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Finding a Needle in a Haystack: A Systematic Approach for Searching Through Public Databases for Youth Mental
Alice-Simone Balter1, Doga Pulat1, Anjali Suri1
1Margaret and Wallace McCain Centre for Child, Youth and Family Mental Health at the Centre for Addiction and Mental Health, Toronto, Ontario, Canada.
The Journal of School Health
|January 5, 2025
Summary
This study reviewed 3389 youth mental well-being programs to inform after-school curriculum. Eight programs aligned with social-emotional learning competencies, highlighting the need for evidence-based practices in youth programs.
Area of Science:
- Youth Mental Well-being
- After-School Programs
- Curriculum Development
Background:
- Systematic review of existing mental well-being programs for youth aged 11-14 years.
- Informing curriculum development for after-school settings.
Purpose of the Study:
- To systematically review mental well-being programs for youth.
- To inform curriculum development for after-school settings.
Main Methods:
- Reviewed 3389 mental well-being programs from public databases.
- Conducted content analysis using inductive and deductive coding.
Main Results:
- Eight programs were analyzed in depth.
- Found strong alignment with CASEL (Collaborative for Academic, Social and Emotional Learning) core social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and decision-making.
Conclusions:
- Systematic review processes are effective but time-consuming for after-school settings.
- Community-academic partnerships, like EMPOWER, promote evidence-based practices.
- A systematic approach guides curriculum selection for after-school programs to enhance youth social-emotional competencies and mental well-being.
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