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The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review

Reviews into universal interventions to improve help seeking in young people focus on specific concepts, such as behaviour, do not differentiate between interpersonal and intrapersonal help seeking, and often report on statistical significance, rather than effect size. The aim of this review was to...

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Autores principales: Hayes, Daniel, Mansfield, Rosie, Mason, Carla, Santos, Joao, Moore, Anna, Boehnke, Jan, Ashworth, Emma, Moltrecht, Bettina, Humphrey, Neil, Stallard, Paul, Patalay, Praveetha, Deighton, Jessica
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Berlin Heidelberg 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9837763/
https://www.ncbi.nlm.nih.gov/pubmed/36637482
http://dx.doi.org/10.1007/s00787-022-02135-y
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author Hayes, Daniel
Mansfield, Rosie
Mason, Carla
Santos, Joao
Moore, Anna
Boehnke, Jan
Ashworth, Emma
Moltrecht, Bettina
Humphrey, Neil
Stallard, Paul
Patalay, Praveetha
Deighton, Jessica
author_facet Hayes, Daniel
Mansfield, Rosie
Mason, Carla
Santos, Joao
Moore, Anna
Boehnke, Jan
Ashworth, Emma
Moltrecht, Bettina
Humphrey, Neil
Stallard, Paul
Patalay, Praveetha
Deighton, Jessica
author_sort Hayes, Daniel
collection PubMed
description Reviews into universal interventions to improve help seeking in young people focus on specific concepts, such as behaviour, do not differentiate between interpersonal and intrapersonal help seeking, and often report on statistical significance, rather than effect size. The aim of this review was to address the gaps highlighted above, to investigate the impact of universal, school-based interventions on help-seeking in children and young people, as well as to explore longer term impact. Four databases were searched. Data were extracted on country of origin, design, participant, school, and intervention characteristics, the help-seeking concept measured (e.g. knowledge, attitude/intention, behaviour), the duration between baseline and each follow-up (if applicable) and effect sizes at each follow-up. Quality assessment of the studies was undertaken using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Overall, 14 different interventions met inclusion criteria. The majority of the studies were rated low in the quality assessment. Three constructs were most frequently reported a) intrapersonal attitudes towards help-seeking, b) interpersonal attitudes towards help-seeking and c) intrapersonal intended help-seeking. Findings around intervention effect were mixed. There was tentative evidence that interventions impacting interpersonal attitudes produced small effect sizes when measured between 3 and 6 months post intervention and that when effect sizes were initially observed intrapersonal attitudes, this remained at 3–6 month follow-up. Further work should pay attention to implementation factors, understanding the core ingredients needed to deliver effective interventions and whether embedding mental health education could help sustain or top up effect sizes from help-seeking interventions. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s00787-022-02135-y.
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spelling pubmed-98377632023-01-17 The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review Hayes, Daniel Mansfield, Rosie Mason, Carla Santos, Joao Moore, Anna Boehnke, Jan Ashworth, Emma Moltrecht, Bettina Humphrey, Neil Stallard, Paul Patalay, Praveetha Deighton, Jessica Eur Child Adolesc Psychiatry Review Reviews into universal interventions to improve help seeking in young people focus on specific concepts, such as behaviour, do not differentiate between interpersonal and intrapersonal help seeking, and often report on statistical significance, rather than effect size. The aim of this review was to address the gaps highlighted above, to investigate the impact of universal, school-based interventions on help-seeking in children and young people, as well as to explore longer term impact. Four databases were searched. Data were extracted on country of origin, design, participant, school, and intervention characteristics, the help-seeking concept measured (e.g. knowledge, attitude/intention, behaviour), the duration between baseline and each follow-up (if applicable) and effect sizes at each follow-up. Quality assessment of the studies was undertaken using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Overall, 14 different interventions met inclusion criteria. The majority of the studies were rated low in the quality assessment. Three constructs were most frequently reported a) intrapersonal attitudes towards help-seeking, b) interpersonal attitudes towards help-seeking and c) intrapersonal intended help-seeking. Findings around intervention effect were mixed. There was tentative evidence that interventions impacting interpersonal attitudes produced small effect sizes when measured between 3 and 6 months post intervention and that when effect sizes were initially observed intrapersonal attitudes, this remained at 3–6 month follow-up. Further work should pay attention to implementation factors, understanding the core ingredients needed to deliver effective interventions and whether embedding mental health education could help sustain or top up effect sizes from help-seeking interventions. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s00787-022-02135-y. Springer Berlin Heidelberg 2023-01-13 /pmc/articles/PMC9837763/ /pubmed/36637482 http://dx.doi.org/10.1007/s00787-022-02135-y Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Review
Hayes, Daniel
Mansfield, Rosie
Mason, Carla
Santos, Joao
Moore, Anna
Boehnke, Jan
Ashworth, Emma
Moltrecht, Bettina
Humphrey, Neil
Stallard, Paul
Patalay, Praveetha
Deighton, Jessica
The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review
title The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review
title_full The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review
title_fullStr The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review
title_full_unstemmed The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review
title_short The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review
title_sort impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9837763/
https://www.ncbi.nlm.nih.gov/pubmed/36637482
http://dx.doi.org/10.1007/s00787-022-02135-y
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