Abstract：
Mental health and wellbeing problems in middle childhood are increasing worldwide which needs more support than just clinical services. Early intervention has been explored in other settings, but not in extended education care settings such as outside school hours care (OSHC). A systematic literature review was undertaken to determine what interventions have been tested in extended education settings to address or promote emotional, behavioural, or social wellbeing in children, and to assess how effective they have been. A PRISMA guided search found seven peer reviewed articles from an initial pool of 458. Data from the articles were extracted and the mixed method appraisal tool (MMAT) was applied to assess methodological quality of the studies design, data collection, and analyses. The final selections were methodologically heterogeneous with an average MMAT quality rating of 71%. All but one of the interventions were delivered to children in small group settings and were a mix of activities. Studies that trained educators to deliver the interventions were limited and no data were collected for them. The two interventions that trained educators to deliver content to children were seen as promising. This review showed an overall paucity of research examining interventions delivered in extended education settings to improve children\'s wellbeing. Given variations in extended education services and the absence of formal qualifications required for educators, further research is needed to understand what interventions may be effective and what role educators could play in such interventions or in supporting children\'s wellbeing in extended education.This review protocol was prospectively registered with PROSPERO . Registration ID: CRD42023485541 on 03/12/2023.
摘要：
在全球范围内，中年儿童的心理健康和福祉问题正在增加，这需要更多的支持，而不仅仅是临床服务。已经在其他环境中探索了早期干预，但不在扩展的教育照护环境中，如课外照护(OSHC)。进行了系统的文献综述，以确定在扩展教育环境中测试了哪些干预措施来解决或促进情感，行为，或者儿童的社会福祉，并评估它们的有效性。PRISMA引导搜索从最初的458名库中找到了7篇同行评审的文章。从文章中提取数据，并应用混合方法评估工具（MMAT）来评估研究设计的方法学质量，数据收集，和分析。最终选择在方法上是异质的,平均MMAT质量等级为71%。除一项外，所有干预措施都是在小组环境中提供给儿童的，并且是多种活动。培训教育工作者提供干预措施的研究有限，没有为他们收集数据。培训教育工作者向儿童提供内容的两项干预措施被认为是有希望的。这篇综述显示，在扩展教育环境中提供的改善儿童福祉的干预措施的研究总体上缺乏。鉴于扩展教育服务的差异以及教育工作者缺乏所需的正式资格，需要进一步的研究，以了解哪些干预措施可能是有效的，以及教育者在此类干预措施中或在支持扩展教育中的儿童福祉方面可以发挥什么作用。该审查方案在PROSPERO进行了前瞻性注册。注册ID：CRD4202348554103/12/2023。
