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Deployment of personnel to military operations: impact on mental health and social functioning
  • Authors Martin Bøg, Trine Filges, Anne Marie Klint Jørgensen
  • Published date 2018-06-01
  • Coordinating group(s) Education, Social Welfare
  • Type of document Title Protocol Review Plain language summary Data
  • Volume 14
  • Category Image Category Image
  • PLS Title Deployment to military operations negatively affects the mental health functioning of deployed military personnel
  • PLS Description When military personnel are deployed to military operations abroad they face an increased risk of physical harm, and an increased risk of adverse shocks to their mental health. The primary condition under consideration is deployment to an international military operation. Deployment to a military operation is not a uniform condition; rather, it covers a range of scenarios. Military deployment is defined as performing military service in an operation at a location outside the home country for a limited time period, pursuant to orders. The review included studies that reported outcomes for individuals who had been deployed. This review looked at the effect of deployment on mental health outcomes. The mental health outcomes are: post-traumatic stress disorder (PTSD), major depressive disorder (MDD), common mental disorders (depression, anxiety and somatisation disorders) and substance-related disorders. By identifying the major effects of deployment on mental health and quantifying these effects, the review can inform policy development on deployment and military activity as well as post-deployment support for veterans. In this way the review enables decision-makers to prioritise key areas.
  • Title Deployment of personnel to military operations: impact on mental health and social functioning
Universal school-based programmes for improving social and emotional outcomes in children aged 3-11
  • Authors Paul Connolly, Sarah Miller, Jennifer Mooney, Seaneen Sloan, Jennifer Hanratty
  • Published date 2018-05-10
  • Coordinating group(s) Education
  • Type of document Title Protocol
  • Title Universal school-based programmes for improving social and emotional outcomes in children aged 3-11
Interventions to improve mathematics achievement in primary school-aged children
  • Authors Victoria Simms, Camilla Gilmore, Seaneen Sloan, Clare McKeaveney
  • Published date 2018-03-09
  • Coordinating group(s) Education
  • Type of document Title Protocol
  • Title Interventions to improve mathematics achievement in primary school-aged children
Academic success counsellors for improving outcomes in professional-level health sciences students
  • Authors Nena Schvaneveldt, Tyler Rose, April Evans
  • Published date 2018-01-29
  • Coordinating group(s) Education
  • Type of document Title
  • Title Academic success counsellors for improving outcomes in professional-level health sciences students
Evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding and behaviour towards the application of evidence into practice
  • Authors Elizabeth A. Kumah, Robert McSherry, Josette Bettany-Saltikov, Sharon Hamilton, Julie Hogg, Vicki Whittaker
  • Published date 2018-01-29
  • Coordinating group(s) Education
  • Type of document Title
  • Title Evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding and behaviour towards the application of evidence into practice
The impact of teacher professional development programs on academic achievement of US students in Grades 3-12
  • Authors Adam K. Edgerton, Loretta M. Flanagan-Cato, Elinor Williams, Haisheng Yang
  • Published date 2018-01-29
  • Coordinating group(s) Education
  • Type of document Title
  • Title The impact of teacher professional development programs on academic achievement of US students in Grades 3-12
Parent-child reading to improve school readiness and language development at school entry
  • Authors James Law, Cristina McKean, Jenna Charlton, Robert Rush, Fiona Beyer, Cristina Fernandez-Garcia
  • Published date 2018-01-29
  • Coordinating group(s) Education
  • Type of document Title
  • Title Parent-child reading to improve school readiness and language development at school entry
Interventions for anxiety in school-aged children with autism spectrum disorder (ASD)
  • Authors Petra Lietz, Julie Kos, Katherine Dix, Jenny Trevitt, Mirko Uljarevic, Elizabeth O'Grady
  • Published date 2018-01-10
  • Coordinating group(s) Education, Disability
  • Type of document Title Protocol
  • Title Interventions for anxiety in school-aged children with autism spectrum disorder (ASD)
School-based interventions for reducing disciplinary school exclusion
  • Authors Sara Valdebenito, Manuel Eisner, David P. Farrington, Maria M. Ttofi, Alex Sutherland
  • Published date 2018-01-09
  • Coordinating group(s) Crime and Justice, Education
  • Type of document Title Protocol Review Plain language summary
  • Volume 14
  • PLS Title Interventions can reduce school exclusion but the effect is temporary
  • PLS Description School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and poor employment prospects. This school sanction disproportionally affects males, ethnic minorities, those who come from disadvantaged economic backgrounds, and those with special educational needs. This review assesses the effectiveness of programmes to reduce the prevalence of exclusion
  • Title School-based interventions for reducing disciplinary school exclusion
  • Spanish PLS Algunas intervenciones para reducir la exclusión escolar funcionan, pero su efecto es temporal
  • Spanish PLS Description La exclusión escolar se asocia con efectos no deseados en el desarrollo de los niños. Estudios previos muestran una asociación consistente entre la exclusión y el bajo rendimiento académico, conducta antisocial y dificultades de inserción en el mercado laboral. Esta sanción afecta de manera desproporcionada a los varones, a las minorías étnicas, a aquellos que provienen de ambientes socioeconómicos deprivados y también a los estudiantes con necesidades educativas especiales. Esta revisión sistemática analiza la efectividad de los programas de intervención para reducir la prevalencia de la exclusión escolar.
Later school start times for supporting the education, health and well-being of high school students
  • Authors Robert Marx, Emily E Tanner-Smith, Colleen M Davison, Lee-Anne Ufholz, John Freeman, Ravi Shankar, Lisa Newton, Robert S Brown, Alyssa S Parpia, Ioana Cozma, Shawn Hendrikx
  • Published date 2017-12-19
  • Coordinating group(s) Education
  • Type of document Protocol Review Plain language summary
  • Volume 13
  • PLS Title Later school start times may produce benefits for students but more evidence is needed
  • PLS Description Later school start times have been implemented around the world as a means of avoiding the potentially negative impacts that early morning schedules can have on adolescent students. Even mild sleep deprivation has been associated with significant health and educational concerns: increased risk for accidents and injuries, impaired learning, aggression, memory loss, poor self-esteem, and changes in metabolism. This review examines the effects of later start times on these outcomes.
  • Title Later school start times for supporting the education, health and well-being of high school students
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