Šouláková Barbora, Kasal Alexandr, Butzer Bethany, Winkler Petr
Department of Social Psychiatry, National Institute of Mental Health, Topolová 748, 250 67, Klecany, Czech Republic.
Faculty of Social Sciences, Charles University in Prague, Prague, Czech Republic.
J Prim Prev. 2019 Jun;40(3):255-278. doi: 10.1007/s10935-019-00552-5.
This meta-review summarizes existing evidence from systematic reviews and meta-analyses on the effectiveness of school-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness. Systematic reviews and meta-analyses were identified via the electronic databases PsycINFO, Web of Knowledge, Medline, Embase, and HMIC (Health Management Information Consortium). Ten systematic reviews and meta-analysis were eligible for inclusion in the final analyses. These systematic reviews and meta-analyses evaluated the effects of five types of school-based psychological interventions: Mindfulness, Social Emotional Learning, Cognitive Behavioral Therapy, Yoga, and Body-Image. Overall effectiveness reported in the included studies was significant for the most part, and ranging from small to large with respect to the effect size. The authors of all of the studies emphasized the need for additional high-quality trials to further examine the effectiveness of school-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness.
本综述总结了系统评价和荟萃分析中关于以学校为基础的心理干预措施在改善学生心理健康和幸福感以及预防精神疾病方面有效性的现有证据。通过电子数据库PsycINFO、Web of Knowledge、Medline、Embase和HMIC（健康管理信息联盟）检索系统评价和荟萃分析。十项系统评价和荟萃分析符合纳入最终分析的条件。这些系统评价和荟萃分析评估了五种以学校为基础的心理干预措施的效果：正念、社会情感学习、认知行为疗法、瑜伽和身体意象。纳入研究报告的总体有效性在很大程度上是显著的，效应大小从小到大都有。所有研究的作者都强调需要更多高质量的试验，以进一步检验以学校为基础的心理干预措施在改善学生心理健康和幸福感以及预防精神疾病方面的有效性。
