EPPI-Centre

Abstract: OBJECTIVES: To determine whether randomised controlled trials (RCTs) lead to the same effect size and variance as non-randomised studies (NRSs) of similar policy interventions, and whether these findings can be explained by other factors associated with the interventions or their evaluation. DATA SOURCES: Two RCTs were resampled to compare randomised and non-randomised arms. Comparable field trials were identified from a series of health promotion systematic reviews and a systematic review of transition for youths with disabilities. Previous methodological studies were sought from 14 electronic bibliographic databases (Applied Social Sciences Index and Abstracts, Australian Education Index, British Education Index, CareData, Dissertation Abstracts, EconLIT, Educational Resources Information Centre, International Bibliography of the Sociological Sciences, ISI Proceedings: Social Sciences and Humanities, PAIS International, PsycINFO, SIGLE, Social Science Citation Index, Sociological Abstracts) in June and July 2004. These were supplemented by citation searching for key authors, contacting review authors and searching key internet sites. REVIEW METHODS: Analyses of previous resampling studies, replication studies, comparable field studies and meta-epidemiology investigated the relationship between randomisation and effect size of policy interventions. New resampling studies and new analyses of comparable field studies and meta-epidemiology were strengthened by testing pre-specified associations supported by carefully argued hypotheses. RESULTS: Resampling studies offer no evidence that the absence of randomisation directly influences the effect size of policy interventions in a systematic way. Prior methodological reviews and meta-analyses of existing reviews comparing effects from RCTs and non-randomised controlled trials (nRCTs) suggested that effect sizes from RCTs and nRCTs may indeed differ in some circumstances and that these differences may well be associated with factors confounded with design. No consistent explanations were found for randomisation being associated with changes in effect sizes of policy interventions in field trials. CONCLUSIONS: From the resampling studies we have no evidence that the absence of randomisation directly influences the effect size of policy interventions in a systematic way. At the level of individual studies, non-randomised trials may lead to different effect sizes, but this is unpredictable. Many of the examples reviewed and the new analyses in the current study reveal that randomisation is indeed associated with changes in effect sizes of policy interventions in field trials. Despite extensive analysis, we have identified no consistent explanations for these differences. Researchers mounting new evaluations need to avoid, wherever possible, allocation bias. New policy evaluations should adopt randomised designs wherever possible.

Abstract: The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school connectedness and teacher connectedness are operationalised in existing measures. Using the terms connectedness, teacher and school as keywords, we searched SCOPUS, Web of Science, ERIC, the Cochrane Library and the EPPI Centre Database of Education Research for relevant peer-review articles published in English from 1990 to 2016. 350 papers were selected for the review. Many studies failed to provide a definition of school or teacher connectedness and there were some differences in the way these constructs were operationalised in the main measures. Future research should be thorough in the definition of these constructs, and ensure consistency between the de...

Abstract: Background Secure attachment is associated with optimal outcomes across all domains in childhood, and both insecure and disorganised attachment are associated with a range of later psychopathologies. Insecure and disorganised attachment are common, particularly in disadvantaged populations, pointing to the need to identify effective methods of addressing such problems. Aims This paper presents the findings of a review of secondary and primary studies evaluating the effectiveness of interventions aimed at improving attachment and attachment-related outcomes on a universal, targeted or indicated basis, which was undertaken as part of an update of the evidence base for a UK-based national programme targeting children aged 0–5 years (Healthy Child Programme). Method A systematic search of key electronic databases was undertaken to identify secondary and primary sources of data that addressed the research question and that had been published between 2008 and 2014; search sources included Cochrane Collaboration, NICE, EPPI Centre, Campbell Collaboration and PubMed, PsychInfo, CINAHL databases. Findings Six systematic reviews and 11 randomised controlled trials were identified that had evaluated the effectiveness of universal, selective or indicated interventions aimed at improving attachment and attachment-related outcomes in children aged 0–5 years. Potentially effective methods of improving infant attachment include parent–infant psychotherapy, video feedback and mentalisation-based programmes. Methods that appear to be effective in improving attachment-related outcomes include home visiting and parenting programmes. Conclusions A number of methods of working to promote attachment and attachment-related outcomes in preschool children are now being recommended as part of the Healthy Child Programme. The implications in terms of the role and contribution of practitioners working in child and adolescent mental health service are discussed.

Abstract: This systematic review, commissioned by the Humanitarian Evidence Programme and carried out by a team from the EPPI-Centre, University College London (UCL), draws together primary research on mental health and psychosocial support (MHPSS) programmes for people affected by humanitarian crises in low- and middle-income countries (LMICs). It investigates both the process of implementing MHPSS programmes and their receipt by affected populations, as well as assessing their intended and unintended effects. What are the barriers to, and facilitators of, implementing and receiving MHPSS interventions delivered to populations affected by humanitarian emergencies? What are the effects of MHPSS interventions delivered to populations affected by humanitarian emergencies? What are the key features of effective MHPSS interventions and how can they be successfully developed and implemented? What are the gaps in research evidence for supporting delivery and achieving the intended outcomes of MHPSS interventions? The systematic review, together with corresponding executive summary and evidence brief, forms part of a series of humanitarian evidence syntheses and systematic reviews commissioned by the Humanitarian Evidence Programme. Other reports in the series review the evidence on interventions or approaches to mental health, child protection, market support and household food security, acute malnutrition, pastoralist livelihoods, shelter self-recovery and urban response.