Making Sense of Meta-Analysis: A Critique of Effectiveness of Long-Term Psychodynamic Psychotherapy

Evidence-based practice depends in part on knowledge derived from relevant research. For any given topic, there are likely to be many, potentially relevant studies; a careful appraisal and synthesis of the results of these studies is needed to understand the state of the empirical evidence. Meta-analysis is widely used to combine results of quantitative studies; yet this method is unfamiliar to many people and, as a result, meta-analyses are often uncritically accepted. In this article, we argue that meta-analysis is only one component of a good research synthesis. We critique a recent meta-analysis on the effectiveness of long-term psychodynamic psychotherapy, showing that this meta-analysis failed to meet current standards for the conduct and reporting of systematic research reviews and meta-analyses. We demonstrate the use of AMSTAR, a straightforward tool for assessing the quality of systematic reviews and meta-analyses

Toward Evidence-Informed Policy and Practice in Child Welfare

Drawing on the authors’ experience in the international Campbell Collaboration, this essay presents a principled and pragmatic approach to evidence-informed decisions about child welfare. This approach takes into account the growing body of empirical evidence on the reliability and validity of various methods of research synthesis. It also considers wide variations in the cultural, economic, and political contexts in which policy and practice decisions are made—and the contexts in which children live and die. This essay illustrates the use of Campbell and Cochrane systematic reviews to inform child welfare decisions in the diverse contexts that exist around the globe

Toward Evidence-Informed Policy and Practice in Child Welfare

Drawing on the authors’ experience in the international Campbell Collaboration, this essay presents a principled and pragmatic approach to evidence-informed decisions about child welfare. This approach takes into account the growing body of empirical evidence on the reliability and validity of various methods of research synthesis. It also considers wide variations in the cultural, economic, and political contexts in which policy and practice decisions are made—and the contexts in which children live and die. This essay illustrates the use of Campbell and Cochrane systematic reviews to inform child welfare decisions in the diverse contexts that exist around the globe

Mindfulness-based parenting programmes for improving psychosocial outcomes in children from birth to age 18 and their parents:(Protocol)

This is a protocol for a Cochrane Review (Intervention). The objectives are as follows: To assess the effectiveness of mindfulness-based parent training programmes on the psychosocial functioning of children (from birth to age 18 years) and their parents

School-based education programmes for the prevention of child sexual abuse

This article if free to read on the publisher website. Abstract Background Child sexual abuse is a significant global problem in both magnitude and sequelae. The most widely used primary prevention strategy has been the provision of school-based education programmes. Although programmes have been taught in schools since the 1980s, their effectiveness requires ongoing scrutiny. Objectives To systematically assess evidence of the effectiveness of school-based education programmes for the prevention of child sexual abuse. Specifically, to assess whether: programmes are effective in improving students’ protective behaviours and knowledge about sexual abuse prevention; behaviours and skills are retained over time; and participation results in disclosures of sexual abuse, produces harms, or both. Search methods In September 2014, we searched CENTRAL, OvidMEDLINE, EMBASE and 11 other databases.We also searched two trials registers and screened the reference lists of previous reviews for additional trials. Selection criteria We selected randomised controlled trials (RCTs), cluster-RCTs, and quasi-RCTs of school-based education interventions for the prevention of child sexual abuse compared with another intervention or no intervention. Data collection and analysis Two review authors independently assessed the eligibility of trials for inclusion, extracted data, and assessed risk of bias.We summarised data for six outcomes: protective behaviours; knowledge of sexual abuse or sexual abuse prevention concepts; retention of protective behaviours over time; retention of knowledge over time; harm; and disclosures of sexual abuse. School