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Targeted group-based interventions in schools to promote emotional well-being: a systematic review

Cheney, Gemma; Schlösser, Annette; Nash, Poppy; Glover, Lesley

Authors

Gemma Cheney

Poppy Nash



Abstract

The school environment offers significant opportunities to deliver psychological interventions to groups of young people in the UK. However, the nature and effectiveness of programmes are not consistently documented. This systematic review aimed to identify and examine group-based interventions delivered in UK schools. Sixteen papers describing eight interventions were included. It was found that nurture groups have an immediate positive impact on the social and emotional well-being of young people. Results from follow-up studies are less clear, and limited by a high level of sample attrition. The findings reported in relation to social and emotional aspects of learning, cognitive, behavioural and social skills based interventions were limited as each intervention is only evaluated by one paper. The review highlighted a need to implement well-designed, longitudinal studies with larger samples in order to evaluate which interventions are effective in UK schools.

Citation

Cheney, G., Schlösser, A., Nash, P., & Glover, L. (2014). Targeted group-based interventions in schools to promote emotional well-being: a systematic review. Clinical child psychology and psychiatry, 19(3), 412-438. https://doi.org/10.1177/1359104513489565

Journal Article Type Article
Online Publication Date Jun 4, 2013
Publication Date Jul 1, 2014
Deposit Date Apr 25, 2019
Publicly Available Date
Journal Clinical Child Psychology and Psychiatry
Print ISSN 1359-1045
Electronic ISSN 1461-7021
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 19
Issue 3
Pages 412-438
DOI https://doi.org/10.1177/1359104513489565
Keywords School; Intervention; Systematic review; Group; Targeted
Public URL https://hull-repository.worktribe.com/output/1647094
Publisher URL https://journals.sagepub.com/doi/10.1177/1359104513489565