Childhood anxiety represents a significant mental health concern, with behavioural inhibition identified as a major risk factor. In Australia, the Cool Little Kids (CLK) training program has been...Show moreChildhood anxiety represents a significant mental health concern, with behavioural inhibition identified as a major risk factor. In Australia, the Cool Little Kids (CLK) training program has been proven to be an effective preventive intervention for parents of behaviourally inhibited children. Engagement is crucial to the success of parent training programs; however, measuring it can be a challenge. This study utilizes the constructs of ‘attendance’ and ‘within-session active participation’ to gauge engagement. Single parent status and parental anxiety seem to be associated with engagement and treatment outcome. The study hypothesized that attendance, within-session active participation, single parent status, and parental anxiety would serve as predictors of treatment outcomes. It also explored whether attendance and within-session active participation moderated the relationships between single parent status and treatment outcomes, as well as between parental anxiety symptoms and treatment outcomes. The study involved 43 Dutch parents who participated in the intervention group of the longitudinal CLK research project, which examines the effectiveness of the CLK training delivered online in The Netherlands. Initial analyses included four univariate linear regressions, followed by four moderation analyses. The findings indicated that single parent status and parental anxiety are significant predictors of treatment outcomes. However, attendance and within-session active participation did not predict treatment outcomes, and no moderating effects were observed. Based on these findings, suggestions for future research and recommendations for the implementation of the CLK training are provided.Show less
With the growing complexity of nowadays society and challenges that are putting a strain on humanity, it becomes more urgent for children to grow resilient and develop the skills to prevent mental...Show moreWith the growing complexity of nowadays society and challenges that are putting a strain on humanity, it becomes more urgent for children to grow resilient and develop the skills to prevent mental health issues and enhance psychological well-being. School-based interventions that focus on enhancing self-awareness could help achieve these goals. The aim of this research project was to create an overview of what kind of interventions effectively enhance self-awareness and offer insight into possible moderators and implementation practices. A systematic search was performed: 41 studies were systematically reviewed, and 28 studies were included in a meta-analysis. The mean effect size was statistically significant and showed a small to moderate, positive, pooled effect (Hedge’s g = .307). Statistical heterogeneity was high, yet gender and the mental health-status of participants did not explain the variance in the effectiveness between the interventions in this study sample. From the included studies, 13 interventions showed significant, positive effects. Most of these interventions utilized a SEL-framework or mixed different theoretical backgrounds and techniques. Findings suggested that interventions seem to thrive when implemented with a whole-school approach: integrated in school-curricula on an ongoing basis, executed by teachers when used with a universal approach, with family involved, and health practitioners engaged to offer support and guidance to school-staff and teachers.Show less
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
