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Hudson JL, Minihan S, Chen W, Carl T, Fu M, Tully L, Kangas M, Rosewell L, McDermott EA, Wang Y, Stubbs T, Martiniuk A. Interventions for Young Children's Mental Health: A Review of Reviews. Clin Child Fam Psychol Rev 2023; 26:593-641. [PMID: 37488453 PMCID: PMC10465658 DOI: 10.1007/s10567-023-00443-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/25/2023] [Indexed: 07/26/2023]
Abstract
To determine the efficacy of intervention programs for young children (4-9 years) with emerging mental health needs, we conducted a review of meta-analytic and systematic reviews of the intervention literature. Of 41,061 abstracts identified and 15,076 screened, 152 review articles met the inclusion criteria. We reviewed interventions across multiple disciplines targeting: (1) general mental health concerns; (2) internalizing symptoms; (3) externalizing symptoms; (4) anxiety; (5) depression; (6) trauma; (7) symptoms of attention-deficit/hyperactivity disorder; and (8) mental health concerns associated with autism spectrum disorder. Substantial evidence was found for the efficacy of behavioral and cognitive behavioral interventions for general mental health concerns, externalizing symptoms (generally, as well as ADHD, conduct, and other behavioral symptoms) and internalizing symptoms (generally, as well as anxiety) aged 4-9 years. Emerging evidence was identified for interventions targeting trauma symptoms, depression symptoms, and social, emotional and behavioral symptoms in autism spectrum disorder in children aged 4-9 years. Currently there is only limited emerging evidence regarding non-behavioral or non-cognitive behavioral interventions for programs targeting children ages 4-9 years where the aim is to deliver an evidence-based program to improve child social, emotional and/or behavioral functioning. Given the recent rises in mental health needs reported in children, targeted behavioral-and/or cognitive behavior therapy-based interventions should be made widely available to children (and their families) who experience elevated symptoms.
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Affiliation(s)
- Jennifer L Hudson
- Black Dog Institute, University of New South Wales, Sydney, Australia.
| | - Savannah Minihan
- Black Dog Institute, University of New South Wales, Sydney, Australia
| | - Wenting Chen
- Black Dog Institute, University of New South Wales, Sydney, Australia
| | - Talia Carl
- Black Dog Institute, University of New South Wales, Sydney, Australia
- School of Psychology, University of Sydney, Sydney, Australia
| | - Michele Fu
- Black Dog Institute, University of New South Wales, Sydney, Australia
| | - Lucy Tully
- School of Psychology, University of Sydney, Sydney, Australia
| | - Maria Kangas
- School of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Linda Rosewell
- School of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Emma A McDermott
- Black Dog Institute, University of New South Wales, Sydney, Australia
| | - Yiwen Wang
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Thomas Stubbs
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
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Bhatara VS, Bernstein B, Fazili S. Complementary and Integrative Treatments of Aggressiveness/Emotion Dysregulation: Associated with Disruptive Disorders and Disruptive Mood Dysregulation Disorder. Child Adolesc Psychiatr Clin N Am 2023; 32:297-315. [PMID: 37147041 DOI: 10.1016/j.chc.2022.08.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Youth with emotional dysregulation (ED) and irritability/aggression, common in disruptive disorders (frequently comorbid with attention-deficit/hyperactivity disorder), are underserved by conventional treatments. Anger dysregulation is usually the core feature of ED. Complementary and integrative Medicine (CIM) treatments for youth with disruptive disorders and ED are reviewed. Broad-spectrum micronutrient supplementation has a medium effect and is supported by two double-blind randomized controlled trials using similar formulations. Other CIM treatments supported by controlled data but needing further research, include omega-3 fatty acid supplementation, music therapy, martial arts, restricting exposure to media violence, decreasing sleep deprivation, and increased exposure to green-blue spaces.
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Affiliation(s)
- Vinod S Bhatara
- Department of Psychiatry, University of South Dakota, Sanford School of Medicine, Sioux Falls, SD, USA; Department of Pediatrics, University of South Dakota, Sanford School of Medicine, Sioux Falls, SD, USA.
| | - Bettina Bernstein
- Philadelphia College of Osteopathic Medicine, 4170 City Ave, Philadelphia, PA 19131, USA; Department of Child and Adolescent Psychiatry, The Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA 19104, USA
| | - Sheeba Fazili
- University of South Dakota Sanford School of Medicine, 4400 West 69th street, suite 1500, Sioux Falls, SD 57104, USA
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Nwokenna EN, Sewagegn AA, Falade TA. Effect of educational music intervention on college students' aggressive behaviour. Medicine (Baltimore) 2023; 102:e32472. [PMID: 36607864 PMCID: PMC9829255 DOI: 10.1097/md.0000000000032472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023] Open
Abstract
BACKGROUND Students' aggressive behavior and its negative implications have continued to intrigue researchers. Thus, the present study examined the effect of educational music intervention in reducing aggressive behavior among college students. METHOD Quantitative data were collected from 30 college student participants in the treatment group and 30 college student participants in the control group using the teacher-rating of students' aggressive behaviors and self-rated aggression scale instruments. This study adopted the IBM SPSS version 25 program and JASP statistical program for data analysis. RESULTS The result of the study indicated that college students in the educational music group showed considerable mean decline in aggressive behavior at posttest compared to their counterparts in the control group. At follow-up, it was revealed that educational music intervention consistently reduced the college students' aggressive behavior. CONCLUSION Educational music intervention proved to be a helpful intervention in reducing Nigerian college students' aggressive behavior. In light of this, it would be beneficial to implement educational music intervention to reduce aggressive behavior among college students in other localities.
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Affiliation(s)
- Edith N. Nwokenna
- Department of Arts Education, University of Nigeria, Nsukka, Nigeria
| | - Abatihun Alehegn Sewagegn
- Department of Educational Psychology, University of Johannesburg, South Africa
- Institute of Education and Behavioral Science, Debre Markos University, Debre Markos, Ethiopia
- * Correspondence: Abatihun Alehegn Sewagegn, Institute of Education and Behavioral Science, Debre Markos University, Debre Markos 269, Ethiopia ()
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Heizomi H, Jafarabadi MA, Kouzekanani K, Matlabi H, Bayrami M, Chattu VK, Allahverdipour H. Factors Affecting Aggressiveness among Young Teenage Girls: A Structural Equation Modeling Approach. Eur J Investig Health Psychol Educ 2021; 11:1350-1361. [PMID: 34842661 PMCID: PMC8628754 DOI: 10.3390/ejihpe11040098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Revised: 10/20/2021] [Accepted: 10/26/2021] [Indexed: 11/16/2022] Open
Abstract
Adolescence is a period of transition for developmental and social domains that may also be accompanied by behavioral problems. Aggressive behavior may be a mental health concern for young teens and is defined as a behavioral and emotional trait that may be distressing for others. This study aimed to understand the factors associated with aggressiveness among young teenage girls. A cross-sectional study was conducted among a sample of 707 female middle school-aged students using multistage random sampling in Tabriz, Iran. The variables of interest were aggressiveness, general health status, happiness, social acceptance, and feelings of loneliness. Structural equation modeling was employed to analyze the data. Low parental support, low satisfaction with body image, high sense of loneliness, and lower perceived social acceptance were found to be the factors influencing aggressiveness. The current study found that the school environment, home environment, individual and interpersonal factors all play a part in aggressiveness. As a result, the contributing elements must be considered when creating and executing successful interventions to improve this population's psychological well-being.
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Affiliation(s)
- Haleh Heizomi
- Department of Health Education & Promotion, Tabriz University of Medical Sciences, Tabriz 14711, Iran; (H.H.); (H.M.)
| | - Mohammad Asghari Jafarabadi
- Department of Statistics and Epidemiology, School of Medicine, Zanjan University of Medical Sciences, Zanjan 4513956111, Iran;
- Road Traffic Injury Research Center, Tabriz University of Medical Sciences, Tabriz 14711, Iran
| | - Kamiar Kouzekanani
- College of Education & Human Development, TAMUCC, 6300 Ocean Dr., Unit 5818, FC 223, Corpus Christi, TX 78412-5818, USA;
| | - Hossein Matlabi
- Department of Health Education & Promotion, Tabriz University of Medical Sciences, Tabriz 14711, Iran; (H.H.); (H.M.)
| | - Mansour Bayrami
- Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz 14711, Iran;
| | - Vijay Kumar Chattu
- Division of Occupational Medicine, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON M5C 2CS, Canada
- Department of Public Health, Saveetha Medical College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai 600077, India
| | - Hamid Allahverdipour
- Department of Health Education & Promotion, Tabriz University of Medical Sciences, Tabriz 14711, Iran; (H.H.); (H.M.)
- Research Center of Psychiatry and Behavioral Sciences, Tabriz University of Medical Sciences, Tabriz 14711, Iran
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