Systematic Review of School-Based Mental Health Intervention among Primary School Children

Sutan, Rosnah; M, Nur Ezdiani; Ar, Muhammad Aklil; Mm, Diyana; Ar, Raudah; J, Fadzrul Hafiz; Shafik, M. A.; Mf, Mohd Fadhli; A, Muhammad Haneef; Adibah, Nur; K, Renuga Devi; Ah, Ammar Amsyar; Wi, Wan Rosmawati; Diyana, Siti; R, Abdul Rahman; Zuraidah, Z; Ar, Nur Ashiqin; Mz, Aznida; M, Mohd Faizal; Azman, Azlinda; Khalid, Mehwish

doi:10.4172/2161-0711.1000589

Cited by 7 publications

(1 citation statement)

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“…Teachers already have experience of working with children, which means that extending their skill to provide psychological intervention may be easier than for other professionals who are not used to working with children. Studies have shown that teachers can be involved in the delivery of mainly preventative mental health interventions for children (Fazel et al, 2014;Franklin et al, 2012;Sutan et al, 2018). For universal level (Tier 1) intervention, the effect sizes of solely teacher-delivered interventions can be similar to when same interventions are delivered by professionals (Franklin et al, 2012).…”

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confidence: 99%

Controlled clinical trial of teacher-delivered Cognitive Behavioural Therapy (CBT) for adolescents with clinically diagnosed depressive disorder in Nigeria

Are

Olisah

Bella-Awusah

et al. 2021

International Journal of Mental Health

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Most depressed adolescents in Low and Middle Income Countries (LMICs) like Nigeria have no access to psychological intervention due to lack of trained mental health professionals. This huge treatment gap could be bridged by using non-mental health professionals such as teachers to deliver the interventions. This study evaluated a teacher-delivered Cognitive Behavioral Therapy (CBT) programme for depressed adolescents in Nigeria. Forty adolescents (aged 13-18 years) with clinically diagnosed depressive disorder were recruited from two schools (20 from each school). One school was balloted as intervention and the other as control. The intervention group received five sessions of manualised group-based CBT delivered by two teachers who were trained and supervised by a psychiatrist. Primary outcome was BDI score at week 6. Controlling for baseline BDI score, the intervention group had significantly lower post-intervention depressive symptoms fMeans 4.60 vs 17.05; t ¼ 4.13; p ¼ 0.0001, F(1, 39) ¼ 16.76, p ¼ 0.0001, Effect Size (Cohen's d) ¼ 1.3g. Eighty-percent of the intervention group achieved remission compared with only 15.8% of the controls (p < 0.0001). To our knowledge, this is the first study of a teacher-delivered CBT programme for clinically depressed adolescents in a LMIC. The intervention was feasible, well received and showed promising efficacy.

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Section: Introductionmentioning

confidence: 99%

Controlled clinical trial of teacher-delivered Cognitive Behavioural Therapy (CBT) for adolescents with clinically diagnosed depressive disorder in Nigeria

Are

Olisah

Bella-Awusah

et al. 2021

International Journal of Mental Health

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Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis

Cohen,

Ito,

Ahuvia

et al. 2024

Clin Child Fam Psychol Rev

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Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review

et al. 2022

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A number of school-based mental health prevention programs have been found to be effective in research trials, but little is known about how to support implementation in real-life settings. To address this translational problem, this systematic review aims to identify effective strategies for enhancing the implementation of mental health prevention programs for children in schools. Four electronic databases were searched for empirical, peer-reviewed articles in English from January 2000 to October 2021 reporting the effects of implementation strategies for school-based universal mental health programs. Twenty-one articles were included in the narrative synthesis and assessed for quality using the Mixed Methods Appraisal Tool. Twenty-two strategies were found to be effective at improving program fidelity or adoption. The strategies with the strongest positive evidence base were those that involved monitoring and provision of feedback, engaging principals as program leaders, improving teachers’ buy-in and organising school personnel implementation meetings. We recommend school-based practitioners trial strategies with positive findings from this review as part of their continuous quality improvement. This review highlights the pressing need for large-scale, randomised controlled trials to develop and trial more robust strategies to enhance adoption, as the five implementation studies found to measure adoption used qualitative methods limited by small samples sizes and case study designs.

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Systematic Review of School-Based Mental Health Intervention among Primary School Children

Cited by 7 publications

References 0 publications

Controlled clinical trial of teacher-delivered Cognitive Behavioural Therapy (CBT) for adolescents with clinically diagnosed depressive disorder in Nigeria

Controlled clinical trial of teacher-delivered Cognitive Behavioural Therapy (CBT) for adolescents with clinically diagnosed depressive disorder in Nigeria

Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis

Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review

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