The effects of school-based interventions on physiological stress in adolescents: a meta-analysis

Autor: van Loon, Amanda W. G., Creemers, H.E., Okorn, Ana, Vogelaar, S., Miers, A., Saab, N., Westenberg, M, Asscher, Jessica, Leerstoel Branje, Development and Treatment of Psychosocial Problems, Leerstoel Asscher
Přispěvatelé: Leerstoel Branje, Development and Treatment of Psychosocial Problems, Leerstoel Asscher
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Zdroj: STRESS HEALTH, 1-23. WILEY
STARTPAGE=1;ENDPAGE=23;TITLE=STRESS HEALTH
Stress and Health, 38(2), 187. John Wiley and Sons Inc.
Stress and Health, 38, 2, pp. 187-209
Stress and Health, 38, 187-209
ISSN: 1532-2998
1532-3005
Popis: Contains fulltext : 236305.pdf (Publisher’s version ) (Open Access) Chronic stress is associated with dysregulations in the physiological stress system, resulting in diverse negative developmental outcomes. Since adolescence is a period characterized by increased stress-sensitivity, and schools are an important environment for the developing adolescent, school-based interventions promoting psychosocial functioning are of particular interest to prevent adverse outcomes. The present study therefore aimed to investigate the effectiveness of such interventions on hypothalamic pituitary adrenal-axis (i.e., cortisol) and cardiovascular (i.e., blood pressure [BP] and heart rate [HR]/heart rate variability [HRV]) parameters of stress in adolescents, and examined moderators of effectiveness. The search resulted in the inclusion of k = 9 studies for cortisol, k = 16 studies for BP, and k = 20 studies for HR/HRV. The results indicated a significant small overall effect on reducing BP, but no significant effect for HR/HRV. For cortisol, large methodological variation in the few primary studies did not allow for quantitative analyses, but a qualitative review demonstrated inconsistent results. For BP and HR/HRV, larger effects were observed for intervention programs with a mindfulness and/or meditation component, for interventions without a cognitive-behavioural component and for interventions with a higher intensity. Providing adolescents with techniques to improve indicators of physiological stress may prevent emerging mental health problems. 23 p.
Databáze: OpenAIRE
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