Systematic Review of Universal Resilience-Focused Interventions Targeting Child and Adolescent Mental Health in the School Setting

Dray, Julia; Bowman, Jenny; Campbell, Elizabeth; Freund, Megan; Wolfenden, Luke; Hodder, Rebecca K; McElwaine, Kathleen; Tremain, Danika; Bartlem, Kate; Bailey, Jacqueline; Small, Tameka; Palazzi, Kerrin; Oldmeadow, Christopher; Wiggers, John

doi:10.1016/j.jaac.2017.07.780

Cited by 340 publications

(304 citation statements)

References 95 publications

(129 reference statements)

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“…We designed CUES‐Ed, drawing on the existing evidence base (e.g. Dray et al., ; Stallard et al., ), as a clinician‐led whole‐class CBT programme for 7–10 year‐olds. Universal, school‐based interventions offer accessibility and economies of scale in delivery, and promote peer support and modelling, normalising mental health vulnerability, without labelling (Stallard et al., ).…”

Section: Methodsmentioning

confidence: 99%

Innovations in Practice: CUES‐Ed: an in‐service evaluation of a new universal cognitive behavioural early mental health intervention programme for primary school children

Redfern

Jolley

Bracegirdle

et al. 2019

Child Adoles Ment Health

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Background Earlier childhood interventions to reduce mental health vulnerability are a global health priority yet poorly implemented. Barriers include negotiating health/education interfaces, and mixed outcomes, particularly for vulnerable children. CUES‐Ed aimed to address these barriers, comprising a cognitive behavioural early intervention targeting mental health vulnerability in 7–10 year‐olds, with integrated evaluation, delivered through close liaison with stakeholders. Following 2 years of ad hoc delivery, relationship‐building, and refining the intervention and evaluation, we report on implementation and in‐service outcomes for local schools completing the standardised CUES‐Ed programme. Method We evaluated delivery from 01/2017 to 07/2017 across n = 12 schools (n = 23 classes, n = 638 pupils, n = 35 teachers). Eight one‐hour weekly sessions (S1‐S8) were delivered by mental health professionals with teachers present. Pupil‐reported wellbeing/distress and emotional/behavioural difficulties were assessed at S1 and S8; pupil free text feedback/ratings and teacher ratings at S8. Two classes (n = 60) completed outcomes whilst awaiting CUES‐Ed, forming a naturalistic waitlist. Results At S8, pupil‐reported outcome data were obtained from 535 and feedback/ratings from 577 pupils, respectively. Thematic analysis of feedback indicated positive subjective impact. Vulnerable children (defined as self‐rated borderline/clinical cut‐off baselines scores on the wellbeing/distress and emotional/behavioural difficulties measures) improved with medium pre‐post effect sizes (d = 0.46–0.65), and small, but consistent, effects compared to waitlist. Conclusion In‐service evaluation suggests a feasible model of delivery, good acceptability and potential to improve outcomes for vulnerable children. Controlled evaluation is now indicated.

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Section: Methodsmentioning

confidence: 99%

Innovations in Practice: CUES‐Ed: an in‐service evaluation of a new universal cognitive behavioural early mental health intervention programme for primary school children

Redfern

Jolley

Bracegirdle

et al. 2019

Child Adoles Ment Health

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“…Interventions focusing on improving children's resilience can decrease the symptoms of anxiety and general psychological distress of surgical patients . These interventions include supporting resilience‐enhancing factors, high connectedness, and cohesion among family members . Sufficient analgesia helps to relieve this distress and enable smooth postoperative recovery …”

Section: Helping Children and Parents Improve Resiliencementioning

confidence: 99%

Resilience in children and their parents enduring pediatric medical traumatic stress

Isokääntä

Koivula

Honkalampi

et al. 2019

Pediatric Anesthesia

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Summary Due to the general lack of familiarity with the concept in the medical field, resilience is rarely considered in pediatric medical traumas. Resilience is an ability that enables recovery after adversities such as traumas, surgeries, serious health problems, or social issues. Stress from medical traumas encompasses both the psychological and physical responses of children and their families. Lack of resilience in children with medical traumatic stress may contribute to poor adjustment, slow recovery, disruptive behaviors, and psychiatric disorders. Furthermore, persistent parental distress increases the child's risk of low resilience. Consequently, these patients and their parents require early identification. This is achievable using a common stress measure such as the Perceived Stress Scale. Moreover, health care providers can screen patients’ risks for low resilience, which include few social contacts, poor family functioning, and low cohesion among family members. Findings from the stress scale and screened risks could indicate the need for additional psychosocial support at the time of diagnosis of a serious illness, soon after injuries, and before and after operations. Such interventions can include decreasing distress, counseling children and their parents, and enabling strong connections to health care providers. Health care providers can help parents to minimize distress and adjust to their child's illness, thereby supporting the child's resilience, adjustment, and recovery.

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“…There was also a positive effect for general and social functioning, but not anxiety symptoms, post‐intervention. A recent meta‐analysis has explored the effectiveness of resilience‐based school interventions (including CBT) in improving the mental health of children and adolescents . The authors found a positive effect in reducing both depressive and anxiety symptoms at short‐term follow‐up (up to 11 months), but not beyond .…”

Section: Clinical Perspectivementioning

confidence: 99%

“…A recent meta‐analysis has explored the effectiveness of resilience‐based school interventions (including CBT) in improving the mental health of children and adolescents . The authors found a positive effect in reducing both depressive and anxiety symptoms at short‐term follow‐up (up to 11 months), but not beyond . The meta‐analysis included 12 of the studies used in the updated Cochrane review and 1 study not available at the time of the analysis, a cluster RCT of a universal intervention programme of 1341 adolescents (intervention group n = 665), which did not demonstrate a reduction in depressive symptoms, compared to controls, at 1‐ or 2 years' follow‐up .…”

Section: Clinical Perspectivementioning

confidence: 99%

“…The meta‐analysis included 12 of the studies used in the updated Cochrane review and 1 study not available at the time of the analysis, a cluster RCT of a universal intervention programme of 1341 adolescents (intervention group n = 665), which did not demonstrate a reduction in depressive symptoms, compared to controls, at 1‐ or 2 years' follow‐up . While it might be postulated that non‐CBT interventions might produce a more generalised positive effect, it was the CBT‐based interventions in the meta‐analysis that were the most effective …”

Section: Clinical Perspectivementioning

confidence: 99%

See 1 more Smart Citation

Can depression be prevented in children and adolescents?

Wiggins

Coghill

2018

J Paediatrics Child Health

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Systematic Review of Universal Resilience-Focused Interventions Targeting Child and Adolescent Mental Health in the School Setting

Abstract: Systematic Review of Universal Resilience Interventions Targeting Child and Adolescent Mental Health in the School Setting; http://dx.doi.org/10.1186/s13643-015-0172-6; PROSPERO CRD42015025908.

Cited by 340 publications

References 95 publications

Innovations in Practice: CUES‐Ed: an in‐service evaluation of a new universal cognitive behavioural early mental health intervention programme for primary school children

Innovations in Practice: CUES‐Ed: an in‐service evaluation of a new universal cognitive behavioural early mental health intervention programme for primary school children

Resilience in children and their parents enduring pediatric medical traumatic stress

Can depression be prevented in children and adolescents?

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