El programa ha demostrado su eficacia en diversos estudios. Los niños que han recibido el programa en España han mostrado una mejor autoestima, mejores habilidades para relacionarse con los demás, mejor estado emocional y más recursos para afrontar situaciones que les preocupan.
A continuación, destacamos los estudios principales publicados que han demostrado la eficacia el programa.
- Essau, C. A., & Ollendick, T. H. (2013). The Super Skills for Life Programme. London, Reino Unido: University of Roehampton.
- Essau, C. A., Olaya, B., Sasagawa, S., Pithia, J., Bray, D., & Ollendick, T. H. (2014). Integrating video-feedback and cognitive preparation, social skills training and behavioural activation in a cognitive behavioural therapy in the treatment of childhood anxiety. Journal of Affective Disorders, 167, 261-267. https://doi.org/10.1016/j.jad.2014.05.056
- Essau, C. A., Sasagawa, S., Jones, G., Fernandes, B., & Ollendick, T. H. (2019). Evaluating the real-world effectiveness of a cognitive behavior therapy-based transdiagnostic programme for emotional problems in children in a regular school setting. Journal of Affective Disorders, 253, 357–365. https://doi.org/10.1016/j.jad.2019.04.036
- Fernández-Martínez, I., Espada, J. P., & Orgilés, M. (2019). Super Skills for Life: Eficacia de un programa transdiagnóstico de prevención indicada para los problemas emocionales infantiles. Revista de Psicología Clínica con Niños y Adolescentes, 6(3), 24-31. https://doi.org/10.21134/rpcna.2019.06.3.3
- Orgilés, M., Fernández-Martínez, I., Espada, J. P., & Morales, A. (2019). Spanish version of Super Skills for Life: short- and long-term impact of a transdiagnostic prevention protocol targeting childhood anxiety and depression, Anxiety, Stress & Coping, 32(6), 694-710. https://doi.org/10.1080/10615806.2019.1645836
- Fernández-Martínez, I., Morales, A., Espada, J. P., Essau, C. A., & Orgilés, M. (2019). Effectiveness of the Program Super Skills For Life In Reducing Symptoms of Anxiety and Depression in Young Spanish Children. Psicothema, 31(3), 298-304. https://doi.org/10.7334/Psicothema2018.336
- Fernández-Martínez, I., Orgilés, M., Morales, A., Espada, J. P., & Essau, C. A. (2019). One-Year Follow-Up Effects of a Cognitive Behavior Therapy-Based Transdiagnostic Program for Emotional Problems in Young Children: A School-Based Cluster-Randomized Controlled Trial. Journal of Affective Disorders. https://doi.org/10.1016/j.jad.2019.11.002
- Diego-Castaño, S., Prieto-Moya, J., Hermosín, N., & Orgilés, M. (2019). Eficacia del programa Super Skills en población clínica: un estudio piloto. 5 Congreso International de Psicología Clinica y Salud con Niños y Adolescentes, Oviedo, Spain. ISSN: 2695-4664
- Melero, S., Morales, A., & Orgilés, M. (2019, noviembre). Eficacia de la aplicación individual del programa Super Skills for Life para reducir síntomas emocionales en menores. 5 Congreso International de Psicología Clinica y Salud con Niños y Adolescentes, Oviedo, Spain. ISSN: 2695-4664
- Fernández-Martínez, I., Morales, A., Espada, J. P., & Orgilés, M. (2020). Effects of Super Skills for Life on the social skills of anxious children through video analysis. Psicothema, 32(2), 229-236. https://doi.org/10.7334/psicothema2019.240
- Orgilés, M., Melero, S., Fernández-Martínez, I., Espada, J. P., & Morales, A. (2020). Effectiveness of Video-Feedback with Cognitive Preparation in Improving Social Performance and Anxiety through Super Skills for Life Programme Implemented in a School Setting. International Journal of Environmental Research and Public Health, 17(8), 2805. https://doi.org/10.3390/ijerph17082805
- Orgilés, M., Garrigós, E., Espada, J. P., & Morales, A. (2020). How does a CBT-based transdiagnostic program for separation anxiety symptoms work in children?: Effects of Super Skills for Life. Revista de Psicología Clínica con Niños y Adolescentes, 7(2), 9-15. https://doi.org/10.21134/rpcna.2020.07.2.1
- Orgilés, M., Espada, J. P, & Morales, A. (2020). How Super Skills for Life may help children to cope with the COVID-19: Psychological impact and coping styles after the program. Revista de Psicología Clínica con Niños y Adolescentes, 7(3), 88-93. https://doi.org/10.21134/rpcna.2020.mon.2048
- Melero, S., Orgilés, M., Fernández-Martínez, I., Espada, J. P., & Morales, A. (2021). Influence of implementation fidelity on the effectiveness of a CBT programme targeted emotional problems in childhood. Studies in Educational Evaluation, 68, 100975. https://doi.org/10.1016/j.stueduc.2021.100975
- Fernández-Martínez, I., Orgilés, M., Espada, J. P., Essau, C. A., & Morales, A. (2021). Effects as a function of Implementation Fidelity of a Transdiagnostic Prevention Program in Young School-Aged Children. Evaluation and Program Planning, 102011. doi: 10.1016/j.evalprogplan.2021.1020
- Melero, S., Morales, A., Espada, J. P., & Orgilés, M. (2021). Improving social performance through video-feedback with cognitive preparation in children with emotional problems. Behavior Modification, 1–27. https://doi.org/10.1177/0145445521991098
- Melero, S., Orgilés, M., Espada, J. P., & Morales, A. (2021). Spanish version of Super Skills for Life in individual modality: Improvement of children’s emotional well-being from a transdiagnostic approach. Journal of Clinical Psychology, 1–16. doi: 10.1002/jclp.23148
- Melero, S., Morales, A., Espada, J. P., Méndez, X., & Orgilés, M. (2021). Effectiveness of Group vs. Individual Therapy to Decrease Peer Problems and Increase Prosociality in Children. International Journal of Environmental Research and Public Health, 18, 3950. doi: 10.3390/ijerph18083950