Human Ecology, University of California, Davis, Davis, California.
J Adolesc Health. 2013 Dec;53(6):706-11. doi: 10.1016/j.jadohealth.2013.06.012. Epub 2013 Jul 26.
We examined the effects of Positive Action (PA), a school-based social-emotional learning and health promotion program, on the emotional health of predominately low-income and ethnic minority urban youth.
The study was a matched-pair, cluster-randomized controlled trial involving 14 Chicago public schools. Outcomes were assessed over a 6-year period of program implementation for a cohort of youth in each school, followed from grades 3 to 8. Youth reported on their emotional health (positive affect, life satisfaction, depression, anxiety) and social-emotional and character development. Growth-curve and structural-equation modeling analyses assessed overall program effects on the emotional health outcomes as well as mediation of these effects via the program's impact on youths' social-emotional and character development.
Students in PA schools, compared with those in control schools, had more favorable change over the course of the study in positive affect (standardized mean difference effect size [ES] = .17) and life satisfaction (ES = .13) as well as significantly lower depression (ES = -.14) and anxiety (ES = -.26) at study end point. Program effects for positive affect, depression, and anxiety were mediated by more favorable change over time in social-emotional and character development for students in PA schools.
Results suggest that universal, school-based programs can benefit the emotional health of youth in low-income, urban settings. The modest magnitude of effects over an extended period of program implementation, however, reflects the challenges of both mounting interventions and offsetting formidable risks for mental health problems in such environments.
我们考察了以学校为基础的社会情感学习和健康促进计划“积极行动（Positive Action，PA）”对以低收入和少数族裔为主的城市青年情绪健康的影响。
该研究采用配对、整群随机对照试验，涉及 14 所芝加哥公立学校。在每所学校的青年群体中，对方案实施的 6 年期间进行了结果评估，随访至 3 至 8 年级。青年报告了他们的情绪健康（积极情绪、生活满意度、抑郁、焦虑）以及社会情感和性格发展。增长曲线和结构方程模型分析评估了总体方案对情绪健康结果的影响，以及该方案对青年社会情感和性格发展的影响对这些影响的中介作用。
与对照组学校相比，PA 学校的学生在研究过程中积极情绪（标准化均数差效应量 [ES] =.17）和生活满意度（ES =.13）的变化更为有利，而在研究终点时抑郁（ES = -.14）和焦虑（ES = -.26）的情况明显较低。PA 学校学生的社会情感和性格发展随着时间的推移而发生更有利的变化，这为积极情绪、抑郁和焦虑的方案效果提供了中介作用。
结果表明，普及型、以学校为基础的方案可以使低收入城市环境中的青年受益于情绪健康。然而，在较长时间的方案实施中，效果的幅度较小，反映了在这种环境中，干预措施和抵消心理健康问题的巨大风险都面临挑战。
