Integrating Children with Psychiatric Disorders in the Classroom: A Systematic Review

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192

135

Background : bullying (and cyberbullying) is a widespread phenomenon among young people and it is used to describe interpersonal relationships characterized by an imbalance of power. In this relationships often show aggressive behavior and intentional "harm doing" repeated over time. The prevalence of bullying among youth has been reported to vary widely among countries (5.1%-41.4%) and this behavior seems generally higher among student boys than girls. Several school interventions have been developed to reduce bullying, but reported inconsistent results possibly related to limitations in the study design or to other methodological shortcomings. Aims : evaluating randomized-controlled trials (RTCs) conducted between 2000 and 2013 to assess the effectiveness of school interventions on bullying and cyberbullying. Methods : a systematic search of the scientific literature was conducted on Pubmed/Medline and Ebsco online databases. We also contacted experts in the field of preventive bullying research. Results : 17 studies met the inclusion criteria. The majority of studies did not show positive effects in the long term; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone. Conclusion : while there is evidence that programs aimed at reducing bullying can be effective in the short term, their long-term effectiveness has not been established, and there are important differences in the results based on gender, age and socio-economic status of participants. Internal inconsistency in the findings of some studies, together with the wide variability of experimental designs and lack of common standardized measures in outcome evaluation, are important limitations in this field of research.

Section: Introductionmentioning

confidence: 99%

Interventions on Bullying and Cyberbullying in Schools: A Systematic Review

Cantone¹,

Piras²,

Vellante³

et al. 2015

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192

135

“…Furthermore, sport participation has been associated to psychological and social health benefits for youths, like increase self-esteem, low depression and anxiety, and even suicide behavior protection [ 2 ]. School-based interventions are worldwide aimed to promote children’s wellbeing [ 3 ], and to avoid the risk of mental disorders and the stigmatization of those affected [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Physical Activity Interventions in Schools for Improving Lifestyle in European Countries

Mura¹,

Rocha²,

Helmich³

et al. 2015

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Background : In the last decades, children’s and adolescents’ obesity and overweight have increased in European Countries. Unhealthy eating habits and sedentary lifestyle have been recognized to determine such an epidemic. Schools represent an ideal setting to modify harmful behaviors, and physical activity could be regarded as a potential way to avoid the metabolic risks related to obesity. Methods : A systematic review of the literature was carried out to summarize the evidence of school-based interventions aimed to promote, enhance and implement physical activity in European schools. Only randomized controlled trials were included, carried out in Europe from January 2000 to April 2014, universally delivered and targeting pupils aged between 3 and 18 years old. Results : Forty-seven studies were retrieved based either on multicomponent interventions or solely physical activity programs. Most aimed to prevent obesity and cardiovascular risks among youths. While few studies showed a decrease in BMI, positive results were achieved on other outcomes, such as metabolic parameters and physical fitness. Conclusion : Physical activity in schools should be regarded as a simple, non-expensive and enjoyable way to reach all the children and adolescents with adequate doses of moderate to vigorous physical activity.

“…The provision of school-based programs targeting specific mental disorders and conditions, with attention to the integration of adolescents with specific mental health problems [ 15 ];…”

Section: Aims and Goals Of The Reportmentioning

confidence: 99%

“…The second review focuses on programs aimed at integrating children with psychiatric problems in the classroom [ 15 ]. The starting point of the review was the complex issues raised by school-based screening or treatment programs for common mental disorders.…”

Section: Aims and Goals Of The Reportmentioning

confidence: 99%

An Overview of International Literature on School Interventions to Promote Mental Health and Well-being in Children and Adolescents

Carta¹,

Fiandra²,

Rampazzo

et al. 2015

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Introduction: Mental disorders are the largest cause of the burden of disease in the world. Most of the burden affecting adult life has its onset during childhood and adolescence. The European Pact for Mental Health and Wellbeing calls for immediate action and investments in the mental health of children and adolescents. Schools may be the ideal location for promoting health and delivering healthcare services, since schools are a location where young people usually spend their daytime and socialize, schools are easily accessible to families, can provide non-stigmatizing health actions, and form links with the community. Aims and Goals of this Special Issue: This issue is developed within the framework of the Joint Action on Mental Health promoted by the European Commission. This special issue presents a set of systematic reviews on the evidence of the international literature on school interventions for the promotion of the mental health and wellbeing of children and adolescents. It is focused on five topical main areas: promoting general health and wellbeing; programs targeting specific mental disorders and conditions and integration of adolescents with mental health problems; Bullying; Sport; Alcohol and Drugs. An additional paper on the results of the largest epidemiological study conducted in some European countries on the prevalence and relative risk factors of mental disorders in school-age completes the issue. Conclusion: These reviews are a first contribution to address future European research and interventions, in particular about the multiple ways through which European policies could support the schooling and wellbeing of children and adolescents.