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Promoting personal and social skills in youth with disruptive behaviors: a systematic review of tertiary programs

2026-05-01Artigo de investigação Acesso aberto
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dc.contributor.authorSoares, Mónica
dc.contributor.authorSousa, Jacinta
dc.contributor.authorCardoso, Leonor G.
dc.contributor.authorCunha, Olga
dc.contributor.authorCaridade, Sónia
dc.date.accessioned2026-03-30T15:26:52Z
dc.date.available2026-03-30T15:26:52Z
dc.date.issued2026-05-01
dc.description.abstractDisruptive behavior in youth (i.e., persistent oppositional, aggressive, or delinquent conduct) predicts harm to self and others, as well as long-term social exclusion. Tertiary, skill-oriented programs aim to prevent the escalation of these behaviors and strengthen personal and social skills. However, an up-to-date, comprehensive synthesis of their effectiveness is still lacking. In accordance with PRISMA 2020, we searched Web of Science, Scopus, PubMed, ProQuest, and B-on. Studies included justice-involved, school-referred, community, and/or mixed-setting. Overall, 43 peer-reviewed studies (January 2013–May 2025) evaluating tertiary, skill-focused interventions for youth aged 10–24 met the eligibility criteria. Outcomes primarily indexed reductions in disruptive behavior (e.g., aggression, violent behavior) and/or improvements in skills (e.g., emotion regulation, self-control, empathy, problem solving). Theme-focused, multimodal, and sufficiently intensive programs were most consistently associated with reduced aggression and improved skills. However, findings and methodological quality were heterogeneous, and follow-up data was limited. Digital delivery components were rare. We discuss these findings and propose a modular program architecture that combines a structured, evidence-based core (e. g., manualized content, fidelity monitoring) with planned flexibility (e.g., thematic breadth, dosage) to match youths’ risk-need profiles and the constraints of justice, school, and community settings. Key limitations (e.g., limited follow-up, cultural sensitivity) and future directions (e.g., finer-grained analyses linking youngsters’ needs to specific modules) are also discussed.eng
dc.identifier.citationSoares, M., Sousa, J., Cardoso, L. G., & Cunha, O. et al. (2026). Promoting personal and social skills in youth with disruptive behaviors: a systematic review of tertiary programs. Children and Youth Services Review, 184, Article 108855. https://doi.org/10.1016/j.childyouth.2026.108855
dc.identifier.doi10.1016/j.childyouth.2026.108855
dc.identifier.eid105035672987
dc.identifier.issn0190-7409
dc.identifier.othercece59f7-3f8c-43d6-9b8f-4993bbee98c1
dc.identifier.urihttp://hdl.handle.net/10400.14/57433
dc.identifier.wos001717004500001
dc.language.isoeng
dc.peerreviewedyes
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectDisruptive behavior
dc.subjectIntervention programs
dc.subjectSocial skills
dc.subjectTertiary prevention
dc.subjectYouth
dc.titlePromoting personal and social skills in youth with disruptive behaviors: a systematic review of tertiary programseng
dc.typeresearch article
dspace.entity.typePublication
oaire.citation.titleChildren and Youth Services Review
oaire.citation.volume184
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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