ArticleClinical child psychology and psychiatry2022
Impact of a single school-based intervention for COVID-19 on improving mental health among Japanese children.
Article in Clinical child psychology and psychiatry, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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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.
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Who cites it
2 citing papers in PubMed, 5 citations in OpenAlex.
- Review
- A Scoping Review of Trauma-Informed Pediatric Interventions in Response to Natural and Biologic Disasters.Children (Basel, Switzerland) · 2023Article
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Authors and funding
4 authors at 3 institutions in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
An underlying concern about the COVID-19 pandemic is the decline of children's mental health. The present study is aimed to investigate whether a single school-based intervention, including self-monitoring and psychoeducation for COVID-19, effectively achieved its aim to promote children's mental health. The study was conducted in a junior high school. We assigned the third grade as the intervention group, the second grade as the announcement group, and the first grade as the control group. We hypothesized that the intervention group would experience improved mental health and reduced fear of COVID-19 compared to the announcement and control groups. Interaction effects were observed only for depression, indicating a significant effect in the intervention group. These findings suggest that a single school-based intervention that includes self-monitoring and psychoeducation for COVID-19 can help improve children's mental health. It is suggested that school-based interventions that intend to raise children's awareness of COVID-19 promote their healthy development and adaptation to crises within the school.
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