Уважаемые коллеги, доброго времени суток! Представляем вам швейцарское научное издание Adolescent Research Review. Журнал имеет первый квартиль, издается в Springer International Publishing AG, его SJR за 2022 г. равен 1,491, пятилетний импакт-фактор 5,103, печатный ISSN - 2363-8346, электронный - 2363-8354, предметные области - Педиатрия, перинатология и охрана здоровья детей, Психиатрия и психическое здоровье, Психология развития и воспитания, Социальные науки (общие вопросы), Вот так выглядит обложка:
Редактором является Роджер Левеске, контактные данные - rlevesqu@indiana.edu.
Дополнительные публикационные контакты - Arivuselvi.Senthilkumar@springernature.com, stella.lawrence@springernature.com, journalpermissions@springernature.com, Jennifer.Hadley@springer.com.
К публикации принимаются статьи, в которых рассматривается важный вклад в понимание подросткового возраста. Обзор составлен на основе многих дисциплин науки о развитии, психологии, образования, криминологии, общественного здравоохранения, медицины, социальной работы и других смежных дисциплин, которые затрагивают тему молодежи и отрочества. Редакторы особенно заинтересованы в статьях, которые устраняют пробелы между дисциплинами или фокусируются на темах, выходящих за рамки традиционных дисциплинарных границ. Обзоры должны быть передовыми и всеобъемлющими с точки зрения продвижения науки, практики или политики в отношении подростков.
Адрес издания - https://www.springer.com/journal/40894
Пример статьи, название - Evidence for Targeted and Universal Secondary School-Based Programs for Anxiety and Depression: An Overview of Systematic Reviews. Заголовок (Abstract) - While there are a number of systematic reviews on school-based mental health programs, there appears to be heterogeneity in their overall findings and conclusions, possibly due to the tendency to combine evidence from primary school and high school programs. To investigate the evidence for the effectiveness of targeted (for specific groups) and universal (for all students) mental health programs delivered in secondary schools, a systematic review of systematic reviews was conducted. A systematic search for reviews published from 2015 included outcomes for depression and anxiety—the most common mental health conditions—and quality appraisal of original studies in majority secondary school settings. A total of 395 references were screened and 14 systematic reviews were included. Of reviews that were assessed in full, most were excluded for not clearly separating studies in secondary school settings from primary school settings. Findings were generally positive but heterogenous in terms of quality and long-term outcomes. Interventions were mainly based on cognitive behavioural therapy (CBT), with results showing that targeted interventions are generally effective in the short-term for both anxiety and depression, while universal programs may be effective in some situations, typically in the short term and when programs were CBT-based; where reviews focused on universal resilience programs there were no significant effects. The overview shows a need for systematic reviews focused on secondary school settings, which consider contextual and individual factors that can influence the implementation and effectiveness of programs. Keywords: Schools; Students; Adolescent; Humans; Mental Health