How Refugees' Stereotypes Toward Host Society Members Predict Acculturation Orientations: The Role of Perceived Discrimination.

Refugee migration leads to increased diversity in host societies and refugees have to face many stereotyped attitudes in the host society. However, there has been little research on minority group stereotypes toward host society members and how these stereotypes relate to the acculturation-relevant attitudes of refugees in their first phase of acculturation. This study surveyed 783 refugees in Germany who had migrated mostly in the so-called "refugee crisis" between 2015 and 2016. At the time of the survey in 2018, they had been in Germany for an average of 27 months (SD = 15 months). These refugees reported their positive and negative sociability stereotypes toward German host society members, acculturation-related orientations, shared reality values, and perceived discrimination. Results showed that positive sociability stereotypes toward host society members were associated with increased cultural adoption and shared reality. In contrast, negative sociability stereotypes negatively affected cultural adoption and shared reality. However, stereotypes showed no association at all with cultural maintenance. Interactions between sociability stereotypes and discrimination experiences highlighted a disillusion effect, in the sense that discrimination reduced the motivation to adopt the host culture more strongly among refugees who held strongly positive sociability stereotypes. The study extends knowledge on the significance of minority group stereotypes in the context of refugee migration and reveals the maladaptive consequences of discriminatory behavior against refugees by host society members.

Buffering negative effects of immigration on cognitive, social, and educational development: A multinational meta-analysis of child and adolescent prevention programmes.

Growing up in migrant families is a well-known distal risk factor related to poorer outcomes in child and adolescent health, academic, socioemotional and behavioural development. This article reviews the effects of various prevention measures such as early education programmes, cognitive and language training or parent and teacher training on child and adolescent developmental outcomes in immigration samples. Using several comprehensive literature searches, we found 138 research reports with 141 studies and 175 comparisons on preventing negative effects of immigration. Overall, programmes yielded an effect size of d = 0.26 at post-test using the random effect model. These effects decreased over time while still differing significantly from zero. A cross-tabulation of prevention approach/programme type by different outcome domains revealed several important results such as high effects of child cognitive and language training programmes on child academic and language outcomes and relatively low effects of all programmes on child socioemotional outcomes. In addition, individualised and culturally tailored programmes seems to be more effective. However, generalised effects on more distal educational outcomes (e.g., school degrees) were generally weak. Hence, it remains questionable whether individual psychosocial and educational programmes are able to counterbalance the multifaceted risks of immigration.

Posttraumatic Growth, Personality Factors, and Social Support Among War-Experienced Young Georgians.

Despite much research on adult posttraumatic growth in recent decades, few studies have focused on posttraumatic growth in the young and especially after experiencing war. This study examined personality factors and different types and sources of social support as key correlates of posttraumatic growth in war-experienced children and adolescents. Participants were 242 individuals from settlements for internally displaced people in Georgia with a mean age of 13.22 years (SD = 2.73). Relations between variables were examined with correlations, standard multiple regressions, and mediation analyses. Results showed that the main predictors of posttraumatic growth were extraversion, conscientiousness, and social support. In addition, informational type of support from peers related significantly to posttraumatic growth. Moreover, general social support mediated the link between personality factors and posttraumatic growth. Conclusions are drawn on the mechanisms underlying posttraumatic growth in young persons.

Effects of Dance Movement Therapy and Dance on Health-Related Psychological Outcomes. A Meta-Analysis Update.

Background: Dance is an embodied activity and, when applied therapeutically, can have several specific and unspecific health benefits. In this meta-analysis, we evaluated the effectiveness of dance movement therapy(DMT) and dance interventions for psychological health outcomes. Research in this area grew considerably from 1.3 detected studies/year in 1996-2012 to 6.8 detected studies/year in 2012-2018. Method: We synthesized 41 controlled intervention studies (N = 2,374; from 01/2012 to 03/2018), 21 from DMT, and 20 from dance, investigating the outcome clusters of quality of life, clinical outcomes (with sub-analyses of depression and anxiety), interpersonal skills, cognitive skills, and (psycho-)motor skills. We included recent randomized controlled trials (RCTs) in areas such as depression, anxiety, schizophrenia, autism, elderly patients, oncology, neurology, chronic heart failure, and cardiovascular disease, including follow-up data in eight studies. Results: Analyses yielded a medium overall effect (d = 0.60), with high heterogeneity of results (I 2 = 72.62%). Sorted by outcome clusters, the effects were medium to large (d = 0.53 to d = 0.85). All effects, except the one for (psycho-)motor skills, showed high inconsistency of results. Sensitivity analyses revealed that type of intervention (DMT or dance) was a significant moderator of results. In the DMT cluster, the overall medium effect was small, significant, and homogeneous/consistent (d = 0.30, p < 0.001, I 2 = 3.47). In the dance intervention cluster, the overall medium effect was large, significant, yet heterogeneous/non-consistent (d = 0.81, p < 0.001, I 2 = 77.96). Results suggest that DMT decreases depression and anxiety and increases quality of life and interpersonal and cognitive skills, whereas dance interventions increase (psycho-)motor skills. Larger effect sizes resulted from observational measures, possibly indicating bias. Follow-up data showed that on 22 weeks after the intervention, most effects remained stable or slightly increased. Discussion: Consistent effects of DMT coincide with findings from former meta-analyses. Most dance intervention studies came from preventive contexts and most DMT studies came from institutional healthcare contexts with more severely impaired clinical patients, where we found smaller effects, yet with higher clinical relevance. Methodological shortcomings of many included studies and heterogeneity of outcome measures limit results. Initial findings on long-term effects are promising.

Innovation and Integrity in Intervention Research: Conceptual Issues, Methodology, and Knowledge Translation.

In this article, we introduce the special issue entitled Innovation and Integrity in Intervention Science. Its focus is on essential problems and prospects for intervention research examining two related topics, i.e., methodological issues and research integrity, and challenges in the transfer of research knowledge into practice and policy. The main aims are to identify how to advance methodology in order to improve research quality, examine scientific integrity in the field of intervention science, and discuss future steps to enhance the transfer of knowledge about evidence-based intervention principles into sustained practice, routine activities, and policy decisions. Themes of the special issue are twofold. The first includes questions about research methodology in intervention science, both in terms of research design and methods, as well as data analyses and the reporting of findings. Second, the issue tackles questions surrounding the types of knowledge translation frameworks that might be beneficial to mobilize the transfer of research-based knowledge into practice and public policies. The issue argues that innovations in methodology and thoughtful approaches to knowledge translation can enable transparency, quality, and sustainability of intervention research.

Innovation and Integrity: Desiderata and Future Directions for Prevention and Intervention Science.

This article summarizes essential implications of the papers within this special issue and discusses directions for future prevention and intervention research on conceptual issues, methodological and transfer-related challenges and opportunities. We identify a need to move from programs to principles in intervention research and encourage the implementation of research on potential mechanisms underlying intervention effectiveness. In addition, current methodological issues in intervention research are highlighted, including advancements in methodology and statistical procedures, extended outcome assessments, replication studies, and a thorough examination of potential biases. We further discuss transfer-related issues, for example the need for more research on the flexibility and adaptability of programs and intervention approaches as well as more general problems in knowledge translation reasoning the need for enhanced communication between practitioners, policy makers, and researchers. Finally, we briefly touch on the need to discuss the relation between single intervention programs, the mental health system, and changes of contextual conditions at the macro level.

Transfer Entails Communication: The Public Understanding of (Social) Science as a Stage and a Play for Implementing Evidence-Based Prevention Knowledge and Programs.

Many social science-based interventions entail the transfer of evidence-based knowledge to the "target population," because the acquisition and the acceptance of that knowledge are necessary for the intended improvement of behavior or development. Furthermore, the application of a certain prevention program is often legitimated by a reference to science-based reasons such as an evaluation according to scientific standards. Hence, any implementation of evidence-based knowledge and programs is embedded in the public understanding of (social) science. Based on recent research on such public understanding of science, we shall discuss transfer as a process of science communication.

Toward Dynamic Adaptation of Psychological Interventions for Child and Adolescent Development and Mental Health.

Children's and adolescents' mental health needs emphasize the necessity of a new era of translational research to enhance development and yield better lives for children, families, and communities. Developmental, clinical, and translational research serves as a powerful tool for managing the inevitable complexities in pursuit of these goals. This article proposes key ideas that will strengthen current evidence-based intervention practices by creating stronger links between research, practice, and complex systems contexts, with the potential of extending applicability, replicability, and impact. As exemplified in some of the articles throughout this special issue, new research and innovative implementation models will likely contribute to better ways of assessing and dynamically adapting structure and intervention practice within mental health systems. We contend that future models for effective interventions with children and adolescents will involve increased attention to (a) the connection of research on the developmental needs of children and adolescents to practice models; (b) consideration of informed contextual and cultural adaptation in implementation; and (c) a rational model of evidence-based planning, using a dynamic, inclusive approach with high support for adaptation, flexibility, and implementation fidelity. We discuss future directions for translational research for researchers, practitioners, and administrators in the field to continue and transform these ideas and their illustrations.

Good Enough? Interventions for Child Mental Health: From Adoption to Adaptation-From Programs to Systems.

This special issue examines essential challenges and successes for developing, implementing, and disseminating evidence-based psychological interventions for child and adolescent development and mental health. The main aims are to identify what evidence is "good enough" for roll-out, if and how interventions need to be adapted to developmental diversity and contextual variation, and how they relate to complex systemic contexts. Themes of the special issue are twofold and first include questions about adoption versus adaptation, in terms of both developmental tailoring and cultural adaptation of existing intervention programs. Second, the issue tackles questions about what systems of support are needed to ensure the system readiness for child and adolescent mental health interventions. We argue that moving from simple adoption to dynamic adaptation and from programs to collaborative systems offers new perspectives for developing and implementing flexible protocols and strategies that allow adapted intervention. The special issue raises broader questions of whether current intervention programs and practices are good enough in moving us from mere adoption to innovation in system readiness, or whether we need to do more before we can claim that interventions are good enough for roll-out.

The Efficacy of Body-Oriented Yoga in Mental Disorders­A Systematic Review and Meta-Analysis

BACKGROUND: The efficacy of body-oriented yoga in the treatment of mental disorders has been investigated in numerous studies. This article is a systematic review and meta-analysis of the relevant publications. METHODS: All studies in which the efficacy of hatha-yoga, i.e., body-oriented yoga with asanas and pranayama, was studied in adult patients suffering from a mental disorder (as diagnosed by ICD or DSM criteria) were included in the analysis. The primary endpoint was disorder-specific symptom severity. The publications were identified by a systematic search in the PubMed, Web of Science, PsycINFO and ProQuest databases, supplemented by a search with the Google Scholar search engine and a manual search in the reference lists of meta-analyses and primary studies, as well as in specialized journals. RESULTS: 25 studies with a total of 1339 patients were included in the analysis. A large and significant effect of yoga was seen with respect to the primary endpoint (symptom severity) (Hedges' g = 0.91; 95% confidence interval [0.55; 1.28]; number needed to treat [NNT]: 2.03), with substantial heterogeneity (I2 = 69.8%) compared to untreated control groups. Small but significant effects of yoga were also seen in comparison with attention control (g = 0.39; [0.04; 0.73]; NNT: 4.55) and physical exercise (g = 0.30; [0.01; 0.59]; NNT: 5.75); no difference in efficacy was found between yoga and standard psychotherapy (g = 0.08; [-0.24; 0,40]; NNT: 21.89). In view of the relatively high risk of bias, these findings should be interpreted with caution. CONCLUSION: Body-oriented yoga with asanas and pranayama as central components is a promising complementary treatment for mental disorders and should be investigated in further high-quality studies.

Novel Programs, International Adoptions, or Contextual Adaptations? Meta-Analytical Results From German and Swedish Intervention Research.

One of the major dilemmas in intervention and implementation research is adaptation versus adherence. High fidelity to an intervention protocol is essential for internal validity. At the same time, it has been argued that adaptation is necessary for improving the adoption and use of interventions by, for example, improving the match between an intervention and its cultural context, thus improving external validity. This study explores the origins of intervention programs (i.e., novel programs, programs adopted from other contexts with or without adaptation) in two meta-analytic intervention data sets from two European countries and compares the effect sizes of the outcomes of the interventions evaluated. Results are based on two samples of studies evaluating German child and youth preventative interventions (k = 158), and Swedish evaluations of a variety of psychological and social interventions (k = 139). The studies were categorized as novel programs, international adoption and contextual adaptation, with a total of six subcategories. In the German sample, after statistically controlling for some crucial methodological aspects, novel programs were significantly more effective than adopted programs. In the Swedish sample, a trend was found suggesting that adopted programs were less effective than adapted and novel programs. If these results are generalizable and unbiased, they favor novel and adapted programs over adopted programs with no adaptation and indicate that adoption of transported programs should not be done without considering adaptation.

Development of ethnic, racial, and national prejudice in childhood and adolescence: a multinational meta-analysis of age differences.

This meta-analysis summarizes 113 research reports worldwide (121 cross-sectional and 7 longitudinal studies) on age differences in ethnic, racial, or national prejudice among children and adolescents. Overall, results indicated a peak in prejudice in middle childhood (5-7 years) followed by a slight decrease until late childhood (8-10 years). In addition to differences for the various operationalizations of prejudice, detailed findings revealed different age-related changes in prejudice toward higher versus lower status out-groups and positive effects of contact opportunities with the out-group on prejudice development. Results confirm that prejudice changes systematically with age during childhood but that no developmental trend is found in adolescence, indicating the stronger influence of the social context on prejudice with increasing age.

Improving parenting practices in order to prevent child behavior problems: a study on parent training as part of the EFFEKT program.

Inappropriate parenting behavior in the family can be one of many risk factors in children's social development. Accordingly, prevention programs aim at improving parenting. The relation between parenting and problem behavior was investigated and an evaluation reported of parent training in the German prevention program EFFEKT (Entwicklungsförderung in Familien: Eltern- und Kinder-Training - Enhancing the development of families: parent and child training). As part of the Erlangen-Nuremberg Development and Prevention Study [Lösel, F., Beelmann, A., Jaursch, S., Koglin, U., Stemmler, M., 2005a. Entwicklung und Prävention früher Problem des Sozialverhaltens: Die Erlangen-Nürnberger Studie. In: Cierpka, M. (Ed.), Möglichkeiten der Gewaltprävention. Vandenhoeck und Ruprecht, Göttingen, pp. 201-249.], this paper presents data on 128 mothers and 16 fathers who participated in the parent training. The trained parents were compared with a matched control group on scales of self-reported parenting behavior. Significant effects were found 2-3 months after training and in a follow-up survey 1 year later. Trained mothers showed more positive parenting and less inconsistent discipline than control mothers. Results for fathers were not significant. Our results suggest that with the EFFEKT parent training it is possible to change the child's family environment in a positive manner, with relatively low costs for the parents regarding time and money, but with sustainable effects.

Child social skills training in developmental crime prevention: effects on antisocial behavior and social competence / El entrenamiento en habilidades sociales en la prevención temprana de la delincuencia: los efectos en la conducta antisocial y la competencia social

Social skills training for children is becoming increasingly popular as a measure for developmental crime prevention. Although previous reviews of such programs have shown positive effects, they have also revealed problems of research design, outcome measures, and long-term follow up. Accordingly, this article reports on a recent meta-analysis of randomized evaluations of the effect of social skills training in preventing antisocial behavior and promoting social competence. Of 841 retrievable references, 84 research reports with a total of 136 treatment-control comparisons fulfilled the eligibility criteria. Results showed a small but significant overall positive effect of d= .39 at post-intervention and d= .28 at follow-up (3 months and later). Effect sizes were somewhat greater for outcome measures of social competence than for measures of antisocial behavior, particularly when delinquency was assessed. Cognitive-behavioral programs revealed the best results in terms of generalization over time and on outcome criteria. In addition, prevention measures indicated for children and adolescents who already manifested some behavioral problems had higher effect sizes than universal approaches. Because most studies dealt with small sample sizes, non-official outcome data, and measurements after less than one year, the results should be interpreted with caution. Further high-quality studies with long-term empirical outcome criteria are needed, particularly outside the United States

El entrenamiento en habilidades sociales para niños es una estrategia cada vez más popular como una medida de prevención de la delincuencia. Este artículo presenta los resultados de un metaanálisis que toma en consideración diseños experimentales aleatorizados donde se empleó la técnica de habilidades sociales en el sentido indicado. Los resultados de 136 comparaciones entre grupos de tratamiento y grupos control mostraron un efecto positivo significativo aunque pequeño de d= .39 en la posintervención y de d= .28 en el seguimiento (tres meses o más). Los tamaños del efecto fueron algo mayores para las medidas de resultado de competencia social que para medidas de conducta antisocial, en particular cuando se evaluó de forma específica la conducta delictiva. Los programas cognitivoconductuales fueron los más destacados. Además, los resultados fueron mejores si los programas se orientaban a niños y jóvenes que ya presentaban problemas de conducta. No obstante, estos resultados han de interpretarse con cautela debido a diferentes problemas metodológicos, como muestras pequeñas, datos de delincuencia no oficiales y períodos de seguimiento de menos de un año

Child social skills training in developmental crime prevention: effects on antisocial behavior and social competence.

Social skills training for children is becoming increasingly popular as a measure for developmental crime prevention. Although previous reviews of such programs have shown positive effects, they have also revealed problems of research design, outcome measures, and long-term follow up. Accordingly, this article reports on a recent meta-analysis of randomized evaluations of the effect of social skills training in preventing antisocial behavior and promoting social competence. Of 841 retrievable references, 84 research reports with a total of 136 treatment-control comparisons fulfilled the eligibility criteria. Results showed a small but significant overall positive effect of d = .39 at post-intervention and d = .28 at follow-up (3 months and later). Effect sizes were somewhat greater for outcome measures of social competence than for measures of antisocial behavior, particularly when delinquency was assessed. Cognitive-behavioral programs revealed the best results in terms of generalization over time and on outcome criteria. In addition, prevention measures indicated for children and adolescents who already manifested some behavioral problems had higher effect sizes than universal approaches. Because most studies dealt with small sample sizes, non-official outcome data, and measurements after less than one year, the results should be interpreted with caution. Further high-quality studies with long-term empirical outcome criteria are needed, particularly outside the United States.