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Purpose: This review aimed to investigate the effectiveness of digital school-based mental health interventions for adolescents in Sub-Saharan Africa. Method: The authors conducted a comprehensive search of digital school-based mental health interventions to identify studies conducted in Sub-Saharan Africa targeting adolescents between the ages of (10–19) years. Peer-reviewed studies published in English between 2009 and May 2023 were obtained through electronic bibliographic databases. Result: Only one study met the full inclusion criteria for this review. The included study tested a digital mental health intervention ("Shamiri Digital") for treating depression, anxiety, and well-being in adolescents. The "Shamiri Digital" intervention demonstrated positive outcomes on depressive symptoms within the full sample. Discussion: The dearth of studies investigating digital mental health solutions for adolescents in low-income countries demonstrates a critical gap in intervention and research for adolescent mental health in resource constrictive settings [ABSTRACT FROM AUTHOR]

Purpose: Social workers navigate systemic stressors while managing self-care amid scant institutional support. The purpose of this systematic review is to critically examine the state of social work intervention research for self-care practices. Methods: This review includes empirical research articles focusing on self-care interventions in social work between 2011 and 2022 (N = 22). Results: All self-care interventions focused on modifying individual behaviors, attitudes, and knowledge. Discussion: Most (83%) research on self-care interventions focused on mindfulness, which tended to be associated with improvements in mindfulness, distress management, and clinical self-efficacy. The remaining interventions tended to be associated with improvements in self-care attitudes, knowledge, practices, and wellness. Conclusion: Structural factors and socioeconomic privilege have been found to be predominant predictors of whether social work students, educators, and practitioners engaged in self-care practices, yet no interventions incorporated structural or institutional variables. Multilevel interventions addressing structural, institutional, and relational determinants of burnout are needed. [ABSTRACT FROM AUTHOR]

Purpose: Solution-focused brief therapy (SFBT) is practiced by social workers in clinical, community-based services, but no reviews of the outcome research have been completed. Methods: A meta-analysis of randomized studies. Outcome domains included depression, anxiety, behavioral health, health and wellbeing, family functioning, and psychosocial adjustment. Results: Twenty-eight studies with 340 effect sizes were analyzed in meta-regression with robust variation estimation (RVE). Overall, statistically significant and medium treatment effect sizes were found across outcome domains, g = 0.654, 95% CI : 0.386–0.922, p < 0.001. Interventions with 4 or more SFBT techniques across three categories (cooperative language, co-construction, and developing a therapeutic relationship; strengths and resources; and future-focused questions) showed a moderate treatment effect. Implications: SFBT is an effective intervention for depression, behavioral health, family functioning, and psychosocial outcomes when delivered in community-based services. [ABSTRACT FROM AUTHOR]

Purpose: This meta-analytic study aimed to assess the overall effectiveness of solution-focused brief therapy (SFBT) for adolescents' problems in the school context. Methods: According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, the study searched the various electronic databases between January 1, 1990, and April 30, 2022, to find studies that met the research criteria in both English and Turkish language. Results: Nine experimental trials (five randomized and four nonrandomized) which met all selection criteria were included in the analysis with a total sample size of 309 (154 from the experiment and 155 from the control group). The findings reported a result favoring the effectiveness of SFBT for adolescents' school-related problems (g = 1.80, 95% CI [.94–2.66]). Discussion: We believe that this study has advanced our understanding of the valid evidence base for the effectiveness of SFBT by showing promising outcomes on the potential effectiveness of SFBT in treating adolescents' school-related problems. [ABSTRACT FROM AUTHOR]

Simulation-based learning is important in social work education. Most common is human-based simulations. In recent years, computer-based simulations have emerged as alternative. A question is if computer-based simulations differ from human-based, are similar abilities, that is, competence, trained when the simulation is computer-based? Purpose: Survey the international experiences of using computer-based simulations in social work education. Method: A five step scoping review. Databases focused on educational issues and social work was searched (Eric, Sociological Abstracts, Web of Science, Scopus). Sixteen publications were included. Results: Five different didactic categories of computer-based simulations were identified. The most common use of computer-based simulations is to practice student's procedural competence, and in lesser extent to enhance students' meta-competence. Feedback and reflection are central for computer-based simulation, as for human-based simulations. Conclusion: The study shows a didactic field under development and that computer-based simulations provide opportunities to train self-reflection and critical thinking in social work education. [ABSTRACT FROM AUTHOR]

Purpose: This evidence and gap map collates evidence reporting on the effectiveness of interventions aimed to prevent, disclose, respond to, or treat child maltreatment occurring in institutional settings. Methods: A comprehensive and systematic literature search identified primary studies and systematic reviews meeting the review's eligibility criteria. Literature screening, data extraction and critical appraisals were undertaken independently by multiple reviewers. Data extracted and reported from the included studies included information about the institutional setting, target population, type of maltreatment, intervention type and outcomes. Results: Seventy-three studies were identified, including 11 systematic reviews and 62 primary studies. Overall, the methodological quality of the studies was low to moderate. Most evaluated curriculum-based interventions delivered in educational settings, primarily aimed at preventing sexual abuse. Fewer studies examined other institutional settings or intervention types. Conclusions: This review highlights a need for high-quality studies evaluating a more diverse range of interventions across more varied institutional contexts. [ABSTRACT FROM AUTHOR]

Purpose: Adverse Childhood Experiences (ACE) predispose individuals to adult-onset posttraumatic stress disorder (PTSD) with amplified arousal and reactivity symptoms (A&R). This review aimed to identify interventions for reducing A&R symptoms in adults diagnosed with PTSD and a history of ACEs. Method: Systematic scoping review of RCT and quasi-experimental studies in peer-reviewed journals using Arksey and O'Malley's 5-Stage Framework. Extracted data were analyzed descriptively and thematically. Results: Five articles met inclusion criteria. Skills training in affect and interpersonal regulation (STAIR) with exposure, Cognitive Behavioral Therapy (CBT-PE), Interpersonal Processing Group Therapy (IPG), and Trauma-informed yoga interventions were identified. STAIR (d = −1.45, 95% CI [−2.10, −0.80), CBT-PE (d = −1.21, 95% CI [−1.92, −0.51]), and IPG (d = −1.33, 95% CI [−2.07, −0.58]) had large effects on A&R symptoms. Discussion: CBT exposure-based treatments were supported interventions for reducing A&R symptoms in adults diagnosed with PTSD and a history of ACEs. [ABSTRACT FROM AUTHOR]

Purpose: This article provides within-group effect size benchmarks for RCTs of group-based Acceptance and Commitment Therapy (ACT) for adults with anxiety and/or depression. Methods: A systematic literature search of RCTs of the group-based ACT intervention was conducted following PRISMA guidelines. Articles were selected based on predetermined eligibility criteria. Pre/post within-group effect sizes were calculated using the Glass approach, adjusted using Hedges g, and aggregated to produce separate benchmarks for symptoms of depression and anxiety for ACT and the comparison/control group(s). Results: Results indicate that the average within-group pre/post effect sizes for the group-based ACT intervention is.59 (95% CI 0.37–0.81) for anxiety and.73 (95% CI 0.56–0.89) for depression. Discussion: These benchmarks may be used by social workers to evaluate the effectiveness of their group-based ACT intervention and to guide clinical decision making. [ABSTRACT FROM AUTHOR]

Purpose: This article presents a systematic review of research into the teaching and learning of communication skills in social work education. Methods: We conducted a systematic review, adhering to the Cochrane Handbook of Systematic Reviews for Interventions and PRISMA reporting guidelines for systematic reviews and meta-analyses. Results: Sixteen records reporting on fifteen studies met the eligibility criteria. Studies consisted of randomised trials and quasi-experimental designs. Outcome measures included knowledge, attitudes and skills. Significant heterogeneity meant a narrative synthesis rather than meta-analysis was undertaken. Systematic communication skills training supports the development of students' communication skills including the demonstration of expressed empathy and interviewing skills. Discussion: The existing body of literature is limited but promising. Researchers conducting studies into communication skills training should seek to carry out robust and rigorous outcomes-focused studies. Further investigation into the theoretical underpinnings of the educational interventions and the roles played by key stakeholders is also required. [ABSTRACT FROM AUTHOR]

Purpose: Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Methods: Following Arksey and O'Malley's scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies. Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students' affective experiences during the social justice learning activities. Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented. [ABSTRACT FROM AUTHOR]

Purpose: This systematic review aims to examine the effectiveness of interventions that seek to improve outcomes of grandchildren raised by grandparents. Method: A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was undertaken. We searched in Education Resources Information Center (ERIC), Family Studies Abstracts, PubMed, PsycINFO, Social Work Abstracts, Sociological Abstracts, Web of Science, and Google Scholar. Results indicated that grandchildren who participated in these interventions had improvement in their socio-emotional, mental, and behavioral outcomes but had mixed educational outcomes, regardless of research designs and evaluation methods. Two out of eight studies were of high quality, while the rest needed improved rigor in designs and analyses. Conclusions: The review summarized evidence for interventions to improve grandchildren's outcomes and pointed out directions for future research and practice. [ABSTRACT FROM AUTHOR]

Purpose: This study's aim is to review and synthesize the scientific evidence for financial capability interventions that combine financial education and financial products and services to affect financial behavior. Method : A systematic review process was used to search for, screen, and extract data from relevant studies. Following descriptive analysis, we calculated effect sizes. Results: After excluding duplicates, non-relevant and ineligible reports, this review included 24 unique studies. This review identified several different types of previously evaluated financial capability interventions. Few interventions were evaluated by more than one study that measured the same or similar outcomes. Therefore, evidence is sparse about whether financial capability interventions improved participants' financial behaviors and/or outcomes. Conclusion : While each type of financial capability intervention has a unique evidence base, this lack of evidence across financial capability interventions points to the need to develop a more definitive evidence base for financial capability interventions about the financial outcomes. [ABSTRACT FROM AUTHOR]

Purpose: Skills used in the practice of family support workforce are implemented in different settings and frameworks. The conceptual assumptions and epistemological frameworks of diversity are a challenge. Various paradigms of intervention, different sectors, and disciplinary involvement indicate the need to systematize and clarify knowledge in the field. Method: Using preferred reporting items for systematic reviews and meta-analyses guidelines, a systematic review was conducted, including qualitative, quantitative, and mixed-method studies on skills in the practice of family support. Results: The literature was collected in an exhaustive search of several databases, where a set of 8,489 papers was selected. The workforce skills described were the qualities of the professionals, technical skills, and specific knowledge. Discussion: Most of the studies were literature reviews, did not define specific skills, had very small samples, and had issues with bias. We discuss implications for practice in social work as well as the gaps to be covered in further research of family support. [ABSTRACT FROM AUTHOR]

As many as one third of children who reunify from child welfare systems reenter care because of continued child maltreatment. This can have long-term deleterious effects on mental health. Yet, few studies have examined interventions that have been effective in promoting successful reunification or reunification that does not result in recidivism. This study presents findings from a systematic review of interventions that target successful reunification. We searched five academic databases, governmental and educational websites to identify prior literature. Three researchers extracted data from N = 216 studies retrieved and screened in 10 that met all inclusion criteria. However, small sample sizes, lack of replication of studies, and small effect sizes limit the generalizability of findings. As such, the findings from this review highlight a need for more rigorous studies to build the evidence base of post-permanence interventions for families that reunify. [ABSTRACT FROM AUTHOR]

Objective: Behavioral activation constitutes a promising behavioral treatment for depression. Due to its contextual and idiographic approach, the intervention might be well suited for treating depression in culturally diverse populations. Method: The authors conducted a systematic literature review on culturally adapted behavioral activation treatments. Results: Seventeen studies were identified through database searching involving different target populations and a variety of adapted interventions. Circumstances were frequently shaped by cultural values and a wide range of environmental stressors. Adaptations were found in different dimensions including language, content, methods, and context. Across studies, results indicated the effectiveness of behavioral activation and its cultural adaptations for treating depression in their respective target groups. Discussion: The results of this review may serve as an input both for practitioners employing behavioral activation in their daily work with culturally diverse clients and for researchers interested in culturally adapting treatment to specific populations. [ABSTRACT FROM AUTHOR]

Purpose: To examine the effects of Treatment Foster Care on youth with serious behavior problems. Method: Included studies are controlled trials with high or medium quality, published between 1990 and September 2017. The control group consists of youth with serious behavior problems in group care, and the follow-up time was at least 12 months. The review also examines ethical and economic aspects. Results: A total of eight controlled studies were included, consisting of 633 young people and 55 effect sizes. All studies examined the same model, Treatment Foster Care Oregon (TFCO). There is moderate certainty of evidence that TFCO reduces the risk of future criminal behavior and the number of days in locked settings. Furthermore, there is low certainty of evidence that TFCO reduces the risk of delinquent peer associations, drug use, and depression. Discussion: TFCO is to be preferred to group care for youth with serious behavior problems. Ethical and economic implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation studies in SW education and emerging best practices. Method: Using Arksey and O'Malley's scoping review framework to develop the methodology and following the PRISMA-ScR checklist, we selected 52 studies for this review. Results: Most studies were published in North America and included quantitative (37%), qualitative (31%), and mixed methods (33%). Simulation was used to teach generalist and specialized practice with interprofessional practice as the highest area of specialization. Simulation was also used for assessment purposes, and the Objective Structured Clinical Examination was a commonly reported method. We identified several facilitators and barriers to using simulation effectively for teaching and assessment. Conclusions: Our analysis permitted us to identify emerging best practices that can be used to guide teaching. Implications for SW research, teaching, and practice are discussed. [ABSTRACT FROM AUTHOR]

Purpose: To examine the effects of short-term psychological interventions on reducing family stress of economically disadvantaged families. Method: Systematic review and meta-analytic procedures were used to synthesize the results of randomized controlled studies published between 1980 and 2018. Results: The search yielded 8 studies that included results for 1,538 families in total. The risk of bias varied across studies. The meta-analysis results suggest a small positive effect (g =.38, p <.001) on child behavioral problems. Heterogeneity was relatively high and significant. We also found small to moderate effects on parenting stress, parental depression, and parenting quality (g ranging from.30 to.51). Discussion: The findings of this review suggest that short-term psychological interventions may reduce the family stress of economically disadvantaged families, with effect sizes that are comparable to those of interventions delivered to ordinary families. Implications for further research and practice are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This article presents a systematic review of research regarding how best to educate social work students and practitioners concerning of the process of evidence-based practice and/or the application of empirically supported treatments (ESTs). Method: We conducted a systematic review with a narrative synthesis, largely following the Cochrane Handbook of Systematic Reviews for Interventions and PRISMA reporting guidelines for systematic reviews and meta-analyses. Results: Twenty-seven studies met our eligibility criteria. These consisted mostly of uncontrolled designs and their measures relied mainly on learners' self-perception regarding acquisition of declarative and procedural knowledge, motivation, and satisfaction. Reports were mostly positive (88.7%). Conclusions: Research regarding the education of social work students and practitioners about the process of evidence-based practice as well as ESTs is limited. Further investigation is needed concerning the effectiveness of specific teaching methods using controlled designs and more rigorous outcome measures including observation of practice in real-life situations and/or in role-plays. [ABSTRACT FROM AUTHOR]

Objective: Foster family care is associated with adverse short- and long-term consequences for the child. A systematic review was conducted on interventions for foster children and foster careers. Method: A comprehensive search process was used to find eligible interventions evaluated in randomized controlled trials or quasi-experimental studies. The quality of studies was assessed with GRADE, and effects were synthesized using meta-analytic methods. Results: In all, 28 publications of 18 interventions, including 5,357 children, were identified. Only three specific interventions had sufficient confidence of evidence. No study had examined tools for foster parent selection nor had evaluated preservice programs related to outcomes. Discussion: These analyses provide new insights and hope into the field of systematic interventions in foster care. The overall results indicate that it is possible to improve eight outcomes but cannot point out which programs are superior. Ethically, social care organizations should systematically collect knowledge about effects and side effects. [ABSTRACT FROM AUTHOR]

Purpose: This systematic review was undertaken to determine the effectiveness of motivational interviewing (MI), by social workers, on service user outcomes. Methods: A literature search was undertaken between 2007 and 2018. All eligible studies were analyzed using the Critical Appraisal Skills Programme tool. As heterogeneity was high, a narrative synthesis approach was employed, using thematic analysis for categorizing data. Results: Eleven studies met the inclusion criteria and were included in this review. MI had a positive effect on service user experience, but this was not consistent. Training was variable, but the evidence suggests that practitioner's need ongoing training, supervision, or coaching while providing MI. Discussion: There is a paucity of research examining the impact of MI on children, which was a limitation of this review. There is a need for more qualitative research to surface views and experience of service users to determine why MI is effective. [ABSTRACT FROM AUTHOR]

Objective: To identify, appraise, and synthesize studies of interventions to improve labor market outcomes of adults in developing countries with physical and/or sensory disabilities. Method: Systematic review methods, following Campbell Collaboration guidelines, were utilized. A comprehensive search was used to identify relevant studies published between 1990 and 2013, which were graded for study quality and a narrative approach used to synthesize the research evidence. Results: Fourteen studies covering a wide range of interventions met the inclusion criteria. Although individual studies reported improvements in outcomes, heterogeneity was high and studies were generally of poor methodological quality. Conclusions: There is a lack of high-quality research evidence to inform decision-making in this area. Stakeholders should be cautious when interpreting the results of the current evidence base. [ABSTRACT FROM AUTHOR]

Purpose: To examine the effects on anxiety of mindfulness-based interventions (MBIs) among youth with anxiety disorders. Method: Systematic review and meta-analytic procedures were employed to synthesize experimental and quasi-experimental studies authored between 1980 and 2015. Results: The search yielded five studies from five countries reporting results for a total of 188 youth between the ages of 5 and 18 (mean age 13.26) who met criteria for an anxiety disorder. Risk of bias varied across studies. Meta-analytic results suggest a moderate and significant effect (g = .62; 95% confidence interval = [0.20, 1.04], p = .004). Heterogeneity was moderate (I2= 47.22) and not statistically significant (Q = 7.58, df = 4, p = .11), thus moderator analyses were not warranted. Discussion: The findings of this review suggest that MBIs for the treatment of anxiety in youth with anxiety disorders are effective. [ABSTRACT FROM AUTHOR]

Purpose: This article provides benchmark data on within-group effect sizes from published randomized clinical trials supporting the efficacy of dialectical behavioral therapy (DBT) for borderline personality disorder (BPD) in adults aged 18–65 years. Method: Within-group effect sizes were calculated via the Glass approach and adjusted for sample size using Hedges’s g then aggregated to produce benchmarks for symptoms commonly associated with BPD, such as self-harm, depression, and anger. Results: Aggregate within-group effect sizes are presented separately for treatment (DBT) and control (treatment as usual) groups and for interviewer assessed and self-reported outcome measures. Discussion: Community-based practitioners can use these benchmarks as a comparison tool to evaluate the ways in which they are adopting or adapting the DBT intervention and to determine if the intervention should be modified or replaced, given their unique practice setting and client population. [ABSTRACT FROM AUTHOR]

Purpose: To examine the characteristics and effects of culturally adapted substance use interventions with Latino adolescents on substance use outcomes. Methods: Systematic review and meta-analytic methods were used to synthesize effects across studies on substance use outcomes at posttest and follow-up time points. Results: Ten studies comprising 12,546 Latino adolescents met eligibility criteria. Meta-analytic results suggest positive, yet small effects on substance use outcomes at posttest and slightly larger effects at follow-up. A moderate amount of heterogeneity was observed; however, no variables tested explained the variance. The risk of bias assessment revealed that most studies were at high risk for performance and selection bias. Conclusions: Culturally adapted substance use interventions with Latino adolescents may be slightly more effective than other active interventions. We also uncovered important gaps and deficiencies in this body of research, including the need to examine potential secondary benefits of culturally adapted interventions. [ABSTRACT FROM AUTHOR]

Purpose: This article provides benchmark data on within-group effect sizes from published randomized clinical trials (RCTs) supporting the efficacy of trauma-focused cognitive behavioral therapy (TF-CBT) for traumatized children. Methods: Withingroup effect-size benchmarks for symptoms of trauma, anxiety, and depression were calculated via the Glass approach and adjusted for sample size using Hedges' g. Results: Overall TF-CBT and control group benchmarks are presented, as well as specific benchmarks for sexual abuse and mixed trauma, and whether included studies utilized intent-to-treat analysis. Discussion: Community practitioners can use these benchmarks as a comparison tool to evaluate whether the way they are adopting or adapting the TF-CBT intervention is satisfactory, needs to be modified, or should be replaced by a different intervention approach. These benchmarks also have potential utility for future implementation research on TF-CBT assessing which service provision conditions are associated with effect sizes approximating benchmarks provided in this article. [ABSTRACT FROM AUTHOR]

Objectives: To scope evaluations of Indigenous parenting programs designed to improve child psychosocial outcomes. Methods: Electronic databases, gray literature, Indigenous websites and journals, and reference lists were searched. The search was restricted to high-income countries with a history of colonialism. Results: Sixteen studies describing evaluations of 13 programs were found. Most were controlled studies from United States and Australia, targeting child social, emotional, behavioral and mental health outcomes, and these were delivered to groups of parents. Program content focused most often on child development and learning, child behavior management, and parent-child interactions. Some studies reported improvements in child and parent outcomes, though the majority used self-report measures and some were noncontrolled studies. Conclusions: This scoping review provides the first known map of evaluations of programs targeting parents of Indigenous children. There were few rigorous evaluations of effectiveness. A rigorous systematic review is needed to evaluate the strength and extent of these findings. [ABSTRACT FROM AUTHOR]

Objective: This systematic review evaluates the content of effective support provided to practitioners of evidence-based interventions in order to establish and maintain treatment integrity. Method: Four articles covering six outcome studies are included in this review, these studies (1) adequately operationalized treatment integrity procedures and (2) showed sufficient effects of the support on levels of treatment integrity. Results: The results show that an effective support system consists of a minimum combination of training and ongoing support (supervision, consultation, and coaching), preferably extended with booster sessions. Conclusions: The review provides specific information on effective content of this support which practitioners and intervention developers can use in order to establish and maintain treatment integrity of their planned interventions. [ABSTRACT FROM AUTHOR]

The article presents a study which aims to gain more understanding of the efficacy of aftercare programs in reducing the recidivism rates of juvenile offenders. A meta-analysis of 30 eligible primary studies was conducted and the effect size of the aftercare programs was computed to determine its efficacy in reducing the recidivism rates. The analysis reveals that aftercare programs that are well-implemented yielded substantial treatment effects and can reduce recidivism rates.

Purpose: This review evaluates the evidence on the effects of brief strategic family therapy (BSFT) on drug use reduction for young people in treatment for nonopioid drug use. Method: We followed Campbell Collaboration guidelines to prepare this review and ultimately located three studies for final analysis and interpretation. Results: The results are mixed: BSFT does not seem to have better or worse effects on drug use frequency and family functioning than other treatments but has positive effects on treatment retention compared to control conditions. Longer retention in treatment has been identified as a consistent predictor of a favorable outcome from drug use treatment. Discussion: Although it is possible that the length of follow-up in the included studies was insufficient to detect significant changes, it should be noted that the evidence we found was limited, in terms of both the number of studies and their quality. [ABSTRACT FROM PUBLISHER]

Due to evidence linking education and development, funding has been invested in interventions relevant to getting youth into school and keeping them there. This article reports on a systematic review of impact studies of these school enrollment interventions. Reports were identified through electronic searches of bibliographic databases and other methods. To be eligible, studies (1) assessed impact on primary or secondary school enrollment outcomes; (2) used a rigorous design; (3) were conducted in a low- or middle-income nation; (4) included at least one quantifiable measure of enrollment or related outcomes; (5) were available before December 2009; and (6) included data on participants post-1990. A coding instrument extracted data on study characteristics from each report. Standardized mean difference effect sizes were computed for the first effect reported. The sample includes 73 evaluations. The average effect size was positive across all outcomes. However, the results varied. Studies that focused on building new schools and other infrastructure interventions reported the largest average effects. [ABSTRACT FROM PUBLISHER]

The article discusses the study which shows the recommended transition programs to help students with autism spectrum disorders (ASDs) who are exiting public school settings. The study identified the qualitative research that addressed elements of potential successful employments for people with ASD. It suggests future research efforts to develop studies that utilize experimental designs to determine effectiveness of interventions utilized in transition programming for students with ASD.

The article presents a study that examines the effects of school-based interventions on the well-being of military-connected children who attend public or private elementary or secondary schools with parental deployment, parental reintegration, parental military-related trauma or death, or frequent moves. Systematic review methods were used to search, retrieve, select, and analyze studies that met inclusion criteria. The results of the systematic review had been discussed.

The article focuses on a study which investigates the intervention fidelity in research of after school programs serving at-risk students. It discusses several facts which includes components of intervention fidelity: strategies to enhance fidelity, measurement of fidelity, and use of fidelity data in data analysis and interpretation.

Objective: We review all available controlled outcome studies of solution-focused brief therapy (SFBT) to evaluate evidence of its effectiveness. Method: Forty-three studies were located and key data abstracted on problem, setting, SFBT intervention, design characteristics, and outcomes. Results: Thirty-two (74%) of the studies reported significant positive benefit from SFBT; 10 (23%) reported positive trends. The strongest evidence of effectiveness came in the treatment of depression in adults where four separate studies found SFBT to be comparable to well-established alternative treatments. Three studies examined length of treatment and all found SFBT used fewer sessions than alternative therapies. Conclusion: The studies reviewed provide strong evidence that SFBT is an effective treatment for a wide variety of behavioral and psychological outcomes and, in addition, it may be briefer and therefore less costly than alternative approaches. [ABSTRACT FROM AUTHOR]

Objectives: This article presents a systematic evaluation of the effectiveness of interventions aimed at reducing distress in adult victims of rape and sexual violence. Method: Studies were eligible for the review if the assignment of study participants to experimental or control groups was by random allocation or parallel cohort design. Results: Six studies including 405 participants met eligibility criteria. Meta-analyses revealed that specific cognitive and behavioral interventions (cognitive-processing therapy, prolonged exposure therapy, and eye movement desensitization reprocessing) had a statistically significant effect on posttraumatic stress disorder and depression symptoms in comparison to the control groups. Other outcomes that had demonstrated improvement included anxiety, guilt, and dissociation. Conclusion: Many studies assessing the effectiveness of interventions for decreasing trauma symptoms combine victims of sexual violence in adulthood with other trauma-based samples despite the profound differences in these experiences. This review again points to the need for increased research that focuses specifically on the effectiveness of treatment models for adult victims of sexual violence. [ABSTRACT FROM AUTHOR]

The article reports on the findings of a review of empirical studies examining the implementation of evidence-based practice (EBP) in the human services. Eleven studies were located that defined EBP as a research-informed, clinical decision-making process and identified barriers and facilitators to EBP implementation. A thematic analysis of the findings of the 11 studies produced a list of barriers to EBP implementation grouped in terms of inadequate agency resources dedicated to EBP; skills and knowledge of practitioners; organizational culture; the research environment; practitioner attitudes; and inadequate supervision. Given the limited and exploratory nature of available research on EBP implementation, tentative findings suggest that to facilitate the uptake of EBP in social work and human services practice, strategically driven, adequately resourced, multifaceted approaches to EBP capacity building in organizations are needed. [ABSTRACT FROM AUTHOR]

Objectives: Assess the state of evidence regarding impacts of youth empowerment programs (YEPs) on adolescents’ (ages 10–19) self-efficacy and self-esteem, as well as other social, emotional, and behavioral outcomes. Method: Systematic searches of databases combined with an international outreach to identify experimental or quasi-experimental trials of community interventions that regularly involved youths in decision making. Results: Of the 8,789 citations identified, 3 studies met the inclusion criteria. None reported significant effects on the review’s primary outcomes. Data from only two studies on self-efficacy could be meta-analyzed (combined N = 167). Results found no significant intervention effect on self-efficacy (z = 1.21; 95% confidence interval [CI]: [−0.12, 0.49]). Significant effects were found for some secondary outcomes, but these were inconsistent across studies. Conclusions: The review reveals insufficient evidence of YEPs’ impacts. Further research is needed using well-implemented models with clear theories of change, larger samples, and rigorous impact study designs complemented by mixed-methods process evaluation. [ABSTRACT FROM PUBLISHER]

This review summarizes existing evidence on interventions to address substance use problems among homeless youth. Fifteen studies met the inclusion criteria of the review. The quality of included studies was analyzed using explicit and well-validated criteria. Interventions evaluated ranged from individual-focused therapies such as brief motivational intervention, community reinforcement approach, and knowledge and skills training, to broader interventions such as family therapy, support groups, and shelter-based health care and housing programs. Participants reported improvements in substance use outcomes over time in most of the studies. However, the superiority of a specific intervention is difficult to determine because of the heterogeneity of the interventions and the few studies conducted on each intervention. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Objective: Examine the effects of indicated interventions on attendance with chronic truant students. Method: Systematic review and meta-analytic methods, following Campbell Collaboration guidelines, were utilized. A comprehensive search identified 5 randomized and 11 quasi-experimental studies. Results: The mean effect on attendance outcomes was moderate, positive, and significant, g = .46, 95% confidence interval [.30, .62], p < .05, translating into an improvement in attendance by an average of 4.69 days; however, significant heterogeneity was observed. Moderator analyses found no significant differences in mean effects between studies on variables tested. Discussion: Chronic truant students benefit from interventions targeting attendance behaviors; however, no program stood out as being more effective than others. Mean rates of absenteeism at posttest in most studies remained above acceptable levels, indicating a need for more effective interventions. The paucity of research, gaps, and deficiencies affirm the need for strengthening the evidence base. Recommendations for practice, policy, and research are discussed. [ABSTRACT FROM AUTHOR]

Objectives: This qualitative synthesis explores the voices of children in the context of child custody disputes over the last 20 years. The purpose was to (1) systematically retrieve qualitative studies to explore children’s views and preferences in the context of decision making postseparation and divorce and (2) explore how children’s voices are being heard or not. Method: Qualitative studies were identified through a systematic retrieval process using an inclusion and exclusion criteria. A meta-ethnographic approach was used for the qualitative synthesis of included studies. Results: Thirty-five qualitative studies were included in the final analysis, involving 1,325 children from 11 countries. Conclusions: Findings reveal that children generally want to be engaged in the decision-making process regarding custody and access, even if they are not making the final decisions. Implications for social work practice and policy are discussed, including providing space for children’s voices within the context of this work. [ABSTRACT FROM AUTHOR]

Objective: This meta-analytic review assesses the effectiveness of substance abuse interventions to reduce adolescent cannabis use. Method: A systematic search identified 15 randomized controlled evaluations of interventions to reduce adolescent cannabis use published between 1960 and 2008. The primary outcome variables, frequency of cannabis use, and quantity of cannabis use, were measured between 1 month and 1 year posttreatment completion. Results: Analyses of random effects models revealed similarly moderate effects for individual (g = -.437; 95% CI = [-.671, -.203]) and family-based treatments (g = -.404; 95% CI = [-.613, -.195]). Substance abuse treatments are associated with moderate reductions in cannabis use although effect sizes tended to wane with greater length of time posttreatment. Discussion: Substance abuse treatment programs should consider implementing evidence-based interventions highlighted in this meta-analysis that fit the needs and characteristics of their client base and agency setting. [ABSTRACT FROM AUTHOR]