Solution-focused brief therapy for students in schools: A comparative meta-analysis of the English and Chinese literature
dc.contributor.author | Franklin, Cynthia | |
dc.contributor.author | Guz, Samantha | |
dc.contributor.author | Zhang, Anao | |
dc.contributor.author | Kim, Johnny | |
dc.contributor.author | Zheng, Haotian | |
dc.contributor.author | Hai, Audry Hang | |
dc.contributor.author | Cho, YoonJu | |
dc.contributor.author | Shen, Li | |
dc.date.accessioned | 2021-05-15T01:46:31Z | |
dc.date.available | 2021-05-15T01:46:31Z | |
dc.date.issued | 2020-10-14 | |
dc.identifier.citation | Franklin, C., Guz, S., Zhang, A., Kim, J., Zheng, H., Hai, A. H., ... & Shen, L. (2020). Solution-focused brief therapy for students in schools: A comparative meta-analysis of the English and Chinese literature. | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/167610 | en |
dc.description.abstract | Objective: This review analyzed the effectiveness of SFBT as a school-based intervention by synthesizing and comparing results from the English and Chinese literature. Method: In order to achieve a rigorous analysis, the search aligned with the Cochrane guidelines. Fifty studies, containing 246 effect size estimates and a total of 2,921 participants, were included in the review. Data on study and intervention characteristics were extracted using a pre-defined coding sheet. Analysis involved the calculation of Hedges’ g effect sizes and utilized Robust Variance Estimation in meta-regression to estimate an overall treatment effect and moderator analyses. Results: Combining both English and Chinese studies, an overall treatment effect size estimate of SFBT for student outcomes was d = 0.176, p < 0.001. The treatment effect of SFBT for student outcomes was significantly greater in comparison to waitlist control (d = 1.690, p < 0.01), but not significantly different than treatment-as-usual (d = 0.140, p < 0.05) or to alternative interventions (d = 0.103, p = 0.504). Conclusions: These findings add to the body of literature on SFBT’s effectiveness for student outcomes. Given empirical evidence from both English and Chinese studies, SFBT demonstrates promising efficacy as a mental health intervention for school-based therapists. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | solution focused brief therapy | en_US |
dc.subject | school mental health | en_US |
dc.title | Solution-focused brief therapy for students in schools: A comparative meta-analysis of the English and Chinese literature | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Social Work | |
dc.subject.hlbtoplevel | Social Sciences | |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Social Work, School of (SSW) | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/167610/1/Franklin et al. 2020.pdf | |
dc.identifier.doi | https://doi.org/10.1086/712169 | |
dc.identifier.doi | https://dx.doi.org/10.7302/1152 | |
dc.identifier.source | Journal of the Society for Social Work and Research | en_US |
dc.description.depositor | SELF | en_US |
dc.working.doi | 10.7302/1152 | en_US |
dc.owningcollname | Social Work, School of (SSW) |
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