Skip to main content

Advertisement

SpringerLink
Log in

The Effectiveness of Psychosocial Interventions Delivered by Teachers in Schools: A Systematic Review and Meta-Analysis

  • Published:
Clinical Child and Family Psychology Review Aims and scope Submit manuscript

Abstract

The growing mental health needs of students within schools have resulted in teachers increasing their involvement in the delivery of school-based, psychosocial interventions. Current research reports mixed findings concerning the effectiveness of psychosocial interventions delivered by teachers for mental health outcomes. This article presents a systematic review and meta-analysis that examined the effectiveness of school-based psychosocial interventions delivered by teachers on internalizing and externalizing outcomes and the moderating factors that influence treatment effects on these outcomes. Nine electronic databases, major journals, and gray literature (e.g., websites, conference abstract) were searched and field experts were contacted to locate additional studies. Twenty-four studies that met the study inclusion criteria were coded into internalizing or externalizing outcomes and further analyzed using robust variance estimation in meta-regression. Both publication and risk of bias of studies were further assessed. The results showed statistically significant reductions in students’ internalizing outcomes (d = .133, 95% CI [.002, .263]) and no statistical significant effect for externalizing outcomes (d = .15, 95% CI [−.037, .066]). Moderator analysis with meta-regression revealed that gender (%male, b = −.017, p < .05), race (% Caucasian, b = .002, p < .05), and the tier of intervention (b = .299, p = .06) affected intervention effectiveness. This study builds on existing literature that shows that teacher-delivered Tier 1 interventions are effective interventions but also adds to this literature by showing that interventions are more effective with internalizing outcomes than on the externalizing outcomes. Moderator analysis also revealed treatments were more effective with female students for internalizing outcomes and more effective with Caucasian students for externalizing outcomes.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

*Indicates articles included in this review

  • Amaral, G., Geierstanger, S., Soleimanpour, S., & Brindis, C. (2011). Mental health characteristics and health-seeking behaviors of adolescent school-based health center users and nonusers. Journal of School Health, 81(3), 138–145.

    Article  PubMed  Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Book  Google Scholar 

  • Anderson-Butcher, D., & Ashton, D. (2004). Innovative models of collaboration to serve children, youths, families, and communities. Children & Schools, 26(1), 39–53.

    Article  Google Scholar 

  • Bain, R. M., & Diallo, A. F. (2016). Mental health services in school-based health centers: Systematic review. The Journal of School Nursing: The Official Publication of the National Association of School Nurses, 32(1), 8.

    Article  Google Scholar 

  • Barnes, T., Smith, S., & Miller, M. (2014). School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis. Aggression and Violent Behavior, 19(4), 311–321.

    Article  Google Scholar 

  • Baskin, T. W., Slaten, C. D., Sorenson, C., Glover-Russell, J., & Merson, D. N. (2010). Does youth psychotherapy improve academically related outcomes? A meta-analysis. Journal of Counseling Psychology, 57(3), 290.

    Article  PubMed  Google Scholar 

  • Bender, W. N., & Shores, C. (Eds.). (2007). Response to intervention: A practical guide for every teacher. New York: Corwin Press.

    Google Scholar 

  • *Benner, G. J., Nelson, J. R., Sanders, E. A., & Ralston, N. C. (2012). Behavior intervention for students with externalizing behavior problems: Primary-level standard protocol. Exceptional Children, 78(2), 181–198.

    Article  Google Scholar 

  • Berzin, S. C., O’Brien, K. H. M., Frey, A., Kelly, M. S., Alvarez, M. E., & Shaffer, G. L. (2011). Meeting the social and behavioral health needs of students: Rethinking the relationship between teachers and school social workers. Journal of School Health, 81(8), 493–501.

    Article  PubMed  Google Scholar 

  • *Botvin, G. J., & Griffin, K. W. (2006). Preventing youth violence and delinquency through a universal school-based prevention approach. Prevention Science, 7(1), 403–408.

    Article  PubMed  Google Scholar 

  • *Botvin, G. J., Griffin, K. W., Diaz, T., & Ifill-Williams, M. (2001). Preventing binge drinking during early adolescence: One- and two-year follow-up of a school-based preventive intervention. Psychology of Addictive Behaviors, 15(4), 360–365.

    Article  PubMed  Google Scholar 

  • *Brown, E. C., Low, S., Smith, B. H., & Haggerty, K. P. (2001). Outcomes from a school-randomized controlled trial of steps to respect: A bullying prevention program. School Psychology Review, 40(3), 423–443.

    Google Scholar 

  • *Cappella, E., Hamre, B., Kim, H. Y., Henry, D. B., Frazier, S. L., & Atkins, M. S. (2012). Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools. Journal of Consulting and Clinical Psychology, 80(4), 597–610.

    Article  PubMed  PubMed Central  Google Scholar 

  • *Chaplin, T. M., Gillham, J. E., Reivich, K., Elkon, A. G. L., Samuels, B., Freres, D. R., et al. (2006). Depression prevention for early adolescent girls: A pilot study of all girls versus co-ed groups. Journal of Early Adolescence, 26(1), 110–126.

    Article  PubMed  PubMed Central  Google Scholar 

  • Chitiyo, M., & Wheeler, J. J. (2009). Challenges faced by school teachers in implementing positive behavior support in their school systems. Remedial and Special Education, 30(1), 58–63.

    Article  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Academic Press.

    Google Scholar 

  • Colins, O., Vermeiren, R., Vreugdenhil, C., van den Brink, W., Doreleijers, T., & Broekaert, E. (2010). Psychiatric disorders in detained male adolescents: A systematic literature review. The Canadian Journal of Psychiatry, 55(4), 255–263.

    Article  PubMed  Google Scholar 

  • Cooper, H. (2016). Research synthesis and meta-analysis: A step-by-step approach. New York: SAGE Publication.

    Google Scholar 

  • Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis (2nd ed.). New York: Russell Sage Foundation.

    Google Scholar 

  • *Crean, H. F., & Johnson, D. B. (2013). Promoting alternative thinking strategies (PATHS) and elementary school aged children’s aggression: Results from a cluster randomized trial. American Journal of Community Psychology, 52(1), 56–72.

    Article  PubMed  Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 474–501.

    Article  Google Scholar 

  • Eiraldi, R., Power, T. J., Schwartz, B. S., Keiffer, J. N., McCurdy, B. L., Mathen, M., et al. (2016). Examining effectiveness of group cognitive-behavioral therapy for externalizing and internalizing disorders in urban schools. Behavior Modification, 40(4), 611–639.

    Article  PubMed  PubMed Central  Google Scholar 

  • England, M. J., Butler, A. S., & Gonzales, M. L. (2015). Psychosocial interventions for mental and substance use disorders: A framework for establishing evidence-based standards. Washington, DC: The National Academy Press.

    Google Scholar 

  • *Eron, L., Huesmann, R., Spindler, Guerra, N., Henry, D., Tolan, P., et al. (2002). A cognitive-ecological approach to preventing aggression in urban settings: Initial outcomes for high-risk children. Journal of Consulting and Clinical Psychology, 70(1), 179–194.

    Article  Google Scholar 

  • Ferri, B. A. (2012). Undermining inclusion? A critical reading of response to intervention (RTI). International Journal of Inclusive Education, 16(8), 863–880.

    Article  Google Scholar 

  • *Fonagy, P., Twelow, S. W., Vernberg, E. M., Nelson, J. M., Dill, E. J., Little, T. D., et al. (2009). A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression. Journal of Child Psychology and Psychiatry, 50(5), 607–616.

    Article  PubMed  Google Scholar 

  • Franklin, C. G., Kim, J. S., Ryan, T. N., Kelly, M. S., & Montgomery, K. L. (2012). Teacher involvement in school mental health interventions: A systematic review. Children and Youth Services Review, 34(5), 973–982.

    Article  Google Scholar 

  • *Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V. S., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the steps to respect program. Developmental Psychology, 41(3), 479–491.

    Article  PubMed  Google Scholar 

  • Frey, A., Lingo, A., & Nelson, C. M. (2011). Positive behavior support and response to intervention in elementary schools. In H. Walker & M. K. Shinn (Eds.), Interventions for achievement and behavior problems: Preventive and remedial approaches (pp. 397–433). National Association for School Psychologists: Bethesda.

    Google Scholar 

  • Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99.

    Article  Google Scholar 

  • Garcia, A. R., Kim, M., & DeNard, C. (2016). Context matters: The state of racial disparities in mental health services among youth reported to child welfare in 1999 and 2009. Children and Youth Services Review, 66, 101–108.

    Article  Google Scholar 

  • *Gillham, J. E., Reivich, K. J., Brunwasser, S. M., Freres, D. R., Chajon, N. D., Kash-MacDonald, V. M., et al. (2012). Evaluation of a group cognitive-behavioral depression prevention program for young adolescents: A randomized effectiveness trial. Journal of Clinical Child & Adolescent Psychology, 41(5), 621–639.

    Article  Google Scholar 

  • *Gillham, J. E., Reivich, K. J., Freres, D. R., Chaplin, T. M., Shatte, A., Samuels, B., et al. (2007). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program. Journal of Consulting and Clinical Psychology, 75(1), 9–19.

    Article  PubMed  PubMed Central  Google Scholar 

  • Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3–8.

    Article  Google Scholar 

  • Gleser, L. J., & Olkin, I. (2009). Stochastically dependent effect sizes. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis. New York, NY: Russell Sage Foundation.

    Google Scholar 

  • Greenfield, R., Rinaldi, C., Proctor, C. P., & Cardarelli, A. (2010). Teachers’ perceptions of a response to intervention (RTI) reform effort in an urban elementary school: A consensual qualitative analysis. Journal of Disability Policy Studies, 21(1), 47–63.

    Article  Google Scholar 

  • Gulliver, A., Griffiths, K. M., & Christensen, H. (2010). Perceived barriers and facilitators to mental health help-seeking in young people: A systematic review. BMC Psychiatry, 10(1), 1.

    Article  Google Scholar 

  • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665–679.

    Article  PubMed  Google Scholar 

  • Hawkins, S. M., & Heflin, L. J. (2010). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions, 13(2), 97–108.

    Article  Google Scholar 

  • *Hecht, M. L., Marsiglia, F. F., Elek, E., Wagstaff, D. A., Kulis, S., Dustman, P., et al. (2003). Culturally grounded substance use prevention: An evaluation of the keepin’ it R.E.A.L. Curriculum. Prevention Science, 4(4), 233–248.

    Article  PubMed  Google Scholar 

  • Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. San Diego, CA: Academic Press.

    Google Scholar 

  • Hedges, L. V., Tipton, E., & Johnson, M. C. (2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1(1), 39–65.

    Article  PubMed  Google Scholar 

  • Helker, W. P., Schottelkorb, A. A., & Ray, D. (2007). Helping students and teachers CONNECT: An intervention model for school counselors. Journal of Professional Counseling, Practice, Theory, & Research, 35(2), 31–45.

    Google Scholar 

  • Higgins, J. P. T., & Green S. (Eds.). (2011) Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 [updated March 2011]. The Cochrane Collaboration. Retrieved from: www.handbook.cochrane.org.

  • Higgins, J. P., Altman, D. G., Gøtzsche, P. C., Jüni, P., Moher, D., Oxman, A. D., et al. (2011). The Cochrane collaboration’s tool for assessing risk of bias in randomised trials. BMJ, 343, d5928.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hoagwood, K. E., Olin, S. S., Kerker, B. D., Kratochwill, T. R., Crowe, M., & Saka, N. (2007). Empirically based school interventions targeted at academic and mental health functioning. Journal of Emotional and Behavioral Disorders, 15(2), 66–92.

    Article  Google Scholar 

  • *Holt, L. J., Bry, B. H., & Johnson, V. L. (2008). Enhancing school engagement in at-risk, urban minority adolescents through a school-based, adult mentoring intervention. Child & Family Behavior Therapy, 30(4), 297–318.

    Article  Google Scholar 

  • Huey, S. J., & Polo, A. J. (2008). Evidence-based psychosocial treatments for ethnic minority youths. Journal of Clinical Child & Adolescent Psychology, 371, 262–301.

    Article  Google Scholar 

  • IBM SPSS Statistics [computer program]. (2015). Version 23.0. Chicago, Illinois: SPSS Inc.

  • *Iovannone, R., Greenbaum, P. E., Wang, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized controlled trial of the prevent-teach-reinforce (PTR) tertiary intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17(4), 213–225.

    Article  Google Scholar 

  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.

    Article  Google Scholar 

  • Kavale, K. A., Holdnack, J. A., & Mostert, M. P. (2005). Responsiveness to intervention and the identification of specific learning disability: A critique and alternative proposal. Learning Disability Quarterly, 28(1), 2–16.

    Article  Google Scholar 

  • Kearney, C. A. (2016). Managing school absenteeism at multiple tiers: An evidence-based and practical guide for professionals. New York: Oxford University Press.

    Book  Google Scholar 

  • Kelly, M. S. (2008). The domains and demands of school social work practice: A guide to working effectively with students, families and schools. New York: Oxford University Press.

    Book  Google Scholar 

  • Konstantopoulos, S., & Hedges, L. V. (2009). Analyzing effect sizes: Fixed-effect models. In H. Cooper, L. V. Hedges, & J. Valentine (Eds.), The handbook of research synthesis and meta-analysis (2nd ed., pp. 279–293). New York: Russell Sage Foundation.

    Google Scholar 

  • *Leff, S. S., Gullan, R. L., Paskewich, B. S., Abdul-Kabir, S., Jawad, A. F., Grossman, M., et al. (2009). An initial evaluation of a culturally adapted social problem-solving and relational aggression prevention program for urban African-American relationally aggressive girls. Journal of Prevention & Intervention in the Community, 37(4), 260–274.

    Article  Google Scholar 

  • *Leff, S. S., Waasdorp, T. E., Raskewich, B., Bullan, R. L., Jawad, A. F., MacEvoy, J. P., et al. (2010). The preventing relational aggression in schools everyday program: A preliminary evaluation of acceptability and impact. School Psychology Review, 39(4), 569–587.

    PubMed  PubMed Central  Google Scholar 

  • Lenski, S. (2011). What RTI means for content area teachers. Journal of Adolescent & Adult Literacy, 55(4), 276–282.

    Article  Google Scholar 

  • MAGSRG Study. The Metropolitan Area Child Study Research Group. (2007). Changing the way children “think” about aggression: Social-cognitive effects of a preventive intervention. Journal of Consulting and Clinical Psychology, 75(1), 160–167.

    Article  Google Scholar 

  • Marmorstein, N. R. (2007). Relationships between anxiety and externalizing disorders in youth: The influences of age and gender. Journal of Anxiety Disorder, 21(3), 420–432.

    Article  Google Scholar 

  • Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., et al. (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry, 49(10), 980–989.

    Article  PubMed  PubMed Central  Google Scholar 

  • *Metz, A. E., Fuemmeler, B. F., & Brown, R. T. (2006). Implementation and assessment of an empirically validated intervention program to prevent tobacco use among African-American middle-school youth. Journal of Clinical Psychology in Medical Settings, 13(3), 229–238.

    Article  Google Scholar 

  • *Murray, C., & Malmgren, K. (2005). Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43, 137–152.

    Article  Google Scholar 

  • *O’Neill, J. M., Clark, J. K., & Jones, J. A. (2010). Promoting mental health and preventing substance abuse and violence in elementary students: A randomized control study of the Michigan model for health. Journal of School Health, 81(6), 320–330.

    Article  Google Scholar 

  • Ojio, Y., Yonehara, H., Taneichi, S., Yamasaki, S., Ando, S., Togo, F., et al. (2015). Effects of school-based mental health literacy education for secondary school students to be delivered by school teachers: A preliminary study. Psychiatry and Clinical Neurosciences, 69(9), 572–579.

    PubMed  Google Scholar 

  • Paulus, F. W., Ohmann, S., & Popow, C. (2016). Practitioner review: School-based interventions in child mental health. Journal of Child Psychology and Psychiatry. doi:10.1111/jcpp.12584.

    PubMed  Google Scholar 

  • Perou, R., Bitsko, R. H., Blumberg, S. J., Pastor, P., Ghandour, R. M., Gfroerer, J. C., & Huang, L. N. (2013). Mental health surveillance among children – United States, 2005 – 2011. CDC Morbidity and Mortality Weekly Report. Retrieved from: http://www.cdc.gov/mmwr/preview/mmwrhtml/su6202a1.htm?s_cid=su6202a1_w.

  • R Development Core Team (2008). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. ISBN 3-900051-07-0, URL http://www.R-project.org.

  • Rajaleid, K., Nummi, T., Westerlund, H., Virtanen, P., Gustafsson, P. E., & Hammarström, A. (2016). Social adversities in adolescence predict unfavorable trajectories of internalized mental health symptoms until middle age: Results from the Northern Swedish Cohort. The European Journal of Public Health, 26(1), 23–29.

    Article  PubMed  Google Scholar 

  • Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1–13.

    Article  Google Scholar 

  • Ringwalt, C. L., Pankratz, M. M., Jackson-Newsom, J., Gottfredson, N. C., Hansen, W. B., Giles, S. M., et al. (2010). Three-year trajectory of teachers’ fidelity to a drug prevention curriculum. Prevention Science, 11(1), 67–76.

    Article  PubMed  PubMed Central  Google Scholar 

  • Robles, E. H., Maynard, B. R., Salas-Wright, C. P., & Todic, J. (2016). Effects of culturally adapted substance use interventions for Latino adolescents: A systematic review and meta-analysis. Published advance online, Research on Social Work Practice.

  • Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241.

    Article  PubMed  Google Scholar 

  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2006). Publication bias in meta-analysis: Prevention, assessment and adjustments. West Sussex: Wiley.

    Google Scholar 

  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380.

    Article  Google Scholar 

  • *Simonsen, B., Myers, D., & Briere, D. E., III. (2011). Comparing a behavioral Check-In/Check-Out (CICO) intervention to standard practice in an urban middle school setting using an experimental group design. Journal of Positive Behavior Interventions, 13(1), 31–48.

    Article  Google Scholar 

  • *Spoth, R., Randall, G. K., Shin, C., & Redmond, C. (2005). Randomized study of combined universal family and school preventive interventions: Patterns of long-term effects on initiation, regular use, and weekly drunkenness. Psychology of Addictive Behaviors, 19(4), 372–381.

    Article  PubMed  PubMed Central  Google Scholar 

  • *Spoth, R. L., Randall, G. K., Trudeau, L., Shin, C., & Redmond, C. (2008). Substance use outcomes 5½ years past baseline for partnership-based, family-school preventive interventions. Drug and Alcohol Dependence, 96(1), 57–68.

    Article  PubMed  PubMed Central  Google Scholar 

  • Stagman, S., & Cooper, J. L. (2010). Children’s mental health; what every policymaker should know. (Policy brief). Mailman School of Public Health, National Center for Children in Poverty, Columbia University. Retrieved from: http://www.lacdcfs.org/katiea/practices/docs/Childrens_MH.pdf.

  • Stormont, M., Reinke, W., & Herman, K. (2011). Teachers’ knowledge of evidence-based interventions and available school resources for children with emotional and behavioral problems. Journal of Behavioral Education, 20(2), 138–147.

    Article  Google Scholar 

  • Tanner-Smith, E. E., & Tipton, E. (2014). Robust variance estimation with dependent effect sizes: Practical considerations including a software tutorial in Stata and SPSS. Research Synthesis Methods, 5(1), 13–30.

    Article  PubMed  Google Scholar 

  • Tanner-Smith, E. E., Tipton, E., & Polanin, J. R. (2016). Handling complex meta-analytic data structures using robust variance estimates: A tutorial in R. Journal of Developmental Life Course Criminology, 2, 85–112.

    Article  Google Scholar 

  • Tillery, A. D., Varjas, K., Meyers, J., & Collins, A. S. (2010). General education teachers’ perceptions of behavior management and intervention strategies. Journal of Positive Behavior Interventions, 12(2), 86–102.

    Article  Google Scholar 

  • Tipton, E. (2013). Robust variance estimation in meta-regression with binary dependent effects. Research Synthesis Methods, 4(2), 169–187.

    Article  PubMed  Google Scholar 

  • Tipton, E. (2015). Small sample adjustments for robust variance estimation with meta-regression. Psychological Methods, 20(3), 375–393.

    Article  PubMed  Google Scholar 

  • Tipton, E., & Pustejovsky, J. E. (2015). Small-sample adjustments for tests of moderators and model fit using robust variance estimation in meta-regression. Journal of Educational and Behavioral Statistics, 40(6), 604–634.

    Article  Google Scholar 

  • Van den Noortgate, W., López-López, J. A., Marín-Martínez, F., & Sánchez-Meca, J. (2013). Three-level meta-analysis of dependent effect sizes. Behavior Research Methods, 45(2), 576–594.

    Article  PubMed  Google Scholar 

  • Vevea, J. L., & Woods, C. M. (2005). Publication bias in research synthesis: Sensitivity analysis using a priori weight functions. Psychological Methods, 10(4), 428–443.

    Article  PubMed  Google Scholar 

  • Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics and Adolescent Medicine, 161(1), 78–88.

    Article  PubMed  Google Scholar 

  • Weisz, J. R., Hawley, K. M., & Doss, A. J. (2004). Empirically tested psychotherapies for youth internalizing and externalizing problems and disorders. Child and Adolescent Psychiatric Clinics of North America, 13(4), 729–815.

    Article  PubMed  Google Scholar 

  • Weisz, J. R., McCarty, C. A., & Valeri, S. M. (2006). Effects of psychotherapy for depression in children and adolescents: A meta-analysis. Psychological Bulletin, 132(1), 132–149.

    Article  PubMed  PubMed Central  Google Scholar 

  • Westwood, M., & Pinzon, J. (2008). Adolescent male health. Paediatrics & Child Health, 13(1), 31.

    Article  Google Scholar 

  • Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2), S130–S143.

    Article  PubMed  PubMed Central  Google Scholar 

  • Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71(1), 136–149.

    Article  PubMed  Google Scholar 

  • Wolmer, L., Hamiel, D., & Laor, N. (2011). Preventing children’s posttraumatic stress after disaster with teacher-based intervention: A controlled study. Journal of the American Academy of Child and Adolescent Psychiatry, 50(4), 340–348.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Social Work, University of Texas at Austin, 1925 San Jacinto Blvd D3500, RM 2.228, Austin, TX, 78712-0358, USA

    Cynthia Franklin

  2. Graduate School of Social Work, University of Denver, Denver, CO, USA

    Johnny S. Kim

  3. College of Education, University of Texas, Austin, TX, USA

    Tasha S. Beretvas

  4. School of Social Work, University of Texas at Austin, Austin, TX, USA

    Anao Zhang & Samantha Guz

  5. Quantitative Method Program, College of Education, University of Texas at Austin, Austin, TX, USA

    Sunyoung Park

  6. Little Sunshine School in St. Louis, St. Louis, MO, USA

    Katherine Montgomery

  7. Social System Design Lab, Washington University’s Brown School of Social Work, St. Louis, MO, USA

    Saras Chung

  8. School of Social Work, Saint Louis University, St. Louis, MO, USA

    Brandy R. Maynard

Authors
  1. Cynthia Franklin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Johnny S. Kim
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Tasha S. Beretvas
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Anao Zhang
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Samantha Guz
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Sunyoung Park
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Katherine Montgomery
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Saras Chung
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. Brandy R. Maynard
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cynthia Franklin.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

This article does not contain any studies with human participants performed by any of the authors.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Franklin, C., Kim, J.S., Beretvas, T.S. et al. The Effectiveness of Psychosocial Interventions Delivered by Teachers in Schools: A Systematic Review and Meta-Analysis. Clin Child Fam Psychol Rev 20, 333–350 (2017). https://doi.org/10.1007/s10567-017-0235-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10567-017-0235-4

Keywords

Search

Navigation