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- Sociodemographic Predictors and Moderators of Treatment Outcomes of
Psychotherapeutic Interventions for Young People with Mental Disorders: A
Systematic Review-
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Abstract: Abstract Despite the worrying prevalence of mental disorders among adolescents and young people, evidence on predictors of treatment outcome remains scarce. Systematic reviews have focused on specific disorders or treatment modalities and have not targeted this age group in particular. This systematic review presents an overview of the sociodemographic predictors and moderators on the outcome of psychotherapeutic interventions for adolescents and young people with mental disorders across treatment modalities. The search was conducted in PubMed and PsycINFO following the PICOS strategy. The included studies were clinical outcome studies on psychotherapeutic interventions, targeted for young people (aged 12–30 years) with specified mental disorders and published in peer-reviewed journals. During a four-step screening process, 17,359 articles were assessed, among which 114 met the inclusion criteria. Most included studies involved patients with mood, eating, or substance use disorders. Age, gender, and ethnicity were the most frequently reported predictors. For age and gender the findings were mixed, so it is not possible to state which age group or gender would benefit most from treatment across disorder groups. Ethnic minority status and history of traumatic events may predict poorer outcomes. However, the results mainly did not support the relevance of sociodemographic variables for predicting treatment outcome.
PubDate: 2024-09-01
DOI: 10.1007/s40894-023-00228-6
- Association Between Socioeconomic Position and Depression, Anxiety and
Eating Disorders in University Students: A Systematic Review-
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Abstract: Abstract The high prevalence of mental disorders in university students emphasizes the need to explore contributing factors. While socioeconomic position affects mental health in the general population, it is crucial to investigate if the same applies to university students. MEDLINE-Ovid, Embase-Ovid and PsycINFO databases were searched. All original peer-reviewed observational studies quantifying the association between socioeconomic position and depression, anxiety or eating disorders were included without language or date restrictions. After initial screening, eligible studies were selected, data was extracted using a spreadsheet, and their quality was assessed with the Newcastle–Ottawa scale. The results were synthesized narratively. Seventy-eight of 20,465 records identified were included. Most studies were published in English and originated from high and upper-middle-income countries. The most common socioeconomic indicators were family socioeconomic status/class, financial stress, and parental education. Most studies found a positive association between socioeconomic indicators and depressive and anxiety symptoms, but not eating disorders. The quality of the studies was mixed, with a small proportion using validated measurement tools and appropriate sample sizes. This study highlights the importance of measuring socioeconomic position accurately and applying new methods that can reveal the causal pathways and interactions of multiple identities that shape mental health disparities for the university student population. Preregistration A protocol for this review was registered in PROSPERO (CRD42022247394).
PubDate: 2024-09-01
DOI: 10.1007/s40894-023-00230-y
- Peer Relations of Adolescents with Adverse Childhood Experiences: A
Systematic Literature Review of Two Decades-
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Abstract: Abstract There is a need for a systematic understanding of how adverse childhood experiences (ACEs) affect peer relationships during adolescence and the subsequent effects on youth well-being. This study conducted a systematic literature review of the two decades (1999–2019) following the CDC-Kaiser ACE study (1998). The review included 11 ACEs (i.e., 10 ACEs from the CDC-Kaiser ACE study plus child welfare involvement) and searched five databases (i.e., Embase, ERIC, PsycINFO, PTSDpubs, and PubMed). Ninety-two studies were included. The findings indicated that ACEs were differentially associated with six aspects of peer relationships: (1) ACEs were negatively associated with peer relation quantity and peer status; (2) ACEs were not significantly related to peer support; (3) associations of ACEs with peer relationship quality and peer characteristics included negative and nonsignificant findings; and (4) relations between ACEs and peer influence appeared contradictory (i.e., positive and negative associations). Additionally, various aspects of peer relationships further affected the well-being of youth with ACEs. The findings call for more attention to the associations between ACEs and adolescent peer relationships. Longitudinal studies that examine change over time, potential mechanisms, and moderating factors in the associations between ACEs and peer relations are needed to clarify the heterogeneity of findings across the six aspects of peer relations. Lastly, the findings suggest a potential expansion of the trauma-informed care principle by considering multiple facets of peer relationships beyond peer support.
PubDate: 2024-09-01
DOI: 10.1007/s40894-023-00226-8
- Adverse Childhood Experiences and Bullying During Adolescence: A
Systematic Literature Review of Two Decades-
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Abstract: Abstract There is a need for a comprehensive understanding of the relationship between adverse childhood experiences (ACEs) and the emergence of bullying behaviors in adolescence, as well as their subsequent implications for youth well-being. This study systematically reviewed the link between 11 unique ACEs (including the original 10 from the 1998 CDC-Kaiser ACE study plus child welfare involvement) and three specific bullying behaviors (i.e., perpetration, victimization, and bully-victim) over two decades (1999–2019). Five databases (i.e., Embase, ERIC, PsycINFO, PTSDpubs, and PubMed) were used to identify 51 studies. The findings showed a consistent pattern of positive associations for certain ACEs, specifically cumulative ACEs, maltreatment, family violence, physical abuse, and domestic violence, with bullying perpetration and victimization. However, sexual abuse and divorce and separation were not consistently related to perpetration or victimization. In addition, general abuse was positively associated with perpetration, whereas emotional abuse and children in the welfare system tended to be victims rather than perpetrators of bullying. Notably, several ACEs, including neglect and household dysfunction, remain largely understudied in relation to bullying. The research also predominantly focuses on bullying perpetration and victimization, with bully-victims receiving much less attention. Finally, the research on the impact of bullying behaviors on the well-being of youth with ACEs is too limited to make definitive conclusions regarding the mediating or moderating role of bullying on youth well-being outcomes. The results underscore the importance of understanding and accounting for the simultaneous and cumulative effects of ACEs. This understanding is essential when designing trauma-informed interventions and prevention strategies to combat bullying. Future longitudinal studies should rectify methodological and psychometric shortcomings, investigate potential mediators and moderators, and integrate health outcomes of positive experiences with adverse childhood experiences to capture shared risk and resilience pathways.
PubDate: 2024-09-01
DOI: 10.1007/s40894-023-00229-5
- The Hodgepodge Reality: A Qualitative Systematic Review of the Challenges
and Barriers in Child and Adolescent Mental Health Care Systems-
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Abstract: Abstract The literature to date has documented the presence of challenges and barriers in mental health systems and services for children and adolescents worldwide. However, studies addressing this reality often do so in a fragmented, residual, incomplete, or generalized way, therefore hindering a comprehensive understanding of this complex phenomenon. The aim of this qualitative systematic review is to analyze the barriers and challenges affecting global mental health care for children and adolescents. Searches were made in the Web of Science, Scopus, and PubMed databases between 2018 and 2022 using terms connected with mental health, childhood, adolescence, and health systems. The search resulted in the extraction of 9075 articles, of which 51 were considered eligible for inclusion and complied with quality indicators. A number of closely related structural, financial, attitudinal, and treatment barriers that limited the quality of life and well-being of children and adolescents with mental health needs were found. These barriers included inadequate public policies, operational deficiencies, insufficient insurance coverage, privatization of services, stigma, lack of mental health literacy, lack of training, overburdened care, dehumanization of care, and lack of community and integrated resources. The analysis of these barriers displays that this treatment gap reflects the historical injustice towards mental illness and the disregard for real needs in these crucial stages, perpetuating a systematic lack of protection for the mental health of children and adolescents. The complexity of the disorders and the absence of public resources have resulted in a hodgepodge of mental health services for children and adolescents that fails to provide the continuing specialist health care they need.
PubDate: 2024-09-01
DOI: 10.1007/s40894-023-00227-7
- A Systematic Review Exploring the Effectiveness of Body Image
Interventions Among Boys-
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Abstract: Abstract Body image concerns significantly impact boys’ physical and mental health. While several reviews synthesize evidence on body image interventions for mixed-gender adolescents, a systematic review exclusively focusing on boys is currently missing. Thus, this systematic review synthesizes evidence on universal psychosocial interventions targeting body image among boys and identifies effective approaches for enhancing their body image. Searches were conducted across seven databases until February 2024. Forty-one studies were included and assessed for quality across domains such as selection bias, study design, and methods. Three studies exclusively targeted boys, while 38 involved mixed-gender groups. Multiple therapeutic approaches were used across the interventions, including media literacy, socio-cognitive approaches, combined cognitive dissonance and media literacy, positive body image, compassion and mindfulness, and other approaches, with no single approach proving universally effective. Some promise for interventions employing positive body image and embodiment techniques was noted. Few interventions showed effectiveness on boys’ body image but most benefited girls. Further, findings were inconsistent across outcomes, with lower-quality studies driving evidence of effectiveness. These findings highlight that the effectiveness of current body image interventions among boys is inconclusive, emphasizing the urgent need for improvement or development of new interventions tailored specifically to address boys’ body image concerns.
PubDate: 2024-08-02
DOI: 10.1007/s40894-024-00246-y
- Adolescent Social Media Use and Emotional Intelligence: A Systematic
Review-
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Abstract: Abstract Emotional intelligence, which encompasses the ability to perceive, understand, express, and regulate emotions, is recognized as critical to the socioemotional development of adolescents. Despite its significance, the relationship between emotional intelligence and social media use among adolescents remains largely unexplored in the literature. This work aimed to provide a review that examines the association between adolescents’ emotional intelligence, including its dimensions (self-esteem, emotion regulation, empathy), and social media use. An online search of two electronic databases identified 25 studies that met the inclusion criteria. The results suggest that lower levels of emotional intelligence are associated with increased problematic social media use among adolescents, with social media use showing a negative correlation with adolescents’ self-esteem. In addition, difficulties in emotion regulation were associated with problematic social media use, while social media use was positively correlated with empathy. These findings underscore the importance of considering emotional intelligence as a key factor in understanding the relationship between adolescents and problematic social media use.
PubDate: 2024-07-21
DOI: 10.1007/s40894-024-00245-z
- The Relationship Between Parental Phubbing and Adolescents’ Depressive
Symptoms: a Systematic Review and Meta-Analysis-
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Abstract: Abstract Phubbing refers to the act of engaging with a phone while ignoring others during interaction. When phubbing behaviors occur in the context of parent-child communication, it is defined as parental phubbing. Prior research indicated that parental phubbing positively predicted adolescents’ depressive symptoms. However, no meta-analysis has been conducted to investigate the association between parental phubbing and adolescents’ depressive symptoms and what factors moderated this association. After a systematic search for articles published before July 2023, 15 articles analyzing 22,478 participants were obtained in the meta-analysis. Specifically, the study sample sizes ranged from 293 to 4213, with a mean age of 14.460 years and an average proportion of female participants of 0.510. In addition, most of the samples were from middle and high schools, except for one study in the United States; all included studies were conducted in China. The random effects model was used to get reliable estimates of effect sizes and to examine a range of moderators. Results revealed a significant positive association (r=0.310), and this relationship was generally consistent across different moderating factors (i.e., gender, residency of birth, school year, measurements of parental phubbing or depressive symptoms, and the conception of phubbing). Consequently, the findings supported the detrimental effects of parental phubbing on adolescent mental health.
PubDate: 2024-07-08
DOI: 10.1007/s40894-024-00244-0
- LGBTQ+ Youth Identity Disclosure Processes: A Systematic
Review-
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Abstract: Abstract Disclosure, as a complex social process, profoundly influences the well-being of LGBTQ + youth. This study, guided by the disclosure process model, systematically reviews and synthesizes LGBTQ + youth disclosure literature, considering it as a developmental, multi-component process across various contexts. After screening 5,433 articles, 29 studies were identified, focusing on identity-disclosure processes among LGBTQ + youth aged 26 or younger. These studies were scrutinized for disclosure process components, individual and contextual factors shaping disclosure, and potential bias. Findings reveal a predominant focus on avoidance goals (e.g., fear of rejection, LGBTQ + stigma) rather than approach goals (e.g., seeking belonging, authenticity) in studies examining the disclosure decision-making process. Reactions to disclosures were often mixed, initially leaning negative but evolving positively over time. Mental health emerged as the most studied outcome of disclosure. Additionally, disclosure processes were shaped by disclosure recipients, social context, and cultural beliefs. In conclusion, research on LGBTQ + youth disclosure is advancing and evolving, with increasing attention to disclosure goals and outcomes. Rather than viewing disclosure as a singular event, this review underscores LGBTQ + youth identity disclosure as a complex, developmental process extending over time and across diverse contexts.
PubDate: 2024-06-07
DOI: 10.1007/s40894-024-00243-1
- Correction to: The Impact of Typical School Provision of Physical
Education, Physical Activity and Sports on Adolescent Mental Health and
Wellbeing: A Systematic Literature Review-
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PubDate: 2024-06-01
DOI: 10.1007/s40894-023-00225-9
- Authenticity and Inauthenticity in Adolescents: A Scoping Review
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Abstract: Abstract In everyday life, adolescents’ authenticity and inauthenticity (sense of, and being, the real me/true self; or false self/not the real me) are assumed to be general indicators of their psychosocial health as they navigate developmental processes of identity exploration and relational connectedness on their way to adulthood. Authenticity is important for psychological thriving in adolescents and inauthenticity is considered maladaptive, but there was no broad and systematic evidence-based resource on the topic. Therefore, this scoping review maps: (1) how authenticity and inauthenticity in adolescents (12–18 years old) have been understood, defined, and characterized; (2) what is known about authenticity and inauthenticity; (3) contexts authenticity and inauthenticity have been explored in; and (4) methodological approaches utilized. This review followed a pre-registered protocol (2852 records identified; 39 peer-reviewed primary research studies included). The review revealed authenticity and inauthenticity are typically: characterized as dispositional, involving thoughts, feelings, awareness, and a sense of being one’s true self or a false self; investigated quantitatively; and contextualized in close social relationships (parents, friends, classmates). Authenticity and inauthenticity outcomes included friendship quality, wellbeing, self-esteem, depressive symptoms, internet addiction, and moral disengagement. Adolescents’ authenticity generally increases over time and social support is very important for that process. Adolescents can be more authentic if parents facilitate adolescents’ increasing independence and support role experimentation. Future research should target state (here-and-now) authenticity, as a critical finding was that autonomy satisfaction has an immediate and positive influence on adolescents’ state authenticity, which implies people interacting with adolescents can promptly boost their capacity for positive psychological development.
PubDate: 2024-06-01
DOI: 10.1007/s40894-023-00218-8
- Facial and Vocal Emotion Recognition in Adolescence: A Systematic Review
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Abstract: Abstract The ability to recognize emotion is important to wellbeing and building relationships with others, making this skill important in adolescence. Research investigating adolescents’ ability to recognize facial and vocal emotion expressions has reported differing conclusions about the pattern of emotion recognition across this developmental period. This systematic review aimed to clarify the pattern of recognition for facial and vocal emotion expressions, and the relationship of performance to different task and emotion expression characteristics. A comprehensive and systematic search of the literature was conducted using six databases. To be eligible for inclusion, studies had to report data for adolescents between 11 and 18 years of age and measure accuracy of the recognition of emotion cues in either the face or voice. A total of 2333 studies were identified and 47 met inclusion criteria. The majority of studies focused on facial emotion recognition. Overall, early, mid-, and late-adolescents showed a similar pattern of recognition for both facial and vocal emotion expressions with the exception of Sad facial expressions. Sex of the participant also had minimal impact on the overall recognition of different emotions. However, analysis showed considerable variability according to task and emotion expression characteristics. Future research needs to increase focus on recognition of complex emotions, and low-intensity emotion expressions as well as the influence of the inclusion of Neutral as a response option.
PubDate: 2024-06-01
DOI: 10.1007/s40894-023-00219-7
- Children and Young People’s Perception of the Active Ingredients of
Dramatherapy When Used as a Treatment for Symptoms of Emotional Disorders:
A Meta-synthesis-
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Abstract: Abstract A developing evidence base suggests that dramatherapy, a creative form of psychotherapy, is a useful treatment for child and adolescent emotional disorders. However, little is known regarding the therapeutic benefits (“active ingredients”) of this intervention. A systematic search and meta-synthesis of secondary qualitative data reflecting participants’ perceptions of active ingredients of dramatherapy for symptoms of emotional disorders (anxiety, depression and trauma-related stress) was conducted. Six analytical themes emerged from eight studies. Dramatherapy as a learning (1) and social (2) experience and dramatherapy as a positive intervention (3) which supports self-expression (4) and emotion regulation (5) were identified as active ingredients. The skill and professionalism of dramatherapists (6) were also identified. This study is limited as the data available were not collected for the primary purpose of identifying active ingredients, more focused investigations may reveal different findings. In addition, studies contributed unequal amounts of data thus, findings may be skewed. The findings of this synthesis were benchmarked against other interventions commonly offered to children and young people with emotional distress. Three active ingredients (dramatherapy is fun, dramatherapy builds confidence, participants process difficulties through drama) were deemed unique to dramatherapy. Further research could employ mediation analysis to determine therapeutic mechanisms of change of this intervention.
PubDate: 2024-06-01
DOI: 10.1007/s40894-023-00221-z
- Are Digital Health Interventions That Target Lifestyle Risk Behaviors
Effective for Improving Mental Health and Wellbeing in Adolescents' A
Systematic Review with Meta-analyses-
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Abstract: Abstract Research has established associations between poor mental health and lifestyle risk behaviors among adolescents, yet gaps exist in understanding whether digital health interventions for adolescents targeting these behaviors will improve mental health and wellbeing. This study aimed to evaluate how effective digital health interventions targeting lifestyle risk behaviors are in improving mental health/wellbeing among adolescents (10–24 years old). We also aimed to understand how effects vary by participant and intervention characteristics, and intervention adherence and engagement. Through systematic review with meta-analysis, 5229 records were identified. 17 studies were included representing 9070 participants (15.3 mean age, 1.2 SD). Interventions had small but statistically non-significant positive effects on physical and psychosocial quality of life, depressive symptoms and anxiety at follow-up compared to usual care controls. Digital health delivery methods included text messaging, mobile applications, websites and email, or a combination of these. Intervention adherence, engagement and satisfaction were measured poorly across studies. Despite small changes, potential exists for digital health interventions to improve mental health or wellbeing outcomes among adolescents due to the shared nature of risk and protective factors for mental health and chronic diseases.
PubDate: 2024-06-01
DOI: 10.1007/s40894-023-00224-w
- The Development of Disordered Eating in Male Adolescents: A Systematic
Review of Prospective Longitudinal Studies-
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Abstract: Abstract A lack of research exists about the development of disordered eating in adolescent males. A systematic review was undertaken with the primary aim of identifying psychosocial risk factors that are prospectively associated with the development of disordered eating attitudes and behavior in adolescent males. The review’s secondary aim was to appraise the appropriateness of the psychometric assessment measures used to identify those risk factors. Electronic databases Scopus (Elsevier), PsycINFO (EBSCO), PsycARTICLES, Medline (Ovid), Web of Science Core Collection and Pubmed (Thomson Reuters) were searched for prospective longitudinal research involving 11–19 year-old adolescents that was published between 2010 and 2022. Twenty-one publications met inclusion criteria and thirty-five factors including fourteen psychological factors, ten body appearance factors, four sociocultural factors, three familial and four peer factors were identified as prospectively associated with the development of disordered eating attitudes and behavior in male adolescents. The psychometric assessment measures used to identify those factors, together with the proportion of female respondents upon whose data the measures were based, were critically appraised. Accurate assessment is imperative in generating reliable and valid research and informing clinical practice. Existing female-centric psychometric assessments normed predominantly on female participants may not be appropriate for use with adolescent males.
PubDate: 2024-06-01
DOI: 10.1007/s40894-023-00217-9
- Technology-Based Interventions for Preventing Youth Violence: A Systematic
Review of Programs, Tools, and Evidence-
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Abstract: Abstract Digital interventions have emerged as a promising tool for preventing youth violence, although the evidence base supporting their effectiveness lacks a cohesive framework. The aim of this review was to consolidate existing strategies for preventing youth violence through technology, providing insights into the current landscape, emerging trends, gaps, and the effectiveness of these strategies. Several databases were searched for evaluation studies of digital interventions specifically designed for children and adolescents up to the age of 18, without imposing any restrictions on the publication dates (e.g., APA PsycArticles, APA PsycInfo). The methodological quality of the included studies was appraised using the Mixed Methods Appraisal Tool. The review covered 26 studies, which included a total of 24 distinct digital interventions targeting general aggression (N = 9), bullying and/or cyberbullying (N = 11), and violence in intimate partner relationships (N = 4). These interventions, encompassing interactive games, online activities, and video training, have shown promising potential in preventing youth violence by targeting essential skills such as conflict resolution, emotion regulation, knowledge and awareness, empathy, and self-efficacy. Key areas for the improvement of digital interventions in youth violence prevention involve conducting careful evaluations, refining strategies, and considering cultural factors during intervention design. Also, efforts must be prioritized to ensure their longevity and sustained accessibility.
PubDate: 2024-06-01
DOI: 10.1007/s40894-023-00222-y
- The Impact of Typical School Provision of Physical Education, Physical
Activity and Sports on Adolescent Mental Health and Wellbeing: A
Systematic Literature Review-
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Abstract: Abstract Typical school provision of physical education, physical activity and sports, which is reflective of the school’s response to the national curriculum, available resources and school ethos, may impact adolescent mental health and wellbeing. Systematic literature reviews have not yet considered this impact. The Web of Science, SPORTDiscus, PsychINFO, ERIC and MEDLINE databases were searched for relevant literature (2000–2022) pertaining to adolescents aged 12–18 years in secondary schools. Twenty studies met the inclusion criteria, including thirteen interventions, five cross-sectional and two longitudinal studies. Included studies contributed 108 reported effects, that examined depression, anxiety, self-esteem, self-efficacy, wellbeing, life satisfaction and positive mental health. Anxiety was the most frequently reported outcome, with 59% of the reported findings found to be non-significant, 24% significantly positive, 12% significantly negative and 6% reporting a negative trend but with no test of significance. Evidence supported the impact of physical education on adolescent mental health and wellbeing. Significantly positive effects were linked to interventions with minor modifications to typical provision such as the integration of teacher workshops and/or implementation of curriculum models. This suggests the importance of supplementing typical school provision of physical education to positively influence future impact.
PubDate: 2024-06-01
DOI: 10.1007/s40894-023-00220-0
- A Systematic Review of the Facilitators and Barriers to Help-Seeking for
Self-Harm in Young People: A Systems Thinking Perspective-
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Abstract: Abstract Young people who self-harm require support and resources to address their self-harm. However, they are often reluctant to seek help for their self-harm. Despite efforts to increase help-seeking, the rates of self-harm in this population continue to increase. A better understanding of the factors that influence help-seeking for self-harm in young people is necessary. This systematic review aimed to synthesize the existing literature on the known facilitators and barriers to help-seeking for self-harm in young people. Across the 33 studies included in this review, the age range of young people was 11 to 30 years. Facilitators and barriers to help-seeking for self-harm were extracted and mapped onto a systems thinking framework. The synthesis indicated that there were 17 known facilitators and twice as many barriers across the help-seeking system hierarchy. Most of these facilitators and barriers were related to lower levels of the system (i.e., service delivery and the social environment, and young people who self-harm). There was limited consideration of broader systemic factors that influence help-seeking for self-harm and the interactions between these facilitators and barriers in influencing help-seeking. Future research should consider the use of systems thinking frameworks and methods in understanding and addressing this complex problem.
PubDate: 2024-05-21
DOI: 10.1007/s40894-024-00241-3
- Key Components and Content of Effective Evidence-Based Digital Prevention
Programs for Anxiety and Depression in Children and Adolescents: A
Systematic Umbrella Review-
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Abstract: Abstract Anxiety and depression are among the most common mental health problems in children and adolescents, and evidence-based digital programs may help in their prevention. However, existing reviews lack a detailed overview of effective program elements, including structural features and supporting content. This umbrella review synthesizes the main elements of effective, evidence-based digital programs which facilitate the prevention of anxiety and depression in children and adolescents. Based on an analysis of 11 existing reviews that describe 45 programs, key components and content contributing to program effectiveness were identified. These included a focus on modular and linear structure, which means organizing the program in a clear and sequential manner. Additionally, approaches based on cognitive behavioral therapy and gamification to engage and motivate users, were identified as effective components. The findings provide a better understanding of what makes digital programs effective, including considerations for sustainability and content, offering valuable insights for the future development of digital programs concerning the prevention of anxiety and depression in children and adolescents. Critically noted is that the differentiation between prevention and intervention in the program description is not always clear and this could lead to an overestimation of prevention effects.
PubDate: 2024-05-18
DOI: 10.1007/s40894-024-00237-z
- The Role of Organized Activities in Supporting Youth Social Capital
Development: A Qualitative Meta-Synthesis-
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Abstract: Abstract Social capital provides young people with a web of supportive relationships that can be leveraged in pursuit of education, career, and life goals. Organized activities, an umbrella term for extracurricular activities, after-school programs, and youth development programs, are important developmental contexts for building social capital. The purpose of this study was to illuminate the developmental pathway through which social capital development occurs in organized activities. A qualitative meta-synthesis was conducted using 33 articles that met inclusion criteria across five databases (e.g., ERIC, PsycINFO) between June 2022 and May 2023. Thematic analysis was used to identify malleable organized activity features that act as levers for social capital promotion. Seven thematically aligned features were identified, including (1) organizational partnerships, (2) organizational supporting structures, (3) relationally strong climate, (4) staff mindsets and skills, (5) youth mindsets and skills, (6) increased social capital opportunities, and (7) increased social capital activation. These seven themes were used to construct an empirically-grounded model that posits a process through which organized activities support youth social capital development. Implications for intentionally strengthening organized activities’ capacity to support youth social capital are discussed.
PubDate: 2024-05-09
DOI: 10.1007/s40894-024-00235-1
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