Skolebaserte mentorprogrammer for ungdom: Systematisk oversikt og metaanalyse

School-based mentoring for adolescents: A systematic review and meta-analysis

Authors
Wood, S. Mayo-Wilson, E.
Year
2012
Journal
Research on Social Work Practice
Volume
22
Pages
257-269
Objectives: To evaluate the impact of school-based mentoring for adolescents (11-18 years) on academic performance, attendance, attitudes, behavior, and self-esteem. Method: A systematic review and meta-analysis. The authors searched 12 databases from 1980 to 2011. Eight studies with 6,072 participants were included, 6 were included in meta-analysis. Studies were assessed using the Cochrane Collaboration Risk of Bias Tool. Results: Across outcomes, effect sizes were very small (random effects), and most were not significant. The magnitude of the largest effect (for self-esteem) was close to zero, g = 0.09, [0.03, 0.14]. Conclusions: The mentoring programs included in this review did not reliably improve any of the included outcomes. Well-designed programs implemented over a longer time might achieve positive results. (PsycINFO Database Record (c) 2013 APA, all rights reserved) (journal abstract).

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Type of intervention

Early Intervention

Topic

Mental Health Problems and Disorders

Behavior Problems

Externalizing Behaviors / Challenging Behaviors

Development and Life Coping Skills

Self-esteem

School Performance

Exclusion/Marginalization

School Refusal

Intervention

Psychosocial Treatments

Counseling/Support

The organization of interventions

School/Preschoolbased Interventions

Age group

School Aged Children (6-12 years)

Adolescents (13-18 years)

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