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Common Elements of Childhood Universal Mental Health Programming
Maya M Boustani1, Stacy L Frazier2, Wendy Chu3
1Department of Psychology, Loma Linda University, 11130 Anderson St., Suite 117, Loma Linda, CA, 92350, USA. mboustani@llu.edu.
Administration and Policy in Mental Health
|February 22, 2020
Summary
Effective childhood mental health programs for ages 3-11 commonly use psychoeducation and problem-solving skills. These programs aim to improve children's mental well-being and can be enhanced through better dissemination strategies.
Area of Science:
- Child Psychology
- Mental Health Interventions
- Program Dissemination
Background:
- Numerous childhood mental health programs exist, but dissemination challenges limit their effectiveness.
- Effective universal mental health programming for children (ages 3-11) requires identification of core practice elements.
Purpose of the Study:
- To identify the most common practice elements in effective universal mental health programs for children aged 3-11.
- To synthesize existing literature to inform program development and adaptation.
Main Methods:
- Structured interpretation and coding of program manuals and descriptions from peer-reviewed articles.
- Analysis of programs targeting children aged 3-11.
Main Results:
- Psychoeducation and problem-solving were the most frequent practice elements across various program goals.
- Social skills training, insight building, and communication skills were also common.
- Role-playing and modeling were primary teaching methods.
Conclusions:
- Synthesizing common elements can guide the development, adaptation, and adoption of effective childhood mental health programs.
- Improving dissemination of these evidence-based practices is crucial for broader impact.
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