ArticleInternational journal of environmental research and public health2022
Feasibility and Acceptability of a School-Based Emotion Regulation Prevention Intervention (READY-Nepal) for Secondary School Students in Post-Earthquake Nepal.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 2 of them syntheses that pooled it.
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Who cites it
8 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Factors affecting and the strategies to enhance emotional regulation among adolescents in South Asian countries: a systematic review.BMC public health · 2025Pooled it
- Psychological and social interventions for the promotion of mental health in people living in low- and middle-income countries affected by humanitarian crises.The Cochrane database of systematic reviews · 2024Pooled it
- Effectiveness of School-Based Psycho-Educational Interventions in Preventing Sub-clinical Anxiety and Stress in Adolescents.Clinical child psychology and psychiatry · 2026Review
- Combining self-regulation and poverty reduction to prevent depression and anxiety among adolescents experiencing multi-dimensional poverty in Colombia, Nepal and South Africa: study protocol of a pilot 4-arm cluster randomised controlled trial.Pilot and feasibility studies · 2026Article
- Article
- Earthquake effects on youth: understanding psychological challenges and support needs.BMC psychology · 2025Article
- Self-harm and suicide prevention in humanitarian and fragile contexts: A systematic scoping review.Global mental health (Cambridge, England) · 2025Review
- After the 2023 Earthquake in Turkiye: An Assessment of Post-Earthquake Psychological Resilience in Children and Adolescents - A Systematic Review.Journal of clinical practice and research · 2023Review
Corrections and comments
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Authors and funding
9 authors.
Funding
Abstract
backgroundChild and adolescent mental health problems are major contributors to the global burden of disease in low- and middle-income country (LMIC) settings. To advance the evidence base for adolescent mental health interventions in LMICs, we evaluated the feasibility and acceptability of a school-based emotion regulation prevention intervention (READY-Nepal) for adolescents who had a recent exposure to a humanitarian disaster.
methodsA mixed-method, non-randomized controlled trial was conducted with Nepali secondary school students in one heavily affected post-earthquake district. Students (
resultsDelivering the intervention was feasible and acceptable, as demonstrated by low dropout (8%) and high program attendance (6.7 of 8 sessions). Qualitative data suggested high uptake of anger regulation skills, but lower uptake of mindfulness skills. Despite this, there were no significant differences by condition on primary or secondary outcomes at four-week follow-up. Students provided suggestions for improvement of the program.
conclusionFurther research on longitudinal outcome measurement, use of alternatives to retrospective self-report data, and rigorous development of culturally grounded models of emotion regulation is necessary to explore the utility of school-based emotion regulation interventions in Nepal and other LMICs.
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