کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
6843799 620695 2016 29 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Does psychotherapy work with school-aged youth? A meta-analytic examination of moderator variables that influence therapeutic outcomes
ترجمه فارسی عنوان
آیا روان درمانی با جوانان مدرسه کار می کند؟ معاینه متاآنالیز متغیرهای نظارت بر تاثیرات درمانی
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی
The present study is a quantitative synthesis of the available literature to investigate the efficacy of psychotherapy for children's mental health outcomes. In particular, this study focuses on potential moderating variables-study design, treatment, client, and therapist characteristics-that may influence therapeutic outcomes for youth but have not been thoroughly accounted for in prior meta-analytic studies. An electronic search of relevant databases resulted in 190 unpublished and published studies that met criteria for inclusion in the analysis. Effect sizes differed by study design. Pre-post-test designs resulted in absolute magnitudes of treatment effects ranging from |− 0.02 | to |− 0.76 | while treatment versus control group comparison designs resulted in absolute magnitudes of treatment effects ranging from |− 0.14 | to |− 2.39 |. Changes in youth outcomes larger than 20% were found, irrespective of study design, for outcomes focused on psychosomatization (29% reduction), school attendance (25% increase), and stress (48% reduction). The magnitude of changes after psychotherapy ranged from 6% (externalizing problems) to 48% (stress). Several moderator variables significantly influenced psychotherapy treatment effect sizes, including frequency and length of treatment as well as treatment format. However, results did not support the superiority of a single type of intervention for most outcomes. Implications for therapy with school-aged youth and future research are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of School Psychology - Volume 56, June 2016, Pages 59-87
نویسندگان
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