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Campbell evidence and gap maps

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Search Result: 160 Records found
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Mindfulness-based stress reduction (MBSR) for improving health, quality of life and social functioning in adults
  • Authors Michael de Vibe, Arild Bjørndal, Sabina Fattah, Gunvor M Dyrdal, Even Halland, Emily E Tanner-Smith
  • Published date 2017-11-01
  • Coordinating group(s) Social Welfare
  • Type of document Title Protocol Review User abstract Plain language summary Previous version
  • PLS Title Mindfulness training improves health and quality of life for adults
  • PLS Description Stress and stress-related mental health problems are major causes of illness and disability. Mindfulness Based Stress Reduction is a group-based health promotion intervention to improve health and the way people deal with stress and life’s challenges. The core ingredient is mindfulness training through physical and mental exercises practiced daily for eight weeks. The mindful non-judgmental attitude of being present with what arises is practiced in the formal exercises and in everyday situations. This review assesses the effect of MBSR programs on outcome measures of mental and physical health, quality of life and social functioning in adults.
  • Title Mindfulness-based stress reduction (MBSR) for improving health, quality of life and social functioning in adults
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.11
The 'Tools of the Mind' curriculum for improving self-regulation in early childhood
  • Authors Alex Baron, Maria Evangelou, Lars-Erik Malmberg, G.J. Melendez-Torres
  • Published date 2017-10-16
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • PLS Title The Tools of the Mind curriculum improves self-regulation and academic skills in early childhood
  • PLS Description Tools of the Mind (Tools) is an early childhood education curriculum, which involves structured make-believe play scenarios and a series of other curricular activities. Tools aims to promote and improve children’s self-regulation and academic skills by having a dual focus on self-regulation and other social-emotional skills in educational contexts. This review examines the evidence on the effectiveness of tools in promoting children’s self-regulation and academic skills, in order to inform its implementation in schools.
  • Title The 'Tools of the Mind' curriculum for improving self-regulation in early childhood
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.10
Effects of trauma-informed approaches in schools
  • Authors Brandy R. Maynard, Anne Farina, Nathaniel A. Dell, Michael S. Kelly
  • Published date 2019-07-17
  • Coordinating group(s) Education
  • Type of document Review
  • Title Effects of trauma-informed approaches in schools
  • English

    PLAIN LANGUAGE SUMMARY

    The review in brief

    Despite growing support and increased rate of which trauma‐informed approaches are being promoted and implemented in schools, evidence to support this approach is lacking.

    What is this review about?

    Exposure to different types of trauma have been associated with varying types and complexity of adverse outcomes, including adverse effects on cognitive functioning, attention, memory, academic performance, and school‐related behaviors. Given the growing research on trauma and increased knowledge about the prevalence, consequences and costs associated with trauma, there have been increased efforts at the local, state and federal levels to make systems “trauma‐informed” (Lang, Campbell, & Vanerploeg, 2015). While the intent of creating trauma‐informed approaches in schools is a noble one, relatively little is known about the benefits, costs, and how trauma‐informed approaches are being defined and evaluated (Berliner & Kolko, 2016). Adopting a trauma‐informed approach in a complex system such as a school building or district is a time consuming and potentially costly endeavor and thus it is important to assess the effects of this approach to inform policy and practice.

    This aim of this review was to assess trauma‐informed approaches in schools on trauma symptoms/mental health, academic performance, behavior, and socioemotional functioning. Trauma‐informed approaches include programs, organizations, or systems that realize the impact of trauma, recognize the symptoms of trauma, respond by integrating knowledge about trauma policies and practices, and seeks to reduce retraumatization. At least two of the three key elements of a trauma‐informed approach must have been present: Workforce development, trauma‐focused services, and organizational environment and practices, which differ from trauma‐specific interventions designed to treat or otherwise address the impact/symptoms of trauma and facilitate healing.

    What is the aim of this review?

    This Campbell systematic review sought to examine the effects trauma‐informed schools on trauma symptoms/mental health, academic performance, behavior, and socioemotional functioning. Although we conducted a comprehensive search to find studies testing trauma‐informed approaches in schools, no studies met the inclusion criteria.

    What are the main findings of this review?

    No studies met criteria for this review, indicating that there is a lack of evidence of trauma‐informed approaches in schools.

    What do the findings of this review mean?

    Despite widespread support and growing adoption of trauma‐informed approaches in schools across the globe, we found no studies to provide good evidence to suggest that this approach is effective in achieving the stated goals. Given the degree to which trauma‐informed approaches are being adopted in schools across the US and other countries, it is important that the effects of these programs be assessed.

    How up‐to‐date is this review?

    The review authors searched for studies June through September, 2017.

  • See the full review https://onlinelibrary.wiley.com/doi/10.1002/cl2.1018
‘No Excuses’ charter schools for increasing math and literacy achievement in primary and secondary education
  • Authors Sarah Krowka, Alexandria Hadd, Robert Marx
  • Published date 2017-08-28
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • PLS Title No Excuses charter schools associated with greater gains in math and literacy than traditional public schools
  • PLS Description The No Excuses charter school model focuses heavily on high academic expectations, rigid and consistent discipline, extended instructional time, intensive teacher training, and increased parental involvement. This review examines the effect of No Excuses charter schools on math and literacy achievement. On average, No Excuses charter schools are associated with greater student gains on standardized measures of math and literacy achievement when compared to traditional public schools—with higher gains for math.
  • Title ‘No Excuses’ charter schools for increasing math and literacy achievement in primary and secondary education
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.9
Sexual offender treatment for reducing recidivism among convicted sex offenders
  • Authors Martin Schmucker, Friedrich Loesel
  • Published date 2017-07-31
  • Coordinating group(s) Crime and Justice
  • Type of document Protocol Review Plain language summary
  • PLS Title Treatment of sexual offenders reduces reoffending, but more research needed to identify effective interventions
  • PLS Description This review integrates findings from six experimental and 21 quasi-experimental studies that compare groups of treated sexual offenders with equivalent control groups. These studies tested whether treated sexual offenders differed from the control groups in sexual and other reoffending.
  • Title Sexual offender treatment for reducing recidivism among convicted sex offenders
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.8
Approaches to promote handwashing and sanitation behaviour change in low- and middle-income countries
  • Authors Emmy De Buck, Hans Van Remoortel, Karin Hannes, Thashlin Govender, Selvan Naidoo, Bert Avau, Axel Vande veegaete, Alfred Musekiwa, Vittoria Lutje, Margaret Cargo, Hans-Joachim Mosler, Philippe Vandekerckhove, Taryn Young
  • Published date 2017-05-19
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • Category Image Category Image
  • PLS Title Community-based approaches are most effective in promoting changes in hygiene practices, but sustainability is a challenge
  • PLS Description Diarrhoeal diseases are very common causes of death in low and middle-income countries. Improved sanitation and hygiene reduce diarrhoea, but adoption remains a challenge.This review assesses the evidence for two questions: (1) how effective are different approaches to promote handwashing and sanitation behaviour change; and (2) what factors influence the implementation of these approaches?
  • Title Approaches to promote handwashing and sanitation behaviour change in low- and middle-income countries
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.7
Effect of early, brief computerized interventions on risky alcohol and cannabis use among young people
  • Authors Geir Smedslund, Sabine Wollscheid, Lin Fang, Wendy Nilsen, Asbjørn Steiro, Lillebeth Larun
  • Published date 2017-04-07
  • Coordinating group(s) Social Welfare
  • Type of document Title Protocol Review Plain language summary
  • PLS Title Computerized brief interventions seem to reduce risky alcohol use among young people; no evidence of effect on cannabis consumption
  • PLS Description This review assesses research on the effectiveness of early, computerized brief interventions on alcohol and cannabis use by young people who are high or risky consumers of either one or both of these substances.
  • Title Effect of early, brief computerized interventions on risky alcohol and cannabis use among young people
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.6
Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary students
  • Authors Brandy R Maynard, Michael Solis, Veronica Miller, Kristen E. Brendel
  • Published date 2017-03-10
  • Coordinating group(s) Education, Social Welfare
  • Type of document Title Protocol Review Plain language summary
  • PLS Title Mindfulness-Based Interventions in schools have positive effects on cognitive and socioemotional processes but do not improve behavior and academic achievement
  • PLS Description This review examines the effects of school-based MBIs on cognitive, behavioral, socioemotional and academic achievement outcomes with youth in a primary or secondary school setting.
  • Title Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary students
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/CSR.2017.5
E-learning of evidence-based healthcare (EBHC) to increase EBHC competencies in healthcare professionals
  • Authors Anke Rohwer, Nkengafac Villyen Motaze, Eva Rehfuess, Taryn Young
  • Published date 2017-03-02
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • PLS Title Blended learning is most effective in increasing evidence-based health care competencies of health workers
  • PLS Description This review assesses the effectiveness of e-learning of EBHC for increasing EBHC competencies in healthcare professionals. The primary outcomes are EBHC knowledge, skills, attitude and behaviour.
  • Title E-learning of evidence-based healthcare (EBHC) to increase EBHC competencies in healthcare professionals
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.4
Effects of certification schemes for agricultural production on socio-economic outcomes in low- and middle-income countries
  • Authors Carlos Oya, Florian Schaefer, Dafni Skalidou, Catherine McCosker, Laurenz Langer
  • Published date 2017-03-01
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • PLS Title Certification schemes do not seem to improve household incomes for farmers and wages for workers
  • PLS Description This review assesses whether certification schemes work for the wellbeing of agricultural producers and workers in low- and middle- income countries.
  • Title Effects of certification schemes for agricultural production on socio-economic outcomes in low- and middle-income countries
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.3
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