Comportamiento mecánico

This review was conducted in conjunction with other reviews for the National

Institute for Care and Excellence Public Health Guidance. It was conducted to a

high academic standard and meets the PRISMA statement checklist. The review

took a two-pronged approach to social and emotional wellbeing, one approach

examined studies addressing the prevention of negative/antisocial behaviours such

as bullying and problematic behaviour, while the other examined studies addressing

prosocial behaviours. There were 40 studies identified, 30 which addressed

antisocial behaviour and 10 which addressed prosocial behaviour and which were

reported as generally being of high quality (as indicated by the NICE methodology

checklist). Most of the prosocial studies were from the US and used a variety of

intervention approaches. None were from the UK. All of the interventions were at

the whole school level in curriculum-based interventions. Characteristics of

successful programmes included prosocial skills development as a core mechanism

of change; not dissimilar to Wellbeing Mentors (WBM) from CHIP. For example,

Shochet and colleagues assessed an 11-session intervention called the

Resourceful Adolescents Programme (RAP) which aimed to build resiliency skills.

The RCT found that there were reductions in anxiety and depression at the

programme follow up compared to a lack of reduction in the control group. One

other study aiming to develop resilience was also found effective, and deemed of

162 interventions promoted positive behaviours and educated pupils to develop positive

coping skills, and were measured using mental illness scales (as the interventions

aimed to reduce mental illness). It is possible that had the interventions used mental

wellbeing as an outcome, more information about the programmes may have come

to light.

Nevertheless, these good quality studies demonstrated more positive outcomes for

the pupils completing the interventions than for the pupils who did not complete the

interventions. Most relevant to the present study is that the common mechanism of

change in these studies appeared to be the development of prosocial skills,

reflecting a core component of the WBM programme and lending support to the

efficacy of the proposed mechanisms of change (though not necessarily to the

intervention itself).

A limitation of the review relates to lack of applicability to WBM. This is due to the

fact that the majority of included studies focused on preventing antisocial behaviour

(mainly bullying and disruptive behaviour) and while important, is not the focus here

and highlights the paucity of research reviewing interventions such as WBM focused

on improving mental wellbeing, using positive outcome measures such as

WEMWBS.

Key messages identified using the RE-AIM Framework for mental health promotion in schools

Reach:

There is potential for school based health promotion interventions to reach

all schools in a target population. Interventions that are designed specifically for

high-risk pupils, classes, or schools should not be generalised to pupils, classes, or

schools deemed not to be high-risk as these entail different approaches to

163

Efficacy/Effectiveness: Interventions that proved most effective were implemented over at least one year continuously, suggesting that repeated exposure to relatively

intense interventions is likely to increase efficacy. Interventions that included the

development of prosocial skill development were also shown to be effective at

reducing anxiety and depression. It is unclear (though logical) as to how or to what

extent the interventions improved mental wellbeing.

Adoption: For a whole school approach to be effective, it is important to have teacher participation and support. Parental engagement also demonstrated some

evidence of positive outcomes for the wellbeing of young people, and may be

worthwhile to increase the impact of the intervention upon schoolchildren and their

families.

Implementation: The incorporation of the views of teachers, parents and students could be beneficial in easing the transition of changes implemented in the school.

Models such as the Coordinated School Health Program can be difficult to compare

and evaluate--and therefore difficult to determine effectiveness-- if they are not wholly adopted or the ‘dose’ of intervention varies and is not adequately recorded. All of the school interventions included in the Murray (2007) review implemented

elements of the program, but did not subscribe to the entire model. This could have

been related to costs and time, or difficulty in gaining commitment from all elements

of the school system. Furthermore, it remains unknown if implementing the entire

model would be more effective than targeting elements, or if the program would be

more or less effective for the general populations of pupils, including both high- risk

and non-high-risk students.

Maintenance: A combination of quantitative outcome measures and qualitative evaluation approaches can benefit implementation and increase the likelihood of

164 sustaining programmes in the long term by adapting programmes to schools and

remaining relevant to target audiences: pupils, staff, and parents.

6.2.2.3 HEALTHY WEIGHT: PHYSICAL ACTIVITY

Summary of physical activity interventions

The search resulted in three systematic reviews of exercise-based interventions.

The findings are reported and summarised below.

In document Síntesis y evaluación mecánica de paneles tipo sándwich compuestos por fibra de vidrio y poliuretano reforzado con micropartículas de caucho (página 58-65)