Interventions to build resilience among young people A literature review

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Author/ year Topic of review Type of review Quality score No of reviewed studies Year range of the studies Age range of participants Total number of subjects Description of interventions Settings Methods used in reviewed studies Outcome variables Findings/conclusions ES=0.24) academic performance (mean ES=0.27). Effects remained statistically significant for a minimum of 6 months after the intervention. Dubois et al. (2011) (update of previous review (DuBois et al., 2002) Mentoring programs Systematic review and metaanalysis 8 73 1999–2010 Pre-kindergarten to high school Not specified Mentoring for specialised groups (e.g. youth in foster care) Group mentoring Peer mentoring Skills training School Community RCT Quasiexperiment al controlled trial Attitudinal/motivational Social/relational Psychological/emotional Conduct problems, academic/school Physical health Career/employment Mean ES= 0.15 for psychological/emotional outcomes to 0.21 for conduct problems Durlak et al. (2010) After-school programs to promote personal and social skills in children and adolescents Systematic review and metaanalysis 8 75 1979–2008 5–18 years Not specified Skills training School RCT Quasiexperiment al study Self-esteem, self-concept, self-efficacy Bonding to school Positive social behaviours Problem behaviours Drug use School performance Participants demonstrated significant increases in their selfperceptions and bonding to school, positive social behaviours, school grades and levels of academic achievement, and significant reductions in problem behaviours. ES ranged in magnitude from 0.12 (for school grades) to 0.34 for child self-perceptions Programs defined as: sequenced, active, focused and explicit showed mean weighted ES = 0.31 (95% CI 0.24-0.38) Reddy et al. (2009) School-based interventions for 9 1998–2004 Skills training Academic School betweensubjects Externalising behaviour at school Weighted total ES at post-test:= 0.54, 0.49 at follow up Interventions to build resilience among young people: a literature review 124
Author/ year Topic of review Type of review Quality score No of reviewed studies Year range of the studies Age range of participants Total number of subjects Description of interventions Settings Methods used in reviewed studies Outcome variables Findings/conclusions emotional disturbance Systematic review 7 Not specified Not specified support design withinsubjects design singlesubject design Internalising behaviour at school Externalising behaviour at home Internalising behaviour at home Social skills at school Social skills at home Academic achievement Adaptive functioning at school Active engagement Family functioning Wells et al. (2003) Universal approaches to mental health promotion in schools Systematic review 7 17 1986–1999 Years N=13,672 Teacher training Classroom activities Timetable changes Whole-school approach School RCT Controlled trials Mental health Conduct problems Depression Suicidal ideation Behaviours Self-esteem Improvements in self-concept, aggressive behaviour and negotiating and problemsolving. Positive evidence of effectiveness was obtained for programs that adopted a wholeschool approach, were implemented continuously for more than a year, and were aimed at the promotion of mental health as opposed to the prevention of mental illness. Provides evidence that universal school mental health promotion programs can be effective and suggests that long-term interventions promoting the Interventions to build resilience among young people: a literature review 125
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Interventions to build resilience a
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Contents Executive summary ........
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Tables NHMRC levels of evidence ...
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cognitive behaviour therapy (CBT)-b
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Background Resilience refers to the
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We considered resilience as an outc
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and analysed independently by two r
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Attachment and Bio-behavioral Catch
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attribution of positive results to
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Program for Accelerated Thriving an
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Compared with a control group, OVK
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while universal prevention overlaps
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Reviews of interventions for the pr
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study, showed beneficial effects in
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ased interventions for emotional di
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studies of resilience-specific inte
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disorders and aggression and violen
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In their review of Australian schoo
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References Ager, A 2013, 'Annual Re
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Christensen, H, Calear, A, Tait, R,
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Gates, S, McCambridge, J, Smith, LA
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Limbos, MA, Chan, LS, Warf, C, Schn
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Polk, LV 2000, Development and vali
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Thomas, RE, Lorenzetti, DL & Spragi
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Appendix A NHMRC levels of evidence
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10. Was the likelihood of publicati
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Figure 2: PRISMA flow diagram for i
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Author/ year Topic of review No.
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Author/ year Topic of review No.
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Table 2: Primary studies that use t
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income areas in the Netherlands. da
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teaching adaptive explanatory style
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esiliency training designed to enha
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A alone. No intervention effects o
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esilience reported by a group of Gr
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and after participation in the prog
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participation in a dance/drama comp
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