Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties
Bibliographic Data
| ID | 15714719 |
|---|---|
| Authors | Aurora Adina Colomeischi (0000-0002-9663-8302, Ştefan cel Mare University of Suceava, corresponding author), Diana Sînziana Duca (0000-0003-0250-4811, Ştefan cel Mare University of Suceava), Liliana Bujor (Ştefan cel Mare University of Suceava), Petruta P Rusu (0000-0003-0868-6054, Ştefan cel Mare University of Suceava), Ilaria Grazzani (0000-0001-6420-2160, University of Milano-Bicocca), Valeria Cavioni (0000-0002-6327-3060, University of Milano-Bicocca) |
| Year | 2022 |
| Volume | 9 |
| Issue | 11 |
| Pages | 1661-1661 |
| Publication date | 2022-10-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children9111661 |
| PMID | 36360389 |
| OpenAlex | W4307939352 |
| Language | EN |
| Citations received | 8 |
| References cited | 39 |
The challenges of today's society demand high levels of socio-emotional skills in children and adolescents; therefore, mental health is an important issue to be addressed and promoted in schools. The present study aims to investigate the effectiveness of a school mental health program (Promoting Mental Health at Schools; PROMEHS) designed to promote socio-emotional learning and prevent psychosocial difficulties in children and adolescents. The study was conducted on a sample of 1392 students (evaluated by 104 teachers) from kindergarten ( n = 446), primary school (n = 426), secondary school ( n = 354), and high school ( n = 166). A quasi-experimental study design with experimental and waitlist control groups was used to evaluate the program's effectiveness. Students were non-randomly assigned to the experimental ( n = 895) and control group ( n = 497). Students belonging to the experimental group received one-hour lessons once a week for 12 weeks. The teachers evaluated their students' social-emotional skills, strengths, and difficulties before and after the intervention. The results indicated the effectiveness of the PROMEHS program in improving social-emotional skills for all school levels, reducing internalizing problems in primary and secondary school chil-dren, and reducing externalizing issues for kindergarten and primary school children. The PROMEHS program is a promising approach to enhancing childrens' and adolescents' social and emotional skills and to decreasing psychosocial difficulties, such as internalizing and externalizing problems
Developmental psychology · Intervention (counseling · Mental health · Psychiatry · Psychosocial · Social emotional learning · Social skills · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology · Resilience and Mental Health
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| Unique citing works | 8 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |