Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review

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This systematic review evaluates peer-reviewed literature on Acceptance and Commitment Therapy (ACT) interventions implemented in secondary schools for students aged 13–21. It analyzes nine studies involving 1,324 participants to assess methodological quality and effectiveness regarding outcomes such as depression, anxiety, and wellbeing. The authors note significant variation in study design and quality, concluding that while results are promising, the heterogeneity prevents firm conclusions about efficacy or specific program moderators.

ID
0a2d69d50ac14c17
Source org
OpenAlex
Author
Laura Knight (Cardiff University), Victoria Samuel (Cardiff University)
Published
2022-06-29
OA status
hybrid
DOI
10.1016/j.jcbs.2022.06.006
PMID
Not recorded
PMCID
Not recorded
Citations
34

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BibTeX

@article{allodium:0a2d69d50ac14c17,
  title = {Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review},
  author = {Laura Knight and Victoria Samuel},
  year = {2022},
  journal = {OpenAlex},
  doi = {10.1016/j.jcbs.2022.06.006},
  url = {https://doi.org/10.1016/j.jcbs.2022.06.006}
}

RIS

TY  - JOUR
TI  - Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review
AU  - Knight, Laura
AU  - Samuel, Victoria
PY  - 2022
PB  - OpenAlex
DO  - 10.1016/j.jcbs.2022.06.006
UR  - https://doi.org/10.1016/j.jcbs.2022.06.006
ER  -

APA

Knight, L., & Samuel, V. (2022). Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review. OpenAlex. https://doi.org/10.1016/j.jcbs.2022.06.006

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