Pedrini Laura, Meloni Serena, Lanfredi Mariangela, Rossi Roberta
Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy.
J Adolesc. 2022 Dec;94(8):1051-1067. doi: 10.1002/jad.12090. Epub 2022 Sep 8.
Emotional regulation (ER) is a core variable involved in the onset and maintenance of mental health disorders; therefore, interventions targeting ER in adolescence represent a promising preventive action. The current systematic review provides a synthesis of the evidence on school-based interventions on ER in adolescent students.
Six electronic databases (Medline, Psychology Database, Embase, Scopus, Psychinfo, and Web of Science) were searched. The methodological quality of the included studies was assessed by the Methodological Index for Nonrandomized Studies.
A total of 36 studies were identified. The interventions were based on different theoretic frameworks and focused on different components of ER. There were universal interventions that addressed the entire class, as well as interventions for a selected population of at-risk students. Only one-third of the studies were based on manualized programs. Small to moderate effect sizes were found for mental health and ER skills. Only a few studies assessed risky behaviors, and these studies showed a reduction with moderate to large effect size. Studies conducted on high-risk populations showed medium-high effect sizes on ER skills. In contrast, studies conducted on unselected samples of students showed greater variability in the outcome estimates. Acceptability analysis and attendance rates suggested that the interventions were well received by students. The lack of follow-up assessments and the absence of sample-size calculation were the most frequent methodological weaknesses.
The content of the present review could be useful for professionals involved in the planning of school psychological services. Overall, the findings of the current review support the applicability and beneficial effect of school-based intervention for adolescents. Moreover, the results clearly point out the utility of a multitiered model to structure coordinated and integrated preventive interventions and to optimize resources.
情绪调节是心理健康障碍发生和维持过程中的一个核心变量；因此，针对青少年情绪调节的干预措施是一种很有前景的预防行动。本系统综述综合了关于针对青少年学生开展的基于学校的情绪调节干预措施的证据。
检索了六个电子数据库（Medline、心理学数据库、Embase、Scopus、Psychinfo和Web of Science）。纳入研究的方法学质量通过非随机研究方法学指数进行评估。
共识别出36项研究。这些干预措施基于不同的理论框架，侧重于情绪调节的不同组成部分。有针对全班学生的普遍干预措施，也有针对特定高危学生群体的干预措施。只有三分之一的研究基于手册化方案。在心理健康和情绪调节技能方面发现了小到中等的效应量。只有少数研究评估了危险行为，这些研究显示效应量从中等到大，危险行为有所减少。在高危人群中开展的研究在情绪调节技能方面显示出中高效应量。相比之下，在未经过筛选的学生样本中开展的研究在结果估计方面显示出更大的变异性。可接受性分析和出勤率表明这些干预措施受到学生的欢迎。缺乏随访评估和未进行样本量计算是最常见的方法学缺陷。
本综述的内容可能对参与学校心理服务规划的专业人员有用。总体而言，本次综述的结果支持基于学校的青少年干预措施的适用性和有益效果。此外，结果明确指出了多层次模型在构建协调和综合的预防干预措施以及优化资源方面的效用。
