scholarly journals Multisystemic Therapy® for social, emotional, and behavioural problems in youth age 10 to 17: An updated systematic review and meta‐analysis

2021 ◽  
Vol 17 (4) ◽  
Author(s):  
Julia H. Littell ◽  
Therese D. Pigott ◽  
Karianne H. Nilsen ◽  
Stacy J. Green ◽  
Olga L. K. Montgomery
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Multisystemic Therapy ◽  
Behavioural Problems ◽  
Emotional And Behavioural Problems ◽  
Social Emotional

Childhood social, emotional, and behavioural problems and their association with behaviour in the dental setting

2018 ◽  
Vol 29 (1) ◽  
pp. 43-49
Author(s):  
Mariana G. Cademartori ◽  
Marcos B. Corrêa ◽  
Ricardo A. Silva ◽  
Marília L. Goettems
Keyword(s):  
Behavioural Problems ◽  
Emotional And Behavioural Problems ◽  
Social Emotional ◽  
Dental Setting

Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children

2020 ◽  
pp. 027112142093557 ◽  
Author(s):  
Li Luo ◽  
Brian Reichow ◽  
Patricia Snyder ◽  
Jennifer Harrington ◽  
Joy Polignano
Keyword(s):  
Systematic Review ◽  
Preschool Children ◽  
Social Competence ◽  
Random Effects ◽  
Challenging Behavior ◽  
Emotional Competence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Social Emotional ◽  
Meta Analyses

Background: All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. Objectives: To review systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and to use meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes. Method: Four electronic databases (i.e., Academic Search Premier, Educational Resource Information Center, PsycINFO, and Education Full Text) were systematically searched in December 2015 and updated in January 2018. “Snowball methods” were used to locate additional relevant studies. Effect size estimates were pooled using random-effects meta-analyses for three child outcomes, and moderator analyses were conducted. Results: Thirty-nine studies involving 10,646 child participants met the inclusion criteria and were included in this systematic review, with 33 studies included in the meta-analyses. Random-effects meta-analyses showed improvements in social competence ( g = 0.42, 95% confidence interval [CI] = [0.28, 0.56]) and emotional competence ( g = 0.33, 95% CI = [0.10, 0.56]), and decreases in challenging behavior ( g = −0.31, 95% CI = [−0.43, −0.19]). For social competence and challenging behavior, moderator analyses suggested interventions with a family component had statistically significant and larger effect sizes than those without a family component. Studies in which classroom teachers served as the intervention agent produced statistically significant but smaller effect sizes than when researchers or others implemented the intervention for challenging behavior. Conclusion: This systematic review and meta-analysis support using comprehensive social–emotional interventions for all children in a preschool classroom to improve their social–emotional competence and reduce challenging behavior.

scholarly journals Aetiological Influences on Stability and Change in Emotional and Behavioural Problems across Development: A Systematic Review

2016 ◽  
Vol a4 (1) ◽  
pp. 52-108 ◽  
Author(s):  
L.J. Hannigan ◽  
N. Walaker ◽  
M.A. Waszczuk ◽  
T.A. McAdams ◽  
T.C. Eley
Keyword(s):  
Systematic Review ◽  
Environmental Factors ◽  
Adolescent Psychopathology ◽  
Behavioural Problems ◽  
Future Research ◽  
Childhood And Adolescence ◽  
Emotional And Behavioural Problems ◽  
Genetic Studies ◽  
Stability And Change ◽  
Genetic And Environmental Factors

Emotional and behavioural problems in childhood and adolescence can be chronic and are predictive of future psychiatric problems. Understanding what factors drive the development and maintenance of these problems is therefore crucial. Longitudinal behavioural genetic studies using twin, sibling or adoption data can be used to explore the developmental aetiology of stability and change in childhood and adolescent psychopathology. We present a systematic review of longitudinal, behavioural genetic analyses of emotional and behavioural problems between ages 0 to 18 years. We identified 58 studies, of which 19 examined emotional problems, 30 examined behavioural problems, and 9 examined both. In the majority of studies, stability in emotional and behavioural problems was primarily genetically influenced. Stable environmental factors were also widely found, although these typically played a smaller role. Both genetic and environmental factors were involved in change across development. We discuss the findings in the context of the wider developmental literature and make recommendations for future research.

scholarly journals Effects and Moderators of Triple P on the Social, Emotional, and Behavioral Problems of Children: Systematic Review and Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Na Li ◽  
Jin Peng ◽  
Yi Li
Keyword(s):  
Systematic Review ◽  
Behavioral Problems ◽  
Meta Analysis ◽  
Experimental Designs ◽  
Emotional And Behavioral Problems ◽  
Triple P ◽  
Social Emotional ◽  
Persistent Problem ◽  
The Social ◽  
Parent Child

Background: Social, emotional, and behavioral problems in childhood are key predictors of persistent problem behaviors throughout the life courses of individuals. Early parental intervention training, as an important preventive measure, plays a critical role in improving the social, emotional, and behavioral (SEB) development of children.Method: We conducted a systematic review and meta-analysis to analyze the intervention effects of the latest literature on Triple P (Positive Parenting Program), which is a multilevel system that provides treatment and prevention for children at risk of social, emotional, and behavioral problems via parenting approaches to enhance the parenting knowledge, skills, and confidence of parents. Since the literature on Triple P from 1970 to 2012 has already been systematically reviewed, this study searched the literature from 2013 to 2020 from the Web of Science, EBSCO, ERIC, MEDLINE, CNKI, and Triple P Evidence-Base website using multiple search strategies. This study differs from the existing research by its inclusion criteria of studies that use experimental designs or quasi-experimental designs. A total of 37 studies were included in the final analysis, and STATA 16.0 was used for evaluation while RevMan 5.3 for risk of bias assessment.Results: The results show that Triple P can promote the social competence of children (SMD = 0.274) and prevent their emotional (SMD = −0.254) and behavioral problems (SMD = −1.38) to a certain extent. Simultaneously, the proximal effects on parents mainly included changing negative parenting styles (SMD = −0.46), reducing parenting conflicts (SMD = −0.311), and improving parenting efficacy and self-confidence (SMD = 0.419). The distal effects on parents included reducing the psychological adjustment problems of parents (SMD = −0.265), improving parent–child relationships, and reducing parent–child conflict (SMD = −0.714). However, the meta-analysis results did not show a significant effect of Triple P on improving the marital relationship quality and satisfaction of parents (SMD = 0.063). Components of the program intervention, including intervention level, service delivery format, service method, and program implementation setting, and the age of the children were crucial moderating factors on the outcomes of Triple P.Conclusion: This study systematically reviewed the latest Triple P intervention literature and found the significant effectiveness of Triple P on the SEB problems of children and parenting outcomes and the moderators of the effect size.

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