doi

README.html

@@ -321,7 +321,7 @@
 
 
 <p>All contents of this repository (and associated website) are licensed under the <a href="https://creativecommons.org/licenses/by/4.0/">CC-BY license</a>. Each published paper has its own citation. To cite the data, please use:</p>
-<p>Cho, H. (2018). School support and depression 2018 data repository. <a href=""><img src="" alt="DOI" /></a></p>
+<p>Cho, H. (2018). School support and depression 2018 data repository. <a href="https://zenodo.org/badge/latestdoi/142767827"><img src="https://zenodo.org/badge/142767827.svg" alt="DOI" /></a></p>
 
 
 

README.md

@@ -1,4 +1,4 @@
 All contents of this repository (and associated website) are licensed under the [CC-BY license](https://creativecommons.org/licenses/by/4.0/). Each published paper has its own citation. To cite the data, please use:
 
-Cho, H. (2018). School support and depression 2018 data repository. [![DOI]()]()
+Cho, H. (2018). School support and depression 2018 data repository. [![DOI](https://zenodo.org/badge/142767827.svg)](https://zenodo.org/badge/latestdoi/142767827)
 

data and replication files/reports/manuscript.Rmd

@@ -596,7 +596,7 @@ That said, more work remains to understand the mechanism of action of school sup
 
 We can anchor these results in the broader literature about child and adolescent mental health treatment in LMICs. On one end of the spectrum sit economic interventions that are designed to improve quality of life and human capital and could have indirect effects on mental health. These include the school support program we tested, other conditional cash transfer programs that make support contingent upon certain actions of beneficiaries (e.g., @han:2013; @fernald:2009; @baird:2013; @ozer:2009; @green:2016), and unconditional cash transfer programs (e.g., @kilburn:2016; @paxson:2010; @baird:2013). These programs are most often run with poor and potentially vulnerable populations like orphans, but not clinical samples identified because of a pre-existing condition like depression. On the other end of the spectrum are individual and group treatments for depression, anxiety, and post-traumatic stress disorder.
 
-Among the published economic interventions that have assessed mental health outcomes among children and adolescents, most standardized point estimates of the treatment effect are in the 0 to .20 range (this study found an effect size of `r abs(as.numeric(m1.time4))`. See Table X in the Appendix for a comparison of effect sizes across studies. @yatham:2017 reviewed the results of 21 trials of treatments for depression, anxiety, and post-traumatic stress disorder conducted with children and adolescents in LMICs. 15 of these trials were conducted in conflict-affected settings. Among the studies conducted in conflict-affected settings with clinical populations, standardized point estimates range from nearly 0 to 0.61 (median 0.22). Therefore, it seems reasonable to conclude that economic interventions could play an important role in improving mental health outcomes as we continue to expand access to direct treatment options in low-resource settings.
+Among the published economic interventions that have assessed mental health outcomes among children and adolescents, most standardized point estimates of the treatment effect are in the 0 to .20 range (this study found an effect size of `r abs(as.numeric(rd2(m1.lh4Est)))`). See Table A3 in the Appendix for a comparison of effect sizes across studies. @yatham:2017 reviewed the results of 21 trials of treatments for depression, anxiety, and post-traumatic stress disorder conducted with children and adolescents in LMICs. 15 of these trials were conducted in conflict-affected settings. Among the studies conducted in conflict-affected settings with clinical populations, standardized point estimates range from nearly 0 to 0.61 (median 0.22). Therefore, it seems reasonable to conclude that economic interventions could play an important role in improving mental health outcomes as we continue to expand access to direct treatment options in low-resource settings.
 
 ## Limitations
 

jcpp.Rmd

@@ -17,7 +17,7 @@ csl: vancouver.csl
                     Details=c("Green, E. P., Cho, H. , Gallis, J. and Puffer, E. S. (2018), The impact of school support on depression among adolescent orphans: a cluster‐randomized trial in Kenya. *Journal of Child Psychology and Psychiatry*. doi: 10.1111/jcpp.12955",
                               "[Journal of Child Psychology and Psychiatry](https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.12955)",
                               "[PDF](https://github.com/ericpgreen/JCPP2018/raw/master/data%20and%20replication%20files/reports/manuscript.pdf)",
-                              "Cho, H. (2018). School support and depression 2018 data repository. [![DOI]()]()"))
+                              "Cho, H. (2018). School support and depression 2018 data repository. [![DOI](https://zenodo.org/badge/142767827.svg)](https://zenodo.org/badge/latestdoi/142767827)"))
 
 tbl %>%
   kable("html") %>%

jcpp.html

@@ -362,7 +362,7 @@ <h1>Metadata</h1>
 Data Citation
 </td>
 <td style="text-align:left;">
-Cho, H. (2018). School support and depression 2018 data repository. <a href=""><img src="" alt="DOI" /></a>
+Cho, H. (2018). School support and depression 2018 data repository. <a href="https://zenodo.org/badge/latestdoi/142767827"><img src="https://zenodo.org/badge/142767827.svg" alt="DOI" /></a>
 </td>
 </tr>
 </tbody>