Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.
Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis.
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DOI：
10.1371/journal.pone.0254117
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发表时间：
2021
期刊：
影响因子：
3.7
通讯作者：
Nyborg G
中科院分区：
文献类型：
--
作者：
Cordier R;Speyer R;Mahoney N;Arnesen A;Mjelve LH;Nyborg G
在学校里，害羞与心理社会困难有关，对孩子的学习成绩和健康有负面影响。尽管有不同的策略和干预措施来帮助儿童应对害羞，但目前还没有对可用的干预措施进行全面系统的评估。本系统回顾和荟萃分析旨在确定害羞儿童的干预措施，并评估其在减少心理社会困难和其他影响方面的有效性。方法和报告遵循系统性综述和荟萃分析的首选报告项目声明和检查表。共确定了4，864项研究，其中25项符合纳入标准。这些研究采用了针对6至12岁学龄儿童的干预措施，并描述了在至少5名儿童的目标人群中进行干预前后的测量。大多数研究包括在学校环境中进行的干预。荟萃分析显示，干预措施在减少害羞的负面影响方面显示出很大的效果，这与现有文献关于学校害羞的观点一致，表明学龄期是针对害羞的理想发展阶段。这些干预措施都不是在课堂环境中进行的，这限制了对课堂干预措施和课堂外干预措施进行比较的能力，但突出了课堂外干预措施的有效性。干预措施往往在学校的小组会议上进行，涉及游戏、建模和强化等活动，以及社会技能培训、心理教育和接触等临床方法。传统上，这种方法仅限于临床环境。目前的研究结果表明，当这些方法被用于以学校为基础的设置，并涉及同龄人，结果可以有效地减少害羞的负面影响。这与建议相一致，即干预措施应与年龄相适应，考虑社会发展，并利用面向所有学生的广泛的以学校为基础的方案。
In school, shyness is associated with psychosocial difficulties and has negative impacts on children’s academic performance and wellbeing. Even though there are different strategies and interventions to help children deal with shyness, there is currently no comprehensive systematic review of available interventions. This systematic review and meta-analysis aim to identify interventions for shy children and to evaluate the effectiveness in reducing psychosocial difficulties and other impacts. The methodology and reporting were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and checklist. A total of 4,864 studies were identified and 25 of these met the inclusion criteria. These studies employed interventions that were directed at school-aged children between six and twelve years of age and described both pre- and post-intervention measurement in target populations of at least five children. Most studies included an intervention undertaken in a school setting. The meta-analysis revealed interventions showing a large effect in reducing negative consequences of shyness, which is consistent with extant literature regarding shyness in school, suggesting school-age as an ideal developmental stage to target shyness. None of the interventions were delivered in a classroom setting, limiting the ability to make comparisons between in-class interventions and those delivered outside the classroom, but highlighting the effectiveness of interventions outside the classroom. The interventions were often conducted in group sessions, based at the school, and involved activities such as play, modelling and reinforcement and clinical methods such as social skills training, psychoeducation, and exposure. Traditionally, such methods have been confined to a clinic setting. The results of the current study show that, when such methods are used in a school-based setting and involve peers, the results can be effective in reducing negative effects of shyness. This is consistent with recommendations that interventions be age-appropriate, consider social development and utilise wide, school-based programs that address all students.
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影响因子：
4.6
作者：
COPLAN, RJ;RUBIN, KH;STEWART, SL
通讯作者：
STEWART, SL
影响因子：
3.6
作者：
Hum, Kathryn M.;Manassis, Katharina;Lewis, Marc D.
通讯作者：
Lewis, Marc D.
DOI：
10.1097/chi.0b013e31819f6fa9
发表时间：
2009-06-01
影响因子：
13.3
作者：
Kennedy, Susan J.;Rapee, Ronald M.;Edwards, Susan L.
通讯作者：
Edwards, Susan L.
影响因子：
5.9
作者：
Chronis-Tuscano, Andrea;Rubin, Kenneth H.;O'Brien, Kelly A.;Coplan, Robert J.;Thomas, Sharon Renee;Dougherty, Lea R.;Cheah, Charissa S. L.;Watts, Katie;Heverly-Fitt, Sara;Huggins, Suzanne L.;Menzer, Melissa;Begle, Annie Schulz;Wimsatt, Maureen
通讯作者：
Wimsatt, Maureen
影响因子：
3.1
作者：
Hodges, Amy;Joosten, Annette;Cordier, Reinie
通讯作者：
Cordier, Reinie