Um Compasso Para Aprender: A Randomized Trial of a Social‐Emotional Learning Program in Homicide‐Affected Communities in Brazil

McCoy, Dana Charles; Hanno, Emily C.; Ponczek, Vladimir; Pinto, Cristine Campos de Xavier; Fonseca, Gabriela; Marchi, Natália

doi:10.1111/cdev.13579

Cited by 7 publications

(7 citation statements)

References 54 publications

(82 reference statements)

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“…Fifteen interventions were developed in the implementing country. Seven were adapted versions of evidence-based programmes from HICs (Trip et al, 2015;Dang et al, 2017;Arënliu et al, 2020;Nguyen et al, 2020;McCoy et al, 2021;Seale et al, 2021), two were adaptations of programmes from other LMICs (Jegannathan et al, 2014;Karmaliani et al, 2020) and one was adapted from an evidence-based programme previously implemented in humanitarian settings (Berger et al, 2018). Positive outcomes were found for 10 of the 13 universal mental health promotion programmes reviewed and for all five of the interventions that incorporated both promotion and prevention elements (see Tables 1 and 2), with most studies receiving a moderate or strong quality rating.…”

Section: Resultsmentioning

confidence: 99%

“…Fifteen interventions were developed in the implementing country. Seven were adapted versions of evidence-based programmes from HICs (Trip et al, 2015 ; Dang et al, 2017 ; Kutcher et al, 2017 ; Arënliu et al, 2020 ; Nguyen et al, 2020 ; McCoy et al, 2021 ; Seale et al, 2021 ), two were adaptations of programmes from other LMICs (Jegannathan et al, 2014 ; Karmaliani et al, 2020 ) and one was adapted from an evidence-based programme previously implemented in humanitarian settings (Berger et al, 2018 ).…”

Section: Resultsmentioning

confidence: 99%

“…The main implementation barriers that were reported included large class sizes (Leventhal et al, 2015 ; McMullen and Eaton, 2021 ), time constraints (Shinde et al, 2018 ; Shinde et al, 2020 ), lack of ongoing support for teachers (Nguyen et al, 2020 ) and limited physical space (Arënliu et al, 2020 ). High teacher turnover due to community unrest was reported to have adversely affected implementation by McCoy et al ( 2021 ), highlighting the importance of considering the effects of broader contextual and societal factors on programme implementation. Facilitators of implementation included adequate time for session delivery through the provision of dedicated timetable slots, after-school delivery or implementation in non-exam classes, the support of management and staff, adequate resources including physical space and a complementary school ethos.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A scoping review of the implementation and cultural adaptation of school-based mental health promotion and prevention interventions in low-and middle-income countries

Harte,

Barry

2024

Camb. prisms Glob. ment. health

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Effective school-based mental health promotion and prevention interventions in low-and middle-income countries (LMICs) can positively impact the mental health and well-being of large numbers of young people. This scoping review aimed to investigate the implementation of effective mental health promotion and prevention interventions in LMIC schools. A scoping review of the international literature was conducted and followed the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for Scoping Reviews guidelines. Medline, PsycInfo, Scopus, Embase, CINAHL and Cochrane were searched for peer-reviewed literature published from 2014 to 2022. PsycExtra, Google Scholar and the websites of key organisations were searched for relevant grey literature. Study selection focussed on mental health promotion interventions, including the development of social and emotional skills and mental health literacy, and prevention interventions, including anti-bullying and skill-based interventions for "at-risk" students. Twenty-seven studies evaluating 25 school-based interventions in 17 LMICs were included in the review. Fifteen interventions were developed in the implementing country and 10 were adapted from high-income countries (HICs) or other settings. Findings from the studies reviewed were generally positive, especially when interventions were implemented to a high quality. Universal life-skills interventions were found to increase social and emotional skills, decrease problem behaviours and positively impact students' mental health and well-being. Mental health literacy interventions increased mental health knowledge and decreased stigma among students and school staff. Outcomes for externally facilitated antibullying interventions were less positive. All 19 effective studies reported on some aspects of programme implementation, and 15 monitored implementation fidelity. Eleven studies outlined the programme's underpinning theoretical model. Only four studies reported on the cultural adaptation of programmes in detail. Including young people in the adaptation process was reported to facilitate natural cultural adaptation of programmes, while input from programme developers was considered key to ensuring that the core components of interventions were retained. The review findings indicate increasing evidence of effective mental health interventions in LMIC schools. To facilitate the sustainability, replication and scaling-up of these interventions, greater attention is needed to reporting on intervention core components, and the processes of implementation and cultural adaptation in the local setting. Impact statementEffective school-based mental health promotion and prevention interventions in low-and middle-income countries (LMICs) can positively impact the mental health and well-being of large numbers of young people. This scoping review sought to map the peer-reviewed and grey literature published from 2014 to 2022 on the process of implementing effective mental health promotion and prevention interventio...

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A scoping review of the implementation and cultural adaptation of school-based mental health promotion and prevention interventions in low-and middle-income countries

Harte,

Barry

2024

Camb. prisms Glob. ment. health

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“…A few skill-targeted SEL curricula —consisting of stand-alone lessons incorporating multiple methods of instruction that aim to build a set of specific SEL skills—have also been evaluated in conflict-affected settings. For example, an adapted version of the MindUp program was evaluated with children in postconflict Northern Uganda (Matsuba et al, 2021); and Programa Compasso, adapted from the Second Step program was tested in high-violence neighborhoods in Rio de Janeiro, Brazil (McCoy et al, 2021). While many skill-targeted SEL programs are designed and implemented to support children affected by conflict and violence, their impacts thus far are generally small or inconclusive and include many null findings (Deitz et al, 2021).…”

Section: Sel Programming In Humanitarian Contextsmentioning

confidence: 99%

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Kim¹,

Brown²,

Dolan³

et al. 2023

Journal of Educational Psychology

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Social and emotional learning (SEL) programs are increasingly embraced by the global humanitarian sector as a potential strategy for supporting refugee children's psychosocial adaptation and learning. However, little evidence is available on the effectiveness of such SEL programs in humanitarian settings. Even less is known about whether such SEL programs can be equally effective, more beneficial, or even harmful, for children who were exposed to higher levels of conflict, in the context of war and/or postmigration settings. This study evaluates the effectiveness of a universal, multicomponent, skill-targeted SEL curriculum embedded in nonformal remedial education programming, the Five-Component SEL (5CSEL), for improving 20 proximal and distal outcomes. The large-scale cluster randomized controlled trial was conducted in 57 community sites (170 classrooms) in Lebanon with 4,289 Syrian refugee children (Mage = 9.16, SD = 2.34; 50% female). It examined both the impact of 5CSEL and the impact variation by children's level of exposure to war violence, family conflict, and school victimization. The findings do not provide conclusive evidence of the effectiveness of 5CSEL. However, we find promising signs of impacts in a number of the outcomes (effect sizes = 0.06–0.18 SD), suggesting the malleability of refugee children's SEL skills across multiple domains when given sufficient, targeted, and comprehensive support. Finally, we find little evidence of variation in impact by the level of exposure to conflict experiences, supporting the arguments for the benefits of universal SEL programming. These results provide promising directions for practitioner communities to invest in further development and revision of the SEL program contents and strategies.

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“…Furthermore, consistent with prior SEL evaluations in conflict-affected settings (e.g., Tubbs Dolan et al, 2022 ), student attendance was generally quite low during the intervention period, suggesting limited take-up. For additional details of the intervention, study design, and results, see McCoy et al (2021) .…”

Section: Overview Of the Programa Compasso Evaluationmentioning

confidence: 99%

Systemic barriers and opportunities for implementing school-based social–emotional learning interventions in low-income and conflict-affected settings

McCoy¹,

Hanno²

2023

Front. Psychol.

Self Cite

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Children living in low-income and conflict-affected settings face unique systemic risk factors that shape their social, emotional, and mental well-being. However, little is known about how these and other systemic factors may impede or support the delivery of social–emotional learning (SEL) interventions in these contexts. In this article, we draw from our experience delivering and evaluating a classroom-based SEL curriculum in Rio de Janeiro, Brazil to surface systemic barriers and opportunities for implementing SEL interventions in low-income, conflict-affected settings. Specifically, we identify (1) culture, (2) timing, and (3) government support and stability as factors underlying SEL program demand, dosage, quality, and effectiveness. We provide recommendations for improving implementation of SEL programs in low-income and conflict-affected contexts, including the importance of building pro-active partnerships, using qualitative research, and investing in adaptation to both understand and address systemic barriers.

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Um Compasso Para Aprender: A Randomized Trial of a Social‐Emotional Learning Program in Homicide‐Affected Communities in Brazil

Cited by 7 publications

References 54 publications

A scoping review of the implementation and cultural adaptation of school-based mental health promotion and prevention interventions in low-and middle-income countries

A scoping review of the implementation and cultural adaptation of school-based mental health promotion and prevention interventions in low-and middle-income countries

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Systemic barriers and opportunities for implementing school-based social–emotional learning interventions in low-income and conflict-affected settings

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