Recent research reveals concerning rates of burnout in students, with worrisome consequences. Therefore, interventions to prevent burnout symptoms are desirable. This review aims at exploring...Show moreRecent research reveals concerning rates of burnout in students, with worrisome consequences. Therefore, interventions to prevent burnout symptoms are desirable. This review aims at exploring existing burnout prevention interventions for higher education students and their effectiveness. A systematic review and meta-analysis was conducted to create an overview of existing interventions. To be eligible for this review, a study must be an intervention study, it must be aimed at (a component of) burnout prevention or stress prevention/reduction, it must include a student population and it must be written in English, Dutch or Greek language. Both qualitative and quantitative studies were eligible. Finally, ten studies where included in the qualitative analysis. Qualitative analysis revealed that the included interventions are useful in stress source recognition, stress reduction and increasing relaxation. Therefore, they are seen as helpful in preventing burnout in students. Five of the included studies (239 participants in total) contained enough data to be included in the meta-analysis. The quantitative analysis revealed that the included interventions significantly reduce levels of stress (Hedges’ g intervention-control comparison studies: 0.544; pre-post comparison studies: 0.692), but did not significantly reduce burnout symptoms (Hedges’ g omnibus intervention-control comparison studies: 0.127; focused intervention-control comparison studies: 0.110; omnibus pre-post comparison studies: 0.040; focused pre-post comparison studies: -0.049). In conclusion, results from this review and meta-analysis provide support that effective stress reduction interventions for students exist. However, these interventions are not effective in reducing burnout symptoms. Equalization and operationalization of terms and constructs in this area of research is needed.Show less
Background: Social-emotional skills are pivotal for children’s intra- and interpersonal well-being. Social-emotional learning (SEL) interventions have been shown to improve these skills, with self...Show moreBackground: Social-emotional skills are pivotal for children’s intra- and interpersonal well-being. Social-emotional learning (SEL) interventions have been shown to improve these skills, with self-awareness (SA) being the most influential intervention component. However, these interventions apply varying conceptualizations and operationalizations of SA. Therefore, the defining characteristics of SA interventions and their effect on children’s well-being are unknown. Identifying these could help educators, policy makers and researchers to optimise content and accessibility of SA intervention to the benefit of children’s mental health. Therefore, this systematic review and meta-analysis aimed to analyse the characteristics and effectiveness of currently available interventions targeting SA in children, and to examine children’s cultural background as potential moderator. Method: Eight electronic databases (PubMed, PsycINFO, EMBASE, EMCARE, ERIC, Cochrane Controlled Register of Trials (CENTRAL), Web of Science and Academic Search Premier) were searched for intervention studies investigating SA interventions in September 2019. Children’s SA was the primary outcome of interest, positive and negative mental health were the secondary. Of 7050 identified studies, 42 were included in the systematic review and 29 in the meta-analysis. Results: It was found that SA interventions had a small to moderate effect on children’s SA (g = 0.31 (0.05), 95% CI [0.21, 0.40], p < .001). Furthermore, they had a positive effect on children’s mental health. Cultural background did not significantly moderate SA intervention effectiveness. There was no evidence for publication bias. Conclusion: Overall, interventions targeting SA can positively influence the level of SA and mental health in children irrespective of their cultural backgrounds.Show less
This paper adresses the underlying obstacles that blurs the debate about the legitimacy of interventions, emphasizing the divergent notions of sovereignty that are used within the realm of...Show moreThis paper adresses the underlying obstacles that blurs the debate about the legitimacy of interventions, emphasizing the divergent notions of sovereignty that are used within the realm of political philosophy.Show less
