programas. Conclui-se que existe grande diversidade de programas, 24 mostram efeitos positivos no desenvolvimento de habilidades socioemocionais e em outras variáveis importantes para o bom desenvolvimento do indivíduo.

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Improving socio‐emotional health for pupils in early secondary education with Pyramid: A school‐based, early intervention model

Abstract: Findings contribute to evidence-based, preventative models for the early adolescent population and support the social validity of Pyramid Club.

Cited by 9 publications

References 38 publications

School educational models and child mental health among K-12 students: a scoping review

School educational models and child mental health among K-12 students: a scoping review

Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

Programas de intervenção em habilidades e competências socioemocionais: revisão sistemática da literatura

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