Evidence map›Paper›PMID 28493176›Full record

SynthesisClinical child and family psychology review2017

The Effectiveness of Psychosocial Interventions Delivered by Teachers in Schools: A Systematic Review and Meta-Analysis.

Cynthia Franklin, Johnny S Kim, Tasha S Beretvas, Anao Zhang, Samantha Guz, Sunyoung Park, Katherine Montgomery, Saras Chung, Brandy R Maynard

Abstract readMeta-AnalysisSystematic Review
PubMed Publisher
In one paragraph

Synthesis in Clinical child and family psychology review, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
20citing papers in PubMed, 5 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

20 citing papers in PubMed, 5 syntheses or guidelines pooled it.

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  17. Narrative inquiry on early-career teachers' stories ofInternational journal of qualitative studies on health and well-being · 2021
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Cynthia FranklinSchool of Social Work, University of Texas at Austin, 1925 San Jacinto Blvd D3500, RM 2.228, Austin, TX, 78712-0358, USA. cfranklin@austin.utexas.edu.ORCID 0000-0003-3777-3077
Johnny S KimGraduate School of Social Work, University of Denver, Denver, CO, USA.
Tasha S BeretvasCollege of Education, University of Texas, Austin, TX, USA.
Anao ZhangSchool of Social Work, University of Texas at Austin, Austin, TX, USA.
Samantha GuzSchool of Social Work, University of Texas at Austin, Austin, TX, USA.
Sunyoung ParkQuantitative Method Program, College of Education, University of Texas at Austin, Austin, TX, USA.
Katherine MontgomeryLittle Sunshine School in St. Louis, St. Louis, MO, USA.
Saras ChungSocial System Design Lab, Washington University's Brown School of Social Work, St. Louis, MO, USA.
Brandy R MaynardSchool of Social Work, Saint Louis University, St. Louis, MO, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The growing mental health needs of students within schools have resulted in teachers increasing their involvement in the delivery of school-based, psychosocial interventions. Current research reports mixed findings concerning the effectiveness of psychosocial interventions delivered by teachers for mental health outcomes. This article presents a systematic review and meta-analysis that examined the effectiveness of school-based psychosocial interventions delivered by teachers on internalizing and externalizing outcomes and the moderating factors that influence treatment effects on these outcomes. Nine electronic databases, major journals, and gray literature (e.g., websites, conference abstract) were searched and field experts were contacted to locate additional studies. Twenty-four studies that met the study inclusion criteria were coded into internalizing or externalizing outcomes and further analyzed using robust variance estimation in meta-regression. Both publication and risk of bias of studies were further assessed. The results showed statistically significant reductions in students' internalizing outcomes (d = .133, 95% CI [.002, .263]) and no statistical significant effect for externalizing outcomes (d = .15, 95% CI [-.037, .066]). Moderator analysis with meta-regression revealed that gender (%male, b = -.017, p < .05), race (% Caucasian, b = .002, p < .05), and the tier of intervention (b = .299, p = .06) affected intervention effectiveness. This study builds on existing literature that shows that teacher-delivered Tier 1 interventions are effective interventions but also adds to this literature by showing that interventions are more effective with internalizing outcomes than on the externalizing outcomes. Moderator analysis also revealed treatments were more effective with female students for internalizing outcomes and more effective with Caucasian students for externalizing outcomes.

Indexed as

Outcome and Process Assessment, Health CareSchool TeachersAdolescentChildHumansMental DisordersPsychotherapyStudentsMeta-analysisResponse to interventionSchool mental healthSystematic reviewTeacher interventions

Identifiers

PMID28493176

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.