School-based cognitive-behavioural interventions: A systematic review of effects and inequalities

Kavanagh, Jennifer; Oliver, Sandy; Lorenc, Theo; Caird, Jenny; Tucker, Helen; Harden, Angela; Greaves, Adele; Thomas, James; Oakley, Ann

doi:10.5172/hesr.18.1.61

Cited by 59 publications

(67 citation statements)

References 7 publications

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“…Assessing the impact of PAs on health or social inequalities would require either individual sound studies with justifiable subgroup analyses, or a set of comparable studies which describe in detail the socioeconomic position of the populations studied [103,104]. Neither was available from the extant literature.…”

Section: Inequalitiesmentioning

confidence: 99%

Human well-being impacts of terrestrial protected areas

et al. 2013

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Background: Establishing Protected Areas (PAs) is among the most common conservation interventions. Protecting areas from the threats posed by human activity will by definition inhibit some human actions. However, adverse impacts could be balanced by maintaining ecosystem services or introducing new livelihood options. Consequently there is an ongoing debate on whether the net impact of PAs on human well-being at local or regional scales is positive or negative. We report here on a systematic review of evidence for impacts on human well-being arising from the establishment and maintenance of terrestrial PAs. Methods: Following an a priori protocol, systematic searches were conducted for evidence of impacts of PAs post 1992. After article title screening, the review was divided into two separate processes; a qualitative synthesis of explanations and meaning of impact and a review of quantitative evidence of impact. Abstracts and full texts were assessed using inclusion criteria and conceptual models of potential impacts. Relevant studies were critically appraised and data extracted and sorted according to type of impact reported. No quantitative synthesis was possible with the evidence available. Two narrative syntheses were produced and their outputs compared in a metasynthesis.

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Section: Inequalitiesmentioning

confidence: 99%

Human well-being impacts of terrestrial protected areas

et al. 2013

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“…The last search was on May 27, 2016. We reviewed the reference lists of relevant meta-analyses and reviews, [11][12][13][14][15][16][17][18][19][20][21][22][23][24] as well as retrieved articles, to find additional publications. We also contacted experts in the field to identify other pertinent articles.…”

Section: Search Strategies and Screening Proceduresmentioning

confidence: 99%

“…10 Hundreds of randomized controlled trials (RCTs) designed to prevent depression, as well as dozens of systematic reviews, have been undertaken on this topic. [11][12][13][14][15][16][17][18][19][20][21][22] Most RCTs to prevent depression examined interventions with a cognitive-behavioral orientation. Additionally, more than 70% of RCTs to prevent depression have been conducted in children and adolescents, and only 24% of RCTs to prevent depression lasted longer than 12 months of follow-up.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Psychological and Educational Interventions to Prevent Depression in Primary Care: A Systematic Review and Meta-Analysis

et al. 2017

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PURPOSE Although evidence exists for the efficacy of psychosocial interventions to prevent the onset of depression, little is known about its prevention in primary care. We aimed to evaluate the effectiveness of psychological and educational interventions to prevent depression in primary care. METHODSWe conducted a systematic review and meta-analysis of relevant randomized controlled trials (RCTs) examining the effect of psychological and educational interventions to prevent depression in nondepressed primary care attendees. We searched MEDLINE, PsycINFO, Web of Science, OpenGrey Repository, Cochrane Central Register of Controlled Trials, and other sources up to May 2016. At least 2 reviewers independently evaluated the eligibility criteria, extracted data, and assessed the risk of bias. We calculated standardized mean differences (SMD) using random-effects models. RESULTSWe selected 14 studies (7,365 patients) that met the inclusion criteria, 13 of which were valid to perform a meta-analysis. Most of the interventions had a cognitive-behavioral orientation, and in only 4 RCTs were the intervention clinicians primary care staff. The pooled SMD was -0.163 (95%CI, -0.256 to -0.070; P = .001). The risk of bias and the heterogeneity (I 2 = 20.6%) were low, and there was no evidence of publication bias. Meta-regression detected no association between SMD and follow-up times or SMD and risk of bias. Subgroup analysis suggested greater effectiveness when the RCTs used care as usual as the comparator compared with those using placebo.CONCLUSIONS Psychological and educational interventions to prevent depression had a modest though statistically significant preventive effect in primary care. Further RCTs using placebo or active comparators are needed. Ann Fam Med 2017;15:262-271. https://doi.org/10.1370/afm.2031. INTRODUCTIONA ccording to the World Health Organization, major depressive disorder affects about 350 million people worldwide. 1 An international study found the average 12-month prevalence of major depression to be 5%. 2 In primary care, though, this figure is higher (11%).3 About 60% to 70% of patients with acute depression experience suicidal ideas, with the actual incidence of suicide in depressive patients being 10% to 15%. 4 Patients with a specific physical illness who develop depression have an excess mortality of 52%. 5 In terms of global disease burden measured in disability-adjusted life years, major depressive disorder increased by 37% between 1990 and 2010 6 and is projected to become the single leading cause of disease burden by 2030 in high-income countries. 7 Two ways exist to reduce the disease burden of depression: treatment and prevention of new cases. Despite effective treatments for depression, the disease burden of depression can be reduced by only 20%; not all cases are recognized, and when recognized, not all patients receive appropriate therapy or adhere to treatment. 263In recent decades interest in prevention has grown, 9 and it is now a key objective in the strategic plan ...

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“…Systematic reviews can also take an explicit equality lens to investigate the impact of particular types of interventions on mental health inequalities (Kavanagh et al, 2009, see also O'Toole et al, 2017.…”

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confidence: 99%

Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

O'Toole

2017

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Purpose -The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them. Design/methodology/approach -The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, "expert-driven" psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children's development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop. Findings -Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children's dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children's distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children's development, as well as committed to correcting inequalities. Originality/value -The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

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School-based cognitive-behavioural interventions: A systematic review of effects and inequalities

Cited by 59 publications

References 7 publications

Human well-being impacts of terrestrial protected areas

Human well-being impacts of terrestrial protected areas

Effectiveness of Psychological and Educational Interventions to Prevent Depression in Primary Care: A Systematic Review and Meta-Analysis

Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

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