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Evaluation of students' mental and social health promotion educational programs: A systematic review

机译：学生心理和社会健康促进教育计划评估：系统审查

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INTRODUCTION: Various programs are implemented internationally to promote the mental and social health of the students in schools. This study systematically reviewed and categorized all resources, indicators, and criteria for evaluating mental and social programs of schools. MATERIALS AND METHODS: This systematic review was conducted by collecting data from the PubMed, Google Scholar, Scopus, ProQuest, and Web of Science databases using the keywords of “evaluation, mental health program, social health program, behavioral and emotional program.” In the initial review, 4295 studies were found, which reduced to 75 after removing the repetitions and evaluating the studies' quality. The articles were selected using the PRISMA chart. RESULTS: The findings resulted in three main categories of structure, process, and outcome; 16 subcategories; and 166 codes. The category of structure included the subcategories of human resources, physical space, facilities, training, needed committees and teams, financing, and implementing mental and social programs. The subcategories of process category were functional indicators, guidelines and protocols, communication, documentation, planning/coordination, time management, and monitoring. The subcategories of behavioral-therapeutic, satisfaction, and educational outcomes were associated with the outcome category. CONCLUSION: Application of the structure, process, and outcome indicators, derived from the findings of this study, will greatly improve evaluation of the international mental health programs in schools.
机译：介绍：各种计划在国际上实施，以促进学校学生的心理和社会健康。本研究系统地审查和分类了评估学校精神和社会计划的所有资源，指标和标准。材料和方法：通过使用“评估，心理健康计划，社会健康计划，行为和情感和情感计划”的关键词，通过收集来自PubMed，Google Scholar，Scopus，Proquest和Science数据库网络的数据进行的系统审查。在初步审查中，发现4295项研究，减少重复并评估研究质量后减少到75。使用PRISMA图表选择制品。结果：调查结果导致了三个主要类别的结构，过程和结果; 16个子类别;和166个代码。结构类别包括人力资源，物理空间，设施，培训，所需委员会和团队，融资和执行心理和社会计划的子类别。流程类别的子类别是实际指标，指南和协议，通信，文档，规划/协调，时间管理和监控。行为治疗，满意度和教育结果的子类别与结果类别有关。结论：源自本研究结果的结构，过程和结果指标将大大提高学校国际心理健康方案的评价。

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