Abstract：
OBJECTIVE: Newcomer youth experience health disparities in accessing behavioral health services. School-based mental health programming is proposed a potential solution to address these disparities. The present study uses a scoping review methodology to examine the state-of-the-art of the evidence base for school-based mental health programming for newcomer youth. Studies were categorized into a tiered typology using the framework established by the National Center for School Mental Health.
METHODS: Several databases were examined as well as the results of one scoping and two systemic recent reviews.
RESULTS: A total of 37 studies were included in the present analysis, over half from the last decade. Most studies were conducted in the United States and Europe, and most programs were focused on mental health promotion and wellness (Tier 1) or were multi-tiered. Programming for younger children, especially those in early childhood settings, were underrepresented.
CONCLUSIONS: While the literature is promising regarding programming for newcomer youth, particularly the advent of complex multi-tiered programming, many gaps still remain. For example, most programs do not provide information on how programming was adapted for different groups of newcomers with different cultural and contextual needs. Tier 1 programs lack theoretical foundations or theories of change in the design of programming. Further, more research is needed for a group with rising numbers across high- and middle-income countries, particularly for programming targeting early and middle childhood.
METHODS: Several databases were examined as well as the results of one scoping and two systemic recent reviews.
RESULTS: A total of 37 studies were included in the present analysis, over half from the last decade. Most studies were conducted in the United States and Europe, and most programs were focused on mental health promotion and wellness (Tier 1) or were multi-tiered. Programming for younger children, especially those in early childhood settings, were underrepresented.
CONCLUSIONS: While the literature is promising regarding programming for newcomer youth, particularly the advent of complex multi-tiered programming, many gaps still remain. For example, most programs do not provide information on how programming was adapted for different groups of newcomers with different cultural and contextual needs. Tier 1 programs lack theoretical foundations or theories of change in the design of programming. Further, more research is needed for a group with rising numbers across high- and middle-income countries, particularly for programming targeting early and middle childhood.
摘要：
目标：新青年在获得行为健康服务方面经历了健康差异。基于学校的心理健康计划被提出了解决这些差异的潜在解决方案。本研究使用范围审查方法来检查针对新青年的基于学校的心理健康计划的证据基础的最新水平。使用国家学校心理健康中心建立的框架，将研究分类为分层类型学。
方法：检查了几个数据库以及一个范围界定和两个系统近期综述的结果。
结果：本分析共纳入37项研究，超过过去十年的一半。大多数研究是在美国和欧洲进行的，大多数计划都集中在心理健康促进和健康（Tier1）或多层次。面向年幼儿童的节目，尤其是那些在儿童早期的环境中，代表性不足。
结论：虽然有关新人编程的文献很有希望，特别是复杂的多层编程的出现，仍然存在许多差距。例如,大多数程序没有提供有关编程如何适应具有不同文化和上下文需求的不同新来者群体的信息。第1层程序缺乏程序设计的理论基础或变化理论。Further,对于高收入和中等收入国家数量不断增加的群体，需要更多的研究，特别是针对儿童早期和中期的节目。
方法：检查了几个数据库以及一个范围界定和两个系统近期综述的结果。
结果：本分析共纳入37项研究，超过过去十年的一半。大多数研究是在美国和欧洲进行的，大多数计划都集中在心理健康促进和健康（Tier1）或多层次。面向年幼儿童的节目，尤其是那些在儿童早期的环境中，代表性不足。
结论：虽然有关新人编程的文献很有希望，特别是复杂的多层编程的出现，仍然存在许多差距。例如,大多数程序没有提供有关编程如何适应具有不同文化和上下文需求的不同新来者群体的信息。第1层程序缺乏程序设计的理论基础或变化理论。Further,对于高收入和中等收入国家数量不断增加的群体，需要更多的研究，特别是针对儿童早期和中期的节目。
