Psychosocial Prevention Programs Research Articles

Assessment of Psychosocial Programs to Prevent Sexual Violence During Adolescence

Sexual violence is a public health problem that affects adolescents globally. To our knowledge, no meta-analysis of prevention programs for adolescent sexual violence has been conducted. To perform a systematic review and meta-analysis of randomized clinical trials evaluating the efficacy of psychosocial programs for preventing sexual violence during adolescence. Peer-reviewed articles published in English were searched in PsycINFO, ERIC, PsycArticles, PubMed, and Web of Science databases through December 2021. Studies were included if they were randomized clinical trials assessing the efficacy of a psychosocial prevention program targeting sexual violence and delivered to adolescents aged 10 to 19 years. Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) guidelines were followed to identify studies. The quality of individual studies was assessed with the Revised Cochrane Collaboration Risk of Bias tool. A random-effects model was used to pool odds ratios (ORs). Exploratory subgroup and metaregression analyses were performed to evaluate the associations between moderators and effect sizes. Primary outcomes were perpetration of sexual violence, experience of sexual violence, and a composite measure of any perpetration or experience of sexual violence. Data were analyzed from 20 trials involving 37 294 adolescents. Compared with control conditions, prevention programs were associated with a significant reduction in the perpetration (OR, 0.83; 95% CI, 0.73-0.95; P = .005) and experience (OR, 0.87; 95% CI, 0.78-0.98; P = .02) of sexual violence, as well as a 13% significant reduction of any sexual violence (OR, 0.87; 95% CI, 0.78-0.97; P = .009). Exploratory analyses of the combination of program setting and participant age indicated that programs that were delivered in school settings and targeted at adolescents aged 15 to 19 years yielded significantly larger effect sizes (Cochran Q = 4.8; P = .03) compared with programs that were either delivered outside of a school setting or targeted younger adolescents. Quality assessment of trials revealed concerns of risk of bias across several included studies. In this meta-analysis, evidence suggested that prevention programs were associated with reducing adolescent sexual violence, especially when implemented at school with older adolescents. However, there is need for additional high-quality research. Prevention of adolescent sexual violence remains understudied compared with other similarly important public health prevention targets.

Sexual abuse, psychological symptoms and hopelessness among runaway female adolescents in Turkey

ABSTRACT This seminal study from Turkey investigates sexual abuse (SA) victimization, psychological symptoms, and hopelessness in female adolescents with runaway behavior. A total of 76 female adolescent participants aged 15–18 completed the Brief Symptom Inventory (BSI) and Beck Hopelessness Scale (BHS). Among these adolescents, 63.1% (n = 48) were victims of SA, 61.8% (n = 47) had a Global Severity Index (GSI) T-score of 63 or above, and 68.4% (n = 52) had moderate–severe hopelessness. Although there was no significant difference, the SA rate was higher in those who had experienced SA before running away. ‘Intrafamilial relationship problems’ and ‘SA-related factors’ were the most frequently reported reasons for runaway behavior. Victims of SA had significantly higher scores in all BSI subdimensions and global symptom severity than those previously not SA victims. The results suggest that high levels of psychological symptoms, hopelessness, history of SA, and poor parent–child relationships are possible factors that can describe female adolescents who have run away from home. Psychosocial prevention programs involving adolescents and parents are needed to prevent at-risk female adolescents from running away from home.

Polyvictimization among a juvenile Portuguese sample

Introduction Some adolescents experience more than one type of abuse [1] that can occur under different incidents during childhood and/or juvenile development [2]. Polyvictimization can be defined as the experience of four or more types of violence, including childhood neglect, psychological, physical or sexual abuse, witnessing violence [3]. In Portugal, studies on polyvictimization are very scarce [4]. The objectives of the current study are to analyse the prevalence of polyvictimization in a sample of Portuguese youth, to compare differences in polyvictimization between age and gender groups, and to verify the probability of occurrence of different types of victimisation among boys and girls. Materials and methods The sample was composed of 849 participants, with 459 girls and 390 boys, and ages between 12 and 17 years old (M = 13.70, SD = 1.43). The study was conducted in Portuguese schools. The data collection was conducted according to ethical principles, with the authorisation of the schools, the parents, and the youth. Participants answered face to face to a sociodemographic questionnaire and to the Juvenile Victimisation Questionnaire (JVQ) that assesses to conventional crimes, child maltreatment, peer and sibling victimisation, sexual victimisation, and witnessing and indirect victimisation [4]. Results Over the last year, 67% (n = 388) of the participants had experienced at least one type of victimisation. The results reported differences in polyvictimization concerning age groups and not between gender groups. The difference between the group 12–14 years and the group 15–17 years was significant [χ 2(3, n = 849) = 8.793, p = .032], and dependent on polyvictimization. Concerning gender groups, the difference in victimisation levels between boys and girls was not significant. However, the probability of occurrence of the various forms of victimisation was different between genders. Boys showed higher probability of occurrence of assault without weapon (OR = 0.430; p < .01; boys = 20.8%, girls = 14.2%), attempted assault (OR = 0.540; p < .01; boys = 18.5%; girls = 10.9%), nonsexual genital assault (OR = 0.241; p < .001; boys = 15.9%; girls = 4.4%), and burglary of family household (OR = 0.407; p < .05; boys = 6.2%, girls = 2.6%). However, girls revealed higher probability of occurrence of psychological/emotional abuse (OR = 1.672; p <.01; boys = 17.9%; girls = 26.8%). Discussion and conclusions This research studies the polyvictimization in a Portuguese sample of youth. The results highlight the high prevalence of victimisation among young Portuguese youth. They also point out the differences between boys and girls concerning the types of victimisation and between the oldest and the youngest concerning polyvictimization. Our results are in line with some recent researches [5,6], and they can help to develop future psychosocial prevention programs.

Psychosocial Prevention Programs against Radicalization and Extremism: A Meta-Analysis of Outcome Evaluations

espanolRESUMEN La radicalizacion y el extremismo violento por causas politicas, religiosas o de otro tipo es un tema prioritario en muchos paises. Ademas, mas alla de las medidas de servicios de inteligencia y policiales, hay un aumento de los programas de prevencion psicosocial en este campo. Sin embargo, no se sabe mucho de su eficacia. Para llenar este vacio en la investigacion llevamos a cabo una revision sistematica internacional y un meta-analisis de la evaluacion de los resultados. Revisamos alrededor de 14,000 informes sobre prevencion del extremismo, pero a pesar de que utilizamos un criterio de seleccion de articulos amplio solo encontramos nueve evaluaciones de resultados mas o menos bien controladas de siete paises. Seis programas abordaban el extremismo religioso/etnico, uno el nacionalista/separatista y uno consistia en un ensayo controlado aleatorizado (ECA). En general, los programas mostraron un efecto promedio positivo y significativo en los resultados comportamentales y psicosociales relacionados con el extremismo (d = 0.50, SE = 0.12). En cuanto a los efectos especificos de los programas en las dimensiones psicosociales, tal como las actitudes extremistas, encontramos unos efectos similares (d = 0.56, SE = 0.11). Hallamos efectos mayores en los programas con grupos diana de antecedentes etnicos mixtos y enfoques que se dirigian tanto a sujetos en riesgo como a participantes de la poblacion general. A pesar de unos resultados prometedores, la escasa validez interna de la mayoria de las evaluaciones y el bajo numero estudios que cumplian los criterios de seleccion limitan la generalizacion. En consecuencia, se necesitan mas estudios con disenos de buena calidad. Estos ayudarian a asignar los recursos sobre la base de evidencia cientifica y proporcionarian una mejor comprension de los mecanismos de prevencion con exito del extremismo violento y la radicalizacion. EnglishABSTRACT Politically, religiously, and otherwise motivated radicalization and violent extremism is a topic of high priority in many countries. Therefore, beyond intelligence and police measures, there is a strong increase of psychosocial prevention programs in this field. However, little is known about their effectiveness. We aimed to fill this research gap by conducting a systematic international review and meta-analysis of outcome evaluations. We screened about 14,000 reports on the topic of extremism prevention, but in spite of broad criteria of eligibility, we only found nine more or less well-controlled outcome evaluations from seven countries. Six programs addressed religious/ethnic extremism, one targeted nationalist/separatist extremism, and one different types of extremism. Most evaluations had a quasi-experimental pre-post design, only one contained a randomized controlled trial (RCT). Overall, programs had a significant mean positive effect on behavioral and psychosocial outcomes related to extremism (d = 0.50, SE = 0.12). Regarding the specific effects of the programs on psychosocial aspects such as for example extremist attitudes alone, we found similar results (d = 0.56, SE = 0.11). We found stronger effects for programs with target groups from mixed ethnic backgrounds and approaches addressing both at-risk individuals and participants from the general population. Despite these promising results, the low internal validity of most evaluations and small number of eligible studies limit generalization. More high-quality evaluations are clearly needed. These would help to allocate resources in an evidence-oriented manner and provide a better understanding of the mechanisms of successfully preventing radicalization and violent extremism.

Preventing Onset of Anxiety Disorders in Offspring of Anxious Parents: A Randomized Controlled Trial of a Family-Based Intervention.

The authors examined the efficacy of a family-based intervention to prevent the onset of anxiety disorders in offspring of anxious parents. Participants were 136 families with a parent meeting DSM-IV criteria for an anxiety disorder and one child 6-13 years of age without an anxiety disorder. Families were randomly assigned to the family-based intervention (N=70) or to an information-monitoring control condition (N=66). All families were expected to complete assessments, administered by blind interviewers, at baseline, at the end of the intervention (or 8 weeks after randomization) and at 6- and 12-month follow-ups. Onset of any anxiety disorder and anxiety symptom severity (assessed using the Anxiety Disorders Interview Schedule for Children) at 12 months were the primary and secondary outcome measures, respectively. The incidence of child anxiety disorders was 31% in the control group and 5% in the intervention group (odds ratio=8.54, 95% CI=2.27, 32.06). At the 1-year follow-up, youths in the control group also had higher anxiety symptoms ratings than those in the intervention group. Effect sizes were medium to large (0.81 at 6 months and 0.57 at 12 months for anxiety symptoms), and the number needed to treat was 3.9 at 12 months. Significant moderators included baseline levels of child anxiety; significant mediators were parental distress and modeling of anxiety. Child maladaptive cognitions and parental anxiety did not mediate outcomes. A brief psychosocial prevention program holds promise for reducing the 1-year incidence of anxiety disorders among offspring of anxious parents.

Psychosocial perspectives and the issue of prevention in childhood obesity.

A dramatic increase in childhood overweight/obesity has been recognized globally over the past 50 years. This observed increase may reflect genetic, as well as psychological, environmental, and socio-cultural influences. In the first part of this review, we present an updated summary of the psychosocial factors associated with this change and discuss possible ways in which they operate. Among these factors, lower socio economic status (in both industrialized and non-industrialized countries), being female, belonging to a minority group, and being exposed to adverse life events may all be associated with a greater risk of childhood overweight/obesity. These influences may be mediated via a variety of mechanisms, in particular above-average food intake of low nutritional quality and reduction in physical activity. Other important psychosocial mediators include the influence of the family and peer environment, and exposure to the media. In the second part of the review, we discuss the potential of psychosocial prevention programs to intervene in the processes involved in the rise of childhood overweight/obesity. Two points are emphasized. First, prevention programs should be multidisciplinary, combining the knowledge of experts from different professions, and taking into consideration the important role of the family environment and relevant influential social organizations, particularly school. Second, effective change is unlikely to occur without large-scale programs carried out on a public policy level.

Psychosocial adjustment of epilepsy patients in Cyprus

This study investigated aspects of psychosocial adjustment in epilepsy patients in Cyprus. Sixty-three patients under 55years of age with idiopathic or symptomatic epilepsy and 89 neurologically matched healthy volunteers participated. Subjects completed the State and Trait Anxiety Inventory and the Beck Depression Inventory; patients with epilepsy also completed the Epilepsy Foundation Concerns Index. Results showed that patients with symptomatic epilepsy had significantly higher scores on state and trait anxiety and depressive symptoms. Sociodemographic characteristics including gender, marital status, and education levels contributed to differences in trait and state anxiety, depressive symptom scales, autonomy concerns, and fear for seizure recurrence. Variables such as poor seizure control and use of polytherapy were associated with lower adjustment scores and reduced psychosocial outcome. Finally, patients with epilepsy scored significantly higher on depression and anxiety symptoms. The results provide further evidence on challenges patients with epilepsy face and on the need for implementing psychosocial prevention programs.

Effects of family foundations on parents and children: 3.5 years after baseline.

This study investigated the ability of a psychosocial prevention program implemented through childbirth education programs to enhance the coparental and couple relationship, parental mental health, the parent-child relationship, and child outcomes. A sample of 169 heterosexual, adult couples expecting their first child was randomized to intervention and control conditions. The intervention families participated in Family Foundations, a series of eight classes delivered before and after birth, which was designed as a universal prevention program (i.e., applicable to all couples, not just those at high risk). Intent-to-treat analyses utilizing data collected from child age 6 months through 3 years indicated significant program effects on parental stress and self-efficacy, coparenting, harsh parenting, and children's emotional adjustment among all families, and maternal depression among cohabiting couples. Among families of boys, program effects were found for child behavior problems and couple relationship quality. These results indicate that a universal prevention approach at the transition to parenthood focused on enhancing family relationships can have a significant and substantial positive impact on parent and child well-being.

Establishing family foundations: intervention effects on coparenting, parent/infant well-being, and parent-child relations.

This study investigated the ability of a theoretically driven, psychosocial prevention program implemented through childbirth education programs to enhance the coparental relationship, parental mental health, the parent-child relationship, and infant emotional and physiological regulation. A sample of 169 heterosexual, adult couples who were expecting their 1st child was randomized to intervention and control conditions. The intervention families participated in Family Foundations, a series of 8 classes, delivered before and after birth, that was designed as a universal prevention program (i.e., it was applicable to all couples, not just those at high risk). Intent-to-treat analyses indicated significant program effects on coparental support, maternal depression and anxiety, distress in the parent-child relationship, and several indicators of infant regulation. Intervention effects were not moderated by income, but greater positive impact of the program was found for lower educated parents and for families with a father who reported higher levels of insecure attachment in close relationships. These findings support the view that coparenting is a potentially malleable intervention target that may influence family relationships as well as parent and child well-being.

School Climate and Implementation of a Preventive Intervention

Although there has been wide dissemination of research-based psychosocial prevention programs, a similarly strong research base to guide program implementation has been lacking. Program implementation has been particularly difficult for schools, due partly to insufficient understanding of how school ecologies interact with these programs. This study examined the effects of multiple dimensions of school climate on level and rate of change in implementation of a violence prevention intervention across three school years. Using multi-level modeling, the study found that teacher-reported support between staff and among teachers and students predicted higher average levels of implementation. Teacher-reported administrative leadership predicted greater growth in implementation across 3 years. Findings offer implications for an ecological model of program implementation that considers school-level contextual effects on adoption and sustainability of new programs in schools.

School-Based Interventions for Aggressive and Disruptive Behavior: Update of a Meta-Analysis

Research about the effectiveness of school-based psychosocial prevention programs for reducing aggressive and disruptive behavior was synthesized using meta-analysis. This work updated previous work by the authors and further investigated which program and student characteristics were associated with the most positive outcomes. Two hundred forty-nine experimental and quasi-experimental studies of school-based programs with outcomes representing aggressive and/or disruptive behavior were obtained. Effect sizes and study characteristics were coded from these studies and analyzed. Positive overall intervention effects were found on aggressive and disruptive behavior and other relevant outcomes. The most common and most effective approaches were universal programs and targeted programs for selected/indicated children. The mean effect sizes for these types of programs represent a decrease in aggressive/disruptive behavior that is likely to be of practical significance to schools. Multicomponent comprehensive programs did not show significant effects and those for special schools or classrooms were marginal. Different treatment modalities (e.g., behavioral, cognitive, social skills) produced largely similar effects. Effects were larger for better-implemented programs and those involving students at higher risk for aggressive behavior. Schools seeking prevention programs may choose from a range of effective programs with some confidence that whatever they pick will be effective. Without the researcher involvement that characterizes the great majority of programs in this meta-analysis, schools might be well-advised to give priority to those that will be easiest to implement well in their settings.

Body dissatisfaction, drive for thinness, and self‐esteem in African American college females

AbstractNinety‐five African American undergraduate females who were attending three predominately Caucasian universities were evaluated for body dissatisfaction and drive for thinness as well as on four dimensions of self‐concept (physical, social, academic, and personal competence). The participants were largely middle class, with 78% reporting parental education levels between high school to college graduation. Results indicated body dissatisfaction and drive for thinness at levels commensurate with Caucasian samples. A hierarchial multiple regression found a combination of physical self‐concept, drive for thinness, and personal competence to be highly predictive of body dissatisfaction in this sample. Using this model, an effective psychosocial prevention program that focused on reduction of risk factors (e.g., drive for thinness) and enhancement of protective factors (e.g., satisfaction with physical appearance and abilities, personal efficacy) would be advantageous. It is suggested that prevention programming with African American women occur within a cultural context that may provide further support. That is, it may be beneficial to facilitate a critical evaluation of current social mores, encourage personal value clarification, and enhance individual resilience within a context of cultural pride. © 2001 John Wiley &amp; Sons, Inc.

Adolescent Self-Esteem and Cognitive Skills Training: A School-Based Intervention

We developed and evaluated a school-based psychosocial prevention program for adolescents, focusing on self-esteem, negative cognitive processes, and peer isolation. Fifty-one tenth-grade students between the ages of 13-16 were recruited and randomly allocated to one of three groups; Social Cognitive Training group (SCT), Attention Placebo Comparison Group (APC) and a Waitlist Control group (WL). A pre-post design using two types of measures: specific measures of the target skills (self-esteem, self-statements) and impact measures (quality of peer relationships, acceptability of intervention for adolescents and teachers) evaluated the effectiveness and social validity of the intervention. Multivariate Analyses of Variance showed significant improvements on measures of target skills for the SCT group in contrast to the comparison conditions on reported self-esteem, and self statements, however mixed results were found on the impact measures. While the SCT group was rated as highly acceptable and useful by both adolescents and teachers, student self report ratings of quality of peer relationships showed little change across the study period. We discussed our findings in terms of the effectiveness of group based cognitive interventions in developing adolescent self-esteem and social competence, and the ecological validity of implementing programs within naturalistic settings.