Table 5 Evaluation tools and methodologies used in included studies
Criteria | Tool | First author (Year) of Studies in which Tool was Used | Purpose | Methodology | Timeframe |
|---|---|---|---|---|---|
Depression | Children’s Depression Inventory, Short or Complete Form CDI | Sibinga (2016) [30] Kraag (2009) [39] | Assess depressive symptoms | Self-reported survey | Pre- assessment Post-assessment Follow up |
Anxiety | Multidimensional Anxiety Scale for Children MASC | Sibinga (2016) [30] | Assess anxiety symptoms | Self-reported survey | Pre-assessment Post-assessment |
Spence Children’s Anxiety Scale SCAS | Yamamoto (2017) [38] | Assess frequency of anxiety symptoms | Self-reported survey | Pre-assessment Post-assessment | |
Spielberger’s State-Trait Anxiety Inventory for Children STAIC | Kraag (2009) [39] | Assess anxiety symptoms | Self-reported survey | Pre-assessment Post-assessment Follow up | |
Social/Cognitive Development | Socio-moral Reflection Measure, Short Form SRM-SF | Malti (2008) [36] | Assess developmental levels of cognitive-moral skills | Paper and pencil self-reported survey | Pre-assessment Post-assessment |
Resilience | Researcher-developed Resilience Scale | Malti (2008) [36] | Measure selected basic resilience factors, emotional regulation skills, academic skills | Self-reported survey | Pre-assessment Post-Assessment |
Resilience in Elementary School Children Scale RESC | Yamamoto (2017) [38] | Measure 19 elements relating to aspects of resilience | Self-reported | Pre-assessment Post-assessment | |
Socio-Emotional Profile (Dumas et al, 1997) | Dufour (2011) [34] | Measure social competencies and adaption problems | 80 items on six point scale, self-reported survey | Pre-assessment Post-assessment | |
Mindfulness | Children’s Acceptance and Mindfulness Measure | Sibinga (2016) [30] | Measure of mindfulness | 10 item, self-reported survey | Pre-assessment Post-assessment |
Symptoms | Youth Self Report YSR | Malti (2008) [36] | Assess behavioral and emotional functioning and symptoms | Self-reported survey | Pre-assessment Post-assessment |
Symptoms Checklist 90-R SCL-90-R | Sibinga (2016) [30] | Assess paranoid ideation, hostility, somatization | Self-reported survey | Pre-assessment Post-assessment | |
Stress | Children’s Post-Traumatic Symptom Severity Checklist CPSS | Sibinga (2016) [30] | Assess stress symptom severity and frequency | Self-reported survey | Pre-assessment Post-assessment |
Maastricht University Stress Instrument for Children MUSIC | Kraag (2009) [39] | Assess stress symptom severity and frequency | Self-reported scale survey Developed for study | Pre-assessment Post-assessment Followup | |
Relationships | Social Support Scale for Children | Dufour (2011) [34] Yamamoto (2017) [38] | Measure perceived social support by children: social support from parents, teachers, peers in class and intimate friends | 24 items on four point scale | Pre-assessment Post-assessment |
School Social Behavior Skills SSBS | Caldarella (2009) [40] | Evaluate social competence and antisocial behavior of children | Norm-referenced, self-reported survey | Pre-assessment Post-assessment | |
Social Skills Rating System SSRS | Caldarella (2009) [40] | Evaluate pro-social skills and problem behaviors of students | Six-subscale items, norm-referenced, self-reported survey | Pre-assessment Post-assessment | |
Social Skills Questionnaire Teacher Form, Elementary Level SSQTF Student Form, Elementary Level SSQSF | Mishara (2006) [32] | Measure frequency of observed behaviors and social skills; scores determined for cooperation, assertion, self-control | Rating of frequency of specific behaviors | Process evaluation | |
Mood & Emotions | Positive and Negative Affect Schedule PANAS | Sibinga (2016) [30] | Assess mood and emotion regulation | Self-reported survey | Pre-assessment Post-assessment |
Differential Emotional Scale DES | Sibinga (2016) [30] | Assess mood and emotion regulation | Self-reported survey | Pre-assessment Post-assessment | |
Aggression Scale | Sibinga (2016) [30] | Assess mood and emotion regulation | Self-reported survey | Pre-assessment Post-assessment | |
State-Trait Anger Expression Inventory STAXI-2 | Sibinga (2016) [30] | Assess mood and emotion regulation | Self-reported survey | Pre-assessment Post-assessment | |
Strengths and Difficulties Questionnaires SDQ | Clarke (2014) [33] Holen (2012) [35] | Assess children’s emotional and behavioral functioning: emotional symptoms, conduct 2problems, hyperactivity, peer relationship problems, pro-social behavior | Self-reported questionnaire, 25 items with five main subscale scores | Pre-assessment Post-assessment Follow up | |
Feelings Activity | Clarke (2015) [31] | Assess ability to identify feelings in response to problem situations | Part of participatory workshop evaluation: 6 vignettes read aloud and children asked to respond and explain each | Process evaluation Post-assessment | |
Social and Emotional Competence Index | Nielsen (2015) [37] | Assess assertiveness, empathy and collaborative skills | Self-reported questionnaire with ranked answers | Pre-assessment Post-assessment | |
Emotional Literacy Checklist | Clarke (2014) [33] | Assess emotional literacy: self-awareness, self-regulation, motivation, empathy and social skills | Self-reported questionnaire, 20 items rated on four-point Likert Scale | Pre-assessment Post-assessment Follow up | |
Coping | Children’s Response Style Questionnaire CRSQ | Sibinga (2016) [30] | Assess coping ability by measuring 3 types of reactions: rumination, problem solving, destruction | Self-reported survey | Pre-assessment Post-assessment |
Brief COPE | Sibinga (2016) [30] | Assess coping ability by measuring 14 coping approaches | Self-reported survey | Pre-assessment Post-assessment | |
Coping Self-Efficacy Scale CSE | Sibinga (2016) [30] | Assess coping ability | Self-reported survey with end result of single variable | Pre-assessment Post-assessment | |
Social Problem-Solving Inventory SPSI | Kraag (2009) [39] | Measure problem-solving skills | Self-reported scales | Pre-assessment Post-assessment Follow up | |
Schoolagers Coping Strategies Inventory | Gather information about actual coping experiences of children; identify frequencies of use of coping skills | Self-reported questionnaire, 26 items | Process evaluation Post-assessment | ||
Draw and Write Technique | Clarke (2015) [31] | Gather personal experiences of how children coped with problem situations | Part of participatory workshop: children asked to draw picture about emotion and draw how they coped | Pre-assessment Post-assessment | |
KidCope Questionnaire | Holen (2012) [35] | Measure of 10 coping strategies: distraction, social withdrawal, cognitive restructuring, self-criticism, blaming others, problem solving, emotional expression, wishful thinking, social support, resignation | Self-reporting questionnaires with adaptations for different age groups | Pre-assessment Post-assessment | |
Focus Groups | Malti (2008) [36] | Evaluation of program implementation and process | Multiple students with one researcher | Process evaluation Implementation evaluation Post-assessment | |
Researcher-developed questionnaires | Malti (2008) [36] Dufour (2011) [34] | Assessment of components of program; assessment of children’s status by parents and teachers | Self-reported questionnaires | Pre-assessment Process evaluation Post-assessment Climate assessment | |
Session Reports | Mishara (2006) [32] Dufour (2011) [34] Holen (2012) [35] | Assessment of each component of program | Qualitative, self-administered report by program deliverer after each session | Process evaluation Implementation evaluation | |
Interviews | Malti (2008) [36] Clarke (2015) [31] | Assessment of components of program | One-on-one interviews with researcher or evaluator | Pre-assessment Process evaluation Post-assessment Implementation evaluation | |
Programme Fidelity Checklist | Clarke (2014) [33] Caldarella (2009) [39] | Report of what portions of program session fully or partially implemented, which ones omitted | Self-reported checklist and questionnaire | Process assessment Implementation evaluation | |
Class Environment Climate Questionnaire | Dufour (2011) [34] | Assess climate of classroom and describe teacher characteristics | Self-reported questionnaire, 36 items | Pre-assessment Post-assessment | |
Acceptability | Student Self-Assessment of Social Validity | Caldarella (2009) [40] | Assess student perception of social validity of program | Self-reported questionnaire, 10 questions: 8 with Likert Scale, 2 open ended | Post-assessment |
Intervention Rating Profile-15 IRP-15 | Caldarella (2009) [40] | Assess teacher’s perception of social validity of program | Self-reported questionnaire with 15 items on 6-point Likert scale | Post-assessment |