caa a22 4500 606153608 CHVBK 20210128100554.0 cr unu---uuuuu 210128e20150501xx s 000 0 eng 10.1007/s11121-015-0543-1 doi (NATIONALLICENCE)springer-10.1007/s11121-015-0543-1 A Meta-analysis of Universal Mental Health Prevention Programs for Higher Education Students [Elektronische Daten] [Colleen Conley, Joseph Durlak, Alexandra Kirsch] This meta-analysis investigated the effectiveness of universal mental health prevention programs for higher education students on a range of adjustment outcomes. A systematic literature search identified 103 controlled published and unpublished interventions involving college, graduate, or professional students. As hypothesized, skill-training programs that included a supervised practice component were significantly more effective overall (mean effect size = 0.45, confidence interval (CI) = 0.39 to 0.52) compared to skill-training programs without supervised practice (0.11, CI = −0.01 to 0.22) and psychoeducational (information-only) programs (0.13, CI = 0.06 to 0.21). When comparisons on specific outcomes were possible, skill-training programs including supervised practice were significantly more effective than the other two groups of programs in reducing symptoms of depression, anxiety, stress, and general psychological distress, and in improving social-emotional skills, self-perceptions, and academic behaviors and performance. The magnitude of effects achieved in several outcome areas is comparable to or higher than that reported in other reviews of universal programs, suggesting that skill-training programs for higher education students that incorporate supervised practice now join the ranks of other effective preventive mental health interventions. This review offers several recommendations to improve the experimental rigor of future research. Society for Prevention Research, 2015 Mental health nationallicence Meta-analysis nationallicence Promotion nationallicence Prevention nationallicence Higher education nationallicence Conley Colleen Department of Psychology, Loyola University Chicago, 1032 W. Sheridan Road, 60660, Chicago, IL, USA aut Durlak Joseph Department of Psychology, Loyola University Chicago, 1032 W. Sheridan Road, 60660, Chicago, IL, USA aut Kirsch Alexandra Department of Psychology, Loyola University Chicago, 1032 W. Sheridan Road, 60660, Chicago, IL, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/4(2015-05-01), 487-507 1389-4986 16:4<487 2015 16 11121 https://doi.org/10.1007/s11121-015-0543-1 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 review-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-015-0543-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Conley Colleen Department of Psychology, Loyola University Chicago, 1032 W. Sheridan Road, 60660, Chicago, IL, USA aut NATIONALLICENCE 700 1- Durlak Joseph Department of Psychology, Loyola University Chicago, 1032 W. Sheridan Road, 60660, Chicago, IL, USA aut NATIONALLICENCE 700 1- Kirsch Alexandra Department of Psychology, Loyola University Chicago, 1032 W. Sheridan Road, 60660, Chicago, IL, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/4(2015-05-01), 487-507 1389-4986 16:4<487 2015 16 11121