Established Evidence Results

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Mentor Engagement

Intervention Description: The intervention described in the study is community-based mentoring, particularly focusing on the unique aspects of the mentor's approach and the support provided to the youth. The mentoring program is unique in its emphasis on the fit of the mentor's approach with the specific circumstances of the match, rather than advocating for a one-size-fits-all approach to mentoring relationships.

Intervention Results: The results of the study emphasize the importance of the fit between mentor approach and the specific circumstances of the match, as well as the influence of previous mentoring experience on relationship-building and support .

Conclusion: The conclusion drawn from the study is that mentoring programs need to train, monitor, and coach mentors with attention to how the mentor approaches the match, and that mentoring program staff must understand the specifics of the match and coach the mentor in a way that will work well based on youth characteristics, parent preferences, and the agency's goals and policies .

Study Design: The study design is a longitudinal, qualitative investigation that examines how mentors approach building relationships with their mentees and the connection between the mentor's approach and the support perceived by the youth .

Setting: community-based mentoring programs, specifically focusing on the Big Brothers Big Sisters

Population of Focus: mentors, parents, and youth

Sample Size: 8 matches

Age Range: youth

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Assembly, Reporting & Response System

Intervention Description: This study is an evaluation of a systemic, two-year, whole-school bullying intervention initiative that was implemented in a US public high school.

Intervention Results: Except for a reduction in victimization, all goals were achieved in some measure. Self-reported bullying decreased 50% or more. Students' reporting that peers intervened in bullying increased. Staff-reported reductions in student aggression, and staff's belief that the school's efforts to address bullying were adequate increased.

Conclusion: This evaluation points to the possible success of a whole-school, systemic approach to managing bullying at the high school level. (Contains 1 figure and 2 tables.)

Study Design: QE: pretest-posttest

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Victimization: Pretest (n=874); Posttest (n=817) Perpetration: Pretest (n=870); Posttest (n=818)

Age Range: 14-18

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Strengths-Based Approach

Intervention Description: The program is unique in that it pairs college women with middle school girls and focuses on addressing the increased vulnerability to social-emotional, behavioral, or academic challenges, and limited access to other more targeted interventions and supports .

Intervention Results: there was substantial variation among mentoring dyads in how often they discussed topics, and the four relationship-oriented discussion topics were addressed more frequently than the four academic-oriented discussion topics .

Conclusion: the conversations that take place during mentoring sessions play a role in facilitating improvements or declines in youth outcomes

Study Design: taged approach to analyze the data and address the research questions . The study also used a checklist to measure the specific behavior (i.e., discussion of a topic) shortly after the mentoring session was completed to reduce recall bias .

Setting: School-based: eastern mid-Atlantic university during the 2018-2019 academic year

Population of Focus: middle school girls and college women mentors

Sample Size: 41 middle school girls and 40 college women mentors

Age Range: 11 to 14

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Strengths-Based Approach

Intervention Description: The intervention described is a school-based mentoring program that focuses on developing a close, long-lasting relationship between mentors and mentees. This mentoring program is unique in that school outcomes are considered secondary, and mentors are instructed to focus on developing a close, long-lasting relationship with their mentee as the primary mechanism to promote their positive development.

Intervention Results: The results showed that mentor satisfaction with the relationship was positively associated with their intention to continue mentoring in the future. Additionally, relationship closeness was positively correlated with program support, satisfaction with the relationship, and intention to remain in the program.

Conclusion: The conclusion of the study is that mentor satisfaction with the relationship is an important predictor of volunteer retention in school-based mentoring programs.

Study Design: cross-sectional

Setting: school-based mentoring programs in Italy

Population of Focus: mentors and their mentees

Sample Size: 103 mentors

Age Range: youth

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Strengths-Based Approach

Intervention Description: The intervention described is formal community-based mentoring programs that aim to build supportive relationships between youth and non-parental adults. This mentoring program is unique in that it focuses on how mentors can strengthen and expand youth's social connections beyond the mentor-mentee dyad.

Intervention Results: The results reveal three mentoring profiles that are differentially associated with youth outcomes. Mentors who actively engage in connecting and mediating behaviors foster stronger connection outcomes, as reported by their youth mentees.

Conclusion: The conclusion is that mentor-mentee relationships and specific mentoring approaches are crucial in enhancing youth support networks and connectedness.

Study Design: person-centered approach using latent profile analysis.

Setting: Community-basesd: formal community-based mentoring programs

Population of Focus: diverse youth

Sample Size: 766 youth

Age Range: 11/14/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement

Intervention Description: natural or informal mentoring relationships, which are community-oriented and not part of formal mentoring programs. This mentoring program is unique because it involves a supportive individual, usually an adult, who works with a young person to build a relationship by offering guidance, support, and encouragement to the young person to cultivate positive and healthy development.

Intervention Results: The results of the study show that children without mentors had 2.1 and 1.3 times higher adjusted odds, respectively, of bullying other children and low school engagement than those with mentors.

Conclusion: The conclusion of the study is that mentoring may be a pathway for providing programs that prevent bullying and improve educational outcomes among school-aged children.

Study Design: cross-sectional telephone survey

Setting: Community-based: United States

Population of Focus: school-aged children

Sample Size: 65593

Age Range: 6/17/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement

Intervention Description: Mentors received at least two hours of training and committed to meeting one hour per week for at least one school year. The matches were supported by a coordinator who conducted at least monthly check-ins with both mentors and mentees.

Intervention Results: The study identified several factors associated with successful mentoring relationships within the school-based context. These factors included: 1. Mentor attitudes toward youth 2. Match expectations 3. Training received 4. Perceived program support 5. Match length 6. Mentor commitment

Conclusion: The study identified three distinct profiles of mentoring relationships within the school-based context: "Tough Matches," "Tentative Mentors," and "Tight Matches." These profiles were based on multi-informant ratings of closeness, communication, engagement, and compatibility between mentors and mentees. The results indicated that mentor attitudes toward youth, match expectations, training received, and perceived program support were associated with the different relationship profiles. Additionally, match length and mentor commitment varied across the different profiles, with "Tentative Mentors" and those in "Tough Matches" demonstrating lower levels of commitment and shorter match durations compared to "Tight Matches." Furthermore, the study found that high school and college-age mentors had shorter matches compared to adult mentors, and mentors in "Tough Matches" were significantly less likely to report finishing the school year with their mentees. These findings underscored the importance of recognizing the mutual perceptions of mentees and mentors and the need to identify areas of support for matches that may struggle within school-based mentoring programs , , .

Study Design: longitudinal design, collecting information from two sources after the beginning of the school year (T1) and after the end of the school year (T2). The data was obtained through online survey responses from mentors who reported on their school-based mentoring experiences during the 2013–2014 school year.

Setting: School-based: a school-based sample of both mentors and mentees enrolled in Big Brothers Big Sisters of the Greater Twin Cities

Population of Focus: mentor matches through BBBS

Sample Size: 244 matched mentors

Age Range: 6-18 year old mentees

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Presentation/Meeting/Information Session/Event, Notification/Information Materials (Online Resources, Information Guide), CLASSROOM, Adult-led Curricular Activities/Training, Enforcement of School Rules, SCHOOL, Assembly, Reporting & Response System, Bullying Committee, Teacher/Staff Meeting, Teacher/Staff Training, School Rules, Identification and Monitoring of/Increased Supervision in Targeted Areas, POPULATION-BASED SYSTEMS, COMMUNITY, Media Campaign (Print Materials, Radio, TV)

Intervention Description: To examine the effectiveness of a widely disseminated bullying prevention program.

Intervention Results: Regression analyses controlling for baseline prevalence and school characteristics showed no overall effect on student victimization. However, when stratified by ethnicity/race, reports of relational and physical victimization decreased by 28% (RR = .72, 95% CI: .53-.98) and 37% (RR = .63, 95% CI: .42-.97), respectively, among white students relative to those in comparison schools. No similar effect was found for students of other races/ethnicities; there were no differences by gender or by grade. Students in intervention schools were more likely to perceive other students as actively intervening in bullying incidents, and 6th graders were more likely to feel sorry and want to help victims.

Conclusion: The program had some mixed positive effects varying by gender, ethnicity/race, and grade but no overall effect. Schools implementing the program, especially with a heterogeneous student body, should monitor outcomes and pay particular attention to the impact of culture, race and family influences on student behavior. Future studies of large-scale bullying prevention programs in the community must be rigorously evaluated to ensure they are effective.

Study Design: QE: pretest-posttest non-equivalent control group

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Intervention (n=4959) Relational Victimization: Pretest (n=4607); Posttest (n=4480) Physical Victimization: Pretest (n=4531); Posttest (n=4419) Control (n=1559) Relational Victimization: Pretest (n=1408); Posttest (n=1456) Physical Victimization: Pretest (n=1373); Posttest (n=1448)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, , YOUTH

Intervention Description: The aim of the study was to assess the effectiveness of "face-to-face" intervention carried out since 2016 in families with children diagnosed with asthma 3 years after beginning the anti-tobacco intervention.

Intervention Results: Seventy participants completed the study: 37 in the active group and 33 in the control group. In the active group, 27% of the parents quit smoking entirely compared with 9.4% of parents in the control group. In the group of active intervention, a significant decrease in the cotinine level (p < 0 .001) and the number of cigarettes smoked daily were observed (p < 0.001) 3 years after the active intervention compared with values right after the intervention. In the control group, there were no significant changes in the above-mentioned parameters.

Conclusion: "Face-to-face" intervention among families with smokers were effective and lowered cotinine levels in children with asthma and the number of cigarettes smoked assessed 3 years after the intervention.

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), Presentation/Meeting/Information Session/Event, CLASSROOM, Enforcement of School Rules, SCHOOL, Bullying Committee, Assembly, Reporting & Response System, Teacher/Staff Meeting, Teacher/Staff Training, School Rules, Identification and Monitoring of/Increased Supervision in Targeted Areas, POPULATION-BASED SYSTEMS, COMMUNITY, Media Campaign (Print Materials, Radio, TV)

Intervention Description: This intervention study examined the prevalence of bullying in an urban/suburban middle school and the impact of the Olweus Bullying Prevention Program (OBPP).

Intervention Results: Statistically significant findings were found for 7th grade female students who received 1 year of the OBPP on reports of prevalence of bullying (p = .022) and exclusion by peers (p = .009). In contrast, variability in statistical findings was obtained for 8th grade females and no statistical findings were found for males. Following 1 year of the OBPP, teachers reported statistically significant improvements in their capacity to identify bullying (p = .016), talk to students who bully (p = .024), and talk with students who are bullied (p = .051). Other substantial percentile changes were also noted.

Conclusion: Findings suggest a significant positive impact of the OBPP on 7th grade females and teachers. Other grade and gender findings were inconsistent with previous literature. Recommendations for further research are provided along with implications for school health prevention programming.

Study Design: QE: time-lagged age-equivalent control group

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Intervention (n=112); Control (n=158)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Mentor Relationship Building

Intervention Description: interviews with MCR Pathways mentors to directly gather their perspectives on their motivations for mentoring and the outcomes they experienced.

Intervention Results: insights into the experiences of mentors, their motivations for becoming mentors, the gains acquired, unintended adverse effects of mentoring, factors that eased or hindered the attainment of outcomes, and the mechanisms and patterns through which outcomes were realized .

Conclusion: emphasizes the importance of understanding the motivations and experiences of mentors in school-based mentoring programs and provides practical implications for mentor recruitment and retention .

Study Design: Logic Analysis, which involves exploring the change process experienced by those who decide to volunteer as mentors and focusing on the decision to become a mentor and keep mentoring over time .

Setting: School-based: formal school-based mentoring (SBM) program run by the charity MCR Pathways in Glasgow, Scotland

Population of Focus: mentors who volunteer in the MCR Pathways school-based mentoring program and the disadvantaged secondary school pupils in Glasgow, Scotland who receive the mentoring support .

Sample Size: not mentioned

Age Range: youth

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Teacher/Staff Training, Education on Disease/Condition,

Intervention Description: We compared three interventions of different durations (Sensitivity Programme (SP), MHL programme and MHL + SR programme) of the EspaiJove.net programme.

Intervention Results: Although a trend of increasing knowledge was found in both parts of the questionnaire in the MHL and MHL + SR groups post-intervention and at 12-month follow-up, in comparison with the SP and the CG, no significant differences were found between groups (SP, MHL and MHL + SR) over time in either of the two parts.

Conclusion: The three interventions of the EspaiJove.net programme (SP, MHL and MHL + SR) seem not to be effective in terms MHL, Stigma and help-seeking behaviours in the short (post-intervention) and long term (6 and 12 months follow up).

Study Design: Cluster randomized controlled trial

Setting: 18 secondary schools in Barcelona, Spain

Population of Focus: 13-14 year old students

Sample Size: 1,032 students

Age Range: 13-14 years old

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Targeting Interventions to Focused Groups

Intervention Description: formal mentoring programs, with a focus on comparing targeted, skills-based mentoring programs to non-specific, relational mentoring programs. The unique aspect of the targeted programs was that they explicitly matched specific interventions to mentees’ presenting problems.

Intervention Results: results showed that targeted, problem-focused mentoring programs had a significantly larger effect size (0.25) compared to non-specific programs (0.11).

Conclusion: The conclusion was that while relationship-building is important in mentoring, targeted, skills-based interventions may be necessary for helping mentees achieve change.

Study Design: meta-analysis of formal mentoring programs

Setting: formal mentoring programs for youth

Population of Focus: youth

Sample Size: 48 studies and 535 effect sizes

Age Range: youth

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Referrals, PATIENT_CONSUMER, YOUTH

Intervention Description: To test the efficacy of Babies Living Safe and Smokefree (BLiSS), a multilevel intervention initiated in a citywide safety net health system to improve low-income maternal smokers' abstinence and reduce child tobacco smoke exposure.

Intervention Results: AAR + MBI mothers had significantly higher 12-month bioverified abstinence rates than did AAR + control mothers (odds ratio [OR] = 9.55; 95% confidence interval [CI] = 1.54, 59.30; P = .015). There were significant effects of time (b = -0.15; SE = 0.04; P < .001) and condition by time (b = -0.19; SE = 0.06; P < .001) on reported child exposure favoring AAR + MBI, but no group difference in child cotinine. Presence of other residential smokers was related to higher exposure. Higher baseline nicotine dependence was related to higher child exposure and lower abstinence likelihood at follow-up.

Conclusion: The multilevel BLiSS intervention was acceptable and efficacious in a population that experiences elevated challenges with cessation. Public Health Implications. BLiSS is a translatable intervention model that can successfully improve efforts to address the persistent tobacco-related burdens in low-income communities.

Intervention Components (click on component to see a list of all articles that use that intervention): Telephone Support, Adult-led Support/Counseling/Remediation, YOUTH, PATIENT_CONSUMER

Intervention Description: Understanding behavioral mechanisms related to successful reduction of child tobacco smoke exposure (TSE) could inform future smoking interventions in vulnerable, underserved populations.

Intervention Results: Participants (n = 327) included 83% women and 83% African Americans. Multilevel AAR + counseling was associated with significantly higher levels of all four mediators (ps < .05). Baseline nicotine dependence (p < .05), 3-month self-efficacy (p < .05) and 12-month bioverified smoking abstinence (p < .001) related significantly to 12-month child cotinine outcome. The indirect effects of AAR + counseling intervention on cotinine via self-efficacy for child TSE protection and smoking abstinence (ps < .05) suggested mediation through these pathways.

Conclusion: Compared with AAR + control, multilevel AAR + counseling improved all putative mediators. Findings suggest that fostering TSE protection self-efficacy during intervention and encouraging parental smoking abstinence may be key to promoting long-term child TSE-reduction in populations of smokers with elevated challenges to quitting smoking.

Intervention Components (click on component to see a list of all articles that use that intervention): Home Visits, Adult-led Support/Counseling/Remediation, Telephone Support, PATIENT_CONSUMER, YOUTH

Intervention Description: This study tested long-term posttreatment efficacy of this treatment through a 12-month follow-up.

Intervention Results: Compared with controls, children in FRESH had significantly lower cotinine (β= -0.31, p<0.01) and lower maternal-reported TSE (β= -1.48, p=0.001) through the 12-month follow-up. A significant effect of time (β= -0.03, p=0.003) reflected a posttreatment decrease in cotinine. There was no treatment × time interaction, suggesting the treatment effect at EOT was sustained after treatment. Compared with controls, FRESH mothers maintained significantly higher odds of quitting smoking from EOT through 12-month follow-up (OR=8.87, 95% CI=2.33, 33.75).

Conclusion: Study results with a sample of underserved maternal smokers demonstrated that the short-term effect of FRESH counseling at 16-week EOT was maintained through 12 months after treatment-for both bioverified child TSE reduction and maternal smoking cessation. Smokers in low-income communities demonstrate elevated challenges to success in standard smoking treatment. FRESH follow-up results suggest the high potential value of more-intensive behavioral intervention for vulnerable smokers.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Relationship Building, Strengths-Based Approach

Intervention Description: a framework for friendships between children with a sparse family network and resourceful volunteer adults, typically of the same sex. This mentoring program is unique in its focus on creating friendships between children and volunteer adults, with the goal of improving the well-being of the children involved.

Intervention Results: highlighted the importance of a minimum commitment of at least one year from volunteer mentors to ensure the desired positive significance for the child's well-being.

Conclusion: the study suggested that organizations should require a minimum commitment of at least one year from volunteer mentors to ensure the positive impact of the adult friendship on the child's well-being.

Study Design: quantitative analysis of the duration effects in a larger sample of children served by the CAF program.

Setting: Community-based: Denmark, specifically community-based mentoring programs for children.

Population of Focus: children who are matched with an adult friend through Denmark's largest community-based youth mentoring program, Children's Adult Friends (CAF)

Sample Size: not stated

Age Range: children

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement

Intervention Description: The intervention described in the study was the BBBS community-based mentoring programs, which provide youth with a personal one-to-one relationship with a caring and responsible adult mentor. Mentors are expected to make a minimum 1-year commitment meeting 2–4 hours weekly with their mentees engaging in recreational, skill, or career-oriented activities. The mentoring program is unique in its focus on providing one-to-one relationships with adult mentors and the commitment to long-term engagement with the mentees .

Intervention Results: The results of the study included the identification of factors that predict mentoring relationship quality, such as mentoring program supports, individual and environmental characteristics, and mentoring relationship attributes and processes .

Conclusion: The conclusion of the study emphasized the importance of understanding the factors that promote or impede quality mentoring relationship to ensure optimal results in mentoring programs .

Study Design: a longitudinal study of youth, parents, and adult mentors participating in the community-based one-to-one mentoring programs of BBBS of Canada .

Setting: Community-based: Big Brothers Big Sisters (BBBS) of Canada community-based one-to-one mentoring programs

Population of Focus: youth

Sample Size: 335 youth and 356 parents

Age Range: 6/17/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Relationship Building

Intervention Description: The intervention described in this study was not a formal mentoring program, but rather the development of natural mentoring relationships between youth and adults in their lives.

Intervention Results: The results of the study showed that shared time and space, roles and contexts, trust, and safe and authentic space were key factors in the development and maintenance of natural mentoring relationships.

Conclusion: The conclusion of the study was that intentional use of shared time and space, creating safe and authentic spaces, and nurturing trust with youth are critical in fostering the development of natural mentoring relationships.

Study Design: The study design was a longitudinal, mixed methods study of natural mentoring relationships.

Setting: mid-sized community in the southeastern United States

Population of Focus: adolescents

Sample Size: 33

Age Range: 12/17/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Training, Mentor Engagement

Intervention Description: The intervention described in the study is mentoring programs for youth. The unique aspect of this mentoring program is its inclusion of mentors from programs with a wide variety of structures, models, settings, and sizes, and its accounting for between-program differences using multilevel modeling .

Intervention Results: The results of the study indicated that mentor commitment to the relationship was predicted by satisfaction, investment, and available alternatives. Additionally, the study found that setting clear expectations, pre-match training, and matching based on preferences across program types were influential in mentor commitment , .

Conclusion: The conclusion drawn from the study suggests that the investment model is applicable beyond its previous application to one-on-one mentoring to other models of mentoring, such as team or group mentoring. The study also highlights the role of setting clear expectations, pre-match training, and matching based on preferences across program types .

Study Design: a quantitative research study that utilized surveys and scales to measure mentor commitment, satisfaction, investment, available alternatives, and mentor perceptions of program practices , ,

Setting: diverse, encompassing a wide range of mentoring programs with various structures, models, settings, and sizes .

Population of Focus: mentors and youth

Sample Size: 593 mentors

Age Range: youth

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Training, Mentor Engagement

Intervention Description: The intervention described is formal mentoring programs from the YMCA Reach & Rise TM Mentoring Program and Big Brothers Big Sisters (BBBS) Lone Star. This mentoring program is unique in that it focuses on specific competencies of adult mentors and their impact on youth.

Intervention Results: The results of the study found that mentor training, age, gender, race/ethnicity, number of years of mentoring experience, and highest level of school completed predict the level of each of the six mentoring competency skills of effective mentorship.

Conclusion: The conclusion of the study is that mentor training and demographic factors have a significant impact on the competencies of adult mentors in formal mentoring programs and their impact on youth.

Study Design: quantitative correlational research methodology

Setting: mentoring programs within the North Texas region.

Population of Focus: adult mentors in formal mentoring programs from the YMCA Reach & Rise TM Mentoring Program and Big Brothers Big Sisters (BBBS) Lone Star

Age Range: 12/18/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Strengths-Based Approach

Intervention Description: The intervention described in the study was the mentoring program provided by the reVision organization, which is unique in its focus on justice-involved adolescents and the development of cultural consciousness through connection , .

Intervention Results: The results of the study revealed three primary themes characterizing the exchanges between mentors and justice-involved adolescents: (a) establishing a connection despite differences, (b) identifying mentee's personal and environmental challenges, and (c) raising consciousness around structural issues

Conclusion: The conclusion drawn from the study emphasized the importance of establishing a connection despite differences, understanding the challenges faced by the mentees, and raising consciousness around structural issues in mentoring justice-involved adolescents .

Study Design: The study design was qualitative, involving semi-structured interviews with mentors .

Setting: Community-based: the reVision program, which focuses on mentoring justice-involved adolescents .

Population of Focus: mentors serving the reVision program who have engaged with justice-involved adolescents .

Sample Size: 23 mentors

Age Range: 13 - 17

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Mentor Relationship Building

Intervention Description: involved formal mentoring programs with diverse purposes and approaches, including educational achievement, leadership skills, creative arts, life skills, and general youth development support.

Intervention Results: The results of the study indicated that the amount, intimacy, and openness of self-disclosure by both mentors and mentees had an impact on relationship quality. The study found that greater mentor openness was associated with greater relationship quality, and more intimate mentor disclosure predicted higher mentee relationship quality.

Conclusion: The conclusion drawn from the study was that the findings provide preliminary evidence of the impact of self-disclosure on relationship quality in youth mentoring, and the study demonstrated the potential knowledge contributions of behavioral observation methods in this context.

Study Design: behavioral observations of self-disclosure in mentor-mentee dyads, using Actor-Partner Interdependence Modeling (APIM) to examine the impact of self-disclosure on relationship quality for both mentors and mentees.

Setting: School-based: Auckland, New Zealand, and the targeted population was youth participating in formal mentoring programs

Population of Focus: mentors and youth

Sample Size: 49 youth mentoring dyads

Age Range: 12-18 years

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Targeting Interventions to Focused Groups

Intervention Description: The intervention described is a school-based, mixed-delivery mentoring program where undergraduate students enrolled in a service learning course at the University of Auckland mentor youth in their final year of middle school. The program uses a mixed-delivery format where dyads are matched, but meet as a group in a shared space every week. Mentors meet weekly with their mentees for two hours after school, and all sessions take place at the mentee’s school under the supervision of a program staff member.

Intervention Results: The results of the study identified several features of mentoring relationship quality, including mentor-mentee bond, shared purpose, positive partnership in action, and positive mentee change. The study also identified mentor characteristics that influence relationship quality, including attunement, critical self-reflection, self-efficacy, holistic view of mentee, and language and culture.

Conclusion: The conclusion of the study is that mentors are crucial to establishing high-quality mentoring relationships, and that program staff have the potential to be valuable data sources for understanding relationship quality. The study also suggests that mentoring programs should consider integrating a focus on mentor attunement, self-efficacy, critical self-reflection, and consideration of the holistic needs and wellbeing of mentees into their mentor training.

Study Design: case study paradigm

Setting: school-based, mixed-delivery mentoring program in Auckland, New Zealand.

Population of Focus: youth

Sample Size: nine mentor-mentee dyads and two program staff members.

Age Range: 12

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Strengths-Based Approach

Intervention Description: Girls with a Purpose program, which is a multigenerational mentoring program for African American adolescent girls that is culturally specific and emphasizes positive youth development outcomes. This program is unique because it involves a partnership between a university and a community organization, and it is designed to be culturally specific and responsive to the needs of African American adolescent girls.

Intervention Results: he Girls with a Purpose program was successful in promoting positive youth development outcomes for African American adolescent girls, including increased self-esteem, improved communication skills, and increased engagement in school and community activities.

Conclusion: Girls with a Purpose program is a promising intervention for promoting positive youth development outcomes for African American adolescent girls, and that culturally specific and responsive interventions are needed to address the unique challenges faced by this population.

Study Design: a participatory culture-specific intervention model (PCSIM) that involves a partnership between a university and a community organization to improve and expand a community-based multigenerational mentoring program.

Setting: Community-based: urban Midwestern city in the United States - community mentority program

Population of Focus: African American adolescent girls

Sample Size: 7

Age Range: 12/17/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Home Visit (caregiver), Adult-led Support/Counseling/Remediation, Educational Material, PROFESSIONAL_CAREGIVER, PATIENT_CONSUMER, YOUTH

Intervention Description: This article reports methods and results of Alabama's continuous quality improvement (CQI) project and lessons learned in developing CQI capabilities among state and local public health practitioners.

Intervention Results: On the basis of CQI interventions, Alabama reached its goal; 12 of 20 primary caregivers in 2 home visiting programs made quit attempts. Alabama utilized multiple CQI tools to reach an ambitious, behavior-based aim;

Conclusion: these same concepts could be broadly applied to quality improvement initiatives in any federal or state public health program to guide process- and outcomes-based improvement efforts.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, , YOUTH

Intervention Description: The IMPLICIT ICC model includes screening and brief intervention for mothers at well child visits (WCVs) for smoking, depression, multivitamin use, and family planning. Prior studies demonstrate feasibility and acceptability among providers and mothers, but not whether mothers recall receipt of targeted messages.

Intervention Results: Our sample included 307 distinct mothers with 108 and 199 respondents in the pre and post periods, respectively. Mothers were more likely to report discussions with their child's doctor post-intervention for family planning (31% pre to 86% post; aOR 18.65), depression screening (63-85%; aOR 5.22), and taking a folic acid supplement (53-68%; aOR 2.54). Among mothers who smoked, the percentage that reported their child's doctor recommended cessation increased from 56 to 75% (aOR = 3.66).

Conclusion: The IMPLICIT ICC model resulted in increased reported health care provider discussions of four key areas of interconception health by mothers attending WCVs. This model holds promise as a primary care strategy to systematically address maternal risks associated with poor pregnancy outcomes.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation,

Intervention Description: mentoring program provided by the volunteers to at-risk youth. This mentoring program was unique in that it focused on locating mentors from different statuses, particularly mentors who themselves were former youth in distress, aiming to establish long and meaningful relationships and reduce the likelihood of mentor abandonment .

Intervention Results: The results of the study highlighted the strategies employed by volunteers in practice, providing a deep understanding of their point of view and their work with youth in distress. The study also stressed the need to learn about the provision of help to beneficiaries from individuals who themselves have experienced similar situations .

Conclusion: The conclusion of the study emphasized the need for continued empirical research and the importance of understanding the strategies and perspectives of volunteers who have experienced similar situations as the beneficiaries .

Study Design: qualitative design, utilizing a narrative case-study approach based on in-depth interviews using a semi-structured protocol .

Setting: boarding schools, youth villages, hostels, and non-profit help organizations for youth in distress in Isreal

Population of Focus: volunteers who were mentoring youth in distress

Sample Size: 28 volunteers

Age Range: youth

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Online Games

Intervention Description: The intervention described is a media-based mentoring program that supports middle school students in engaging in argumentation in the context of a game-infused science curriculum. This mentoring program is unique in that it uses college student mentors who interact with the middle school students via an academic social network designed around a video game.

Intervention Results: The results showed that students who engaged with the game-infused science curriculum while interacting with college student mentors demonstrated higher ratings of cognitive, epistemic, and social aspects of argumentation. The mentored groups also showed increased agency compared to non-mentored groups.

Conclusion: The conclusion is that media-based mentoring can significantly impact argumentation practices and can serve as a tool to help advance the NGSS vision of school science as both a body of knowledge and a set of practices meant to establish, extend, and refine that knowledge.

Study Design: The study design is a quasi-experiment comparing the argumentation practices of the mentored and non-mentored groups concurrently with a case study of discourse analyses.

Setting: public middle school located in a rural community in the Southwest United States.

Population of Focus: middle school student

Sample Size: not stated

Age Range: 11/14/2024

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, CAREGIVER, Home Visit (caregiver), Motivational Interviewing/Counseling, PROVIDER/PRACTICE, Nurse/Nurse Practitioner

Intervention Description: To evaluate the impact of the School-Based Asthma Therapy trial on asthma symptoms among urban children with persistent asthma.

Intervention Results: The primary outcome was the number of symptom-free days during 2 weeks averaged across the pea asthma season (November-February). Children in the treatment group experienced more symptom-free days and better results on several other asthma-related measures. Full-year outcomes also showed a significant treatment effect. When comparing outcomes separately for children without and with smoke exposure in the home, results suggest an effect of the intervention for both groups of children. Primary findings were independent of any change in the child’s cotinine level, suggesting that the school-based care component alone is effective in reducing symptoms.

Conclusion: The School-Based Asthma Therapy intervention significantly improved symptoms among urban children with persistent asthma. This program could serve as a model for improved asthma care in urban communities.

Study Design: Randomized trial, with children stratified by smoke exposure in the home and randomized to a school-base care group or a usual care group

Setting: School, with intervention in the home

Population of Focus: Children aged 3 to 10 years with persistent, physician-diagnosed asthma in the Rochester City School District, with consent of the child’s primary care provider to participate in the study

Data Source: All families were given diaries to track their child’s symptoms, and outcomes were assessed by monthly telephone interviews. Saliva samples were collected from the child at the beginning and end of the study to determine the child’s level of cotinine. Medical records were reviewed for 10% of the sample to confirm office and emergency department visits and hospitalizations.

Sample Size: 530 children from 67 schools and preschools

Age Range: Not specified

Intervention Components (click on component to see a list of all articles that use that intervention): Peer-led Mentoring/Support Counseling, Education on Disease/Condition, Adult-led Support/Counseling/Remediation,

Intervention Description: The tMHFA training program for adolescents to improve mental health first aid skills and behaviors towards peers

Intervention Results: The primary outcome—quality of first aid intentions towards the John vignette—showed statistically significant group x time interactions, with tMHFA students reporting more helpful and less unhelpful first aid intentions, than PFA students did over time. Confidence in providing first aid also showed significant interactions. First aid behaviours—both those provided to a peer with a mental health problem and those received from a peer—showed null results. Ratings of both beliefs about adult help and help-seeking intentions were found to be significantly improved among tMHFA students at follow-up. A group x time interaction was found on one stigma scale (would not tell anyone).

Conclusion: This trial showed that, one year after training, tMHFA improves first aid intentions towards peers with depression and suicide risk, confidence in helping peers with mental health problems, willingness to tell someone and seek help from an adult or health professional if experiencing a mental health problem.

Study Design: Cluster randomized controlled trial

Setting: Secondary schools in Victoria, Australia

Population of Focus: Students in Years 10-12 (ages 16-18)

Sample Size: 1,624 participants

Age Range: 16-18 years

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Reporting & Response System, YOUTH, CLASSROOM_SCHOOL, PATIENT_CONSUMER, Feedback

Intervention Description: This SHS reduction trial assigned families at random to brief coaching and continuous real-time feedback (intervention) or measurement-only (control) groups.

Intervention Results: PEs were significantly correlated with air nicotine levels (r=0.60) and reported indoor cigarette smoking (r=0.51). Interrupted time-series analyses showed an immediate intervention effect, with reduced PEs the day following intervention initiation. The trajectory of daily PEs over the intervention period declined significantly faster in intervention homes than in control homes. Pretest to post-test, air nicotine levels, cigarette smoking and e-cigarette use decreased more in intervention homes than in control homes.

Conclusion: Results suggest that real-time particle feedback and coaching contingencies reduced PEs generated by cigarette smoking and other sources.

Intervention Components (click on component to see a list of all articles that use that intervention): PROVIDER/PRACTICE, Nurse/Nurse Practitioner, YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Training (Parent/Family), Notification/Information Materials (Online Resources, Information Guide), CAREGIVER, Education/Training (caregiver), Educational Material (caregiver), Home Visit (caregiver)

Intervention Description: A 2-year randomized, controlled trial involving 95 children measured the impact of a comprehensive home and ambulatory program for pediatric asthma management using objective outcome measures.

Intervention Results: There were no significant differences in medical visits, theophylline levels, or records of asthma symptomsOne year after discontinuing the intervention, a marked "washout" effect was observed.

Conclusion: Comprehensive ambulatory programs of childhood asthma management can improve objective measures of illness severity but must be sustained.

Study Design: RCT

Setting: Homes and well-child clinics

Population of Focus: Patients admitted to the Izaak Walton Killam Children’s Hospital with a diagnosis of asthma in the preceding 5 years

Data Source: Medical personnel

Sample Size: 95 children

Age Range: Not specified

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Presentation/Meeting/Information Session/Event, PARENT_FAMILY, YOUTH

Intervention Description: This pre-experimental study examined the feasibility, acceptability, and preliminary effects of the MINDSTRONG to Combat Bullying Program for adolescents who have experienced bullying with concurrent mental health symptoms.

Intervention Results: Twenty adolescents and their parent dyads enrolled in the MINDSTRONG to Combat Bullying program. Significant reductions were found over time in adolescent self-reported depressive, anxiety and somatic symptoms as well as bullying victimization frequency, with large positive effect sizes for the intervention. Significant increases in adolescent personal beliefs also were found.

Conclusion: Although several of the intervention sessions needed to be rescheduled and many of the adolescents did not complete their weekly skills building homework, MINDSTRONG to Combat Bullying was found to be a highly acceptable intervention for adolescents that was effective in reducing physical and mental health symptoms as well as perceptions of bullying victimization.

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, CAREGIVER, Educational Material (caregiver), Motivational Interviewing/Counseling, Consultation/Counseling (Parent/Family), Counseling (Parent/Family)

Intervention Description: To determine whether repeated infancy-onset lifestyle counselling alters parental smoking and children's exposure to tobacco smoke.

Intervention Results: Parents' smoking decreased during the study similarly in the intervention and control groups. Of the 8-y-old children, 46% had detectable serum cotinine concentration, suggesting exposure to tobacco smoke during the past few days. All children were non-smokers. Serum cotinine concentrations did not differ between the intervention and control children. Children's cotinine values were highest in the families where either father or both parents were smokers.

Conclusion: Participation in the atherosclerosis prevention trial slightly decreased smoking among the intervention and control parents. However, counselling led to no differences in parental smoking between the two groups, or in exposure of the intervention and control children to tobacco smoke. This study suggests that more detailed and targeted intervention is required to achieve a significant effect on children's tobacco smoke exposure.

Study Design: Randomized prospective intervention trial

Setting: Pediatric well-child visits

Population of Focus: Families presenting at a well-baby clinic with a child 5 months old.

Data Source: Cotinine measurements of mothers, fathers, and children; Reported smoking of parents during annual office visit to pediatrician (via questionnaires and interviews)

Sample Size: 1062 families (Intervention= 540; Control = 522)

Age Range: Not specified

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, Peer-led Mentoring/Support Counseling, PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Reporting & Response System, Teacher/Staff Training, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Description: This study investigated the effectiveness of the KiVa Antibullying Program in two samples of students, one from Grades 1-3 (7-9 years old, N = 6,927) and the other from Grades 7-9 (13-15 years old, N = 16, 503).

Intervention Results: Multilevel regression analyses revealed that after 9 months of implementation, the intervention had beneficial effects in Grades 1-3 on self-reported victimization and bullying (odds ratios approximately equal to 1.5), with some differential effects by gender. In Grades 7-9, statistically significant positive results were obtained on 5 of 7 criterion variables, but results often depended on gender and sometimes age. The effects were largest for boys' peer reports: bullying, assisting the bully, and reinforcing the bully (Cohen's ds 0.11-0.19).

Conclusion: Overall, the findings from the present study and from a previous study for Grades 4-6 (Karna, Voeten, Little, Poskiparta, Kaljonen, et al., 2011) indicate that the KiVa program is effective in reducing bullying and victimization in Grades 1-6, but the results are more mixed in Grades 7-9. (Contains 1 figure, 7 tables, and 1 footnote.)

Study Design: Cluster RCT: pretest-posttest

Setting: Finland

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=16503)

Age Range: 13-15

Intervention Components (click on component to see a list of all articles that use that intervention): Telephone Support, Adult-led Support/Counseling/Remediation, Educational Material (caregiver), PROFESSIONAL_CAREGIVER, PATIENT_CONSUMER, YOUTH

Intervention Description: Using data from a dissemination study in collaboration with five 2-1-1 call centers in Ohio, Florida, Oklahoma, and Alabama (n = 2,345 households), this article examines key dimensions of scalability, including effectiveness by subpopulation, secondary outcomes, identification of core elements driving effectiveness, and cost-effectiveness.

Intervention Results: Creating a smoke-free home was associated with a new smoke-free vehicle rule (odds ratio [OR] = 3.38, confidence interval [CI 2.58, 4.42]), decreased exposure to secondhand smoke among nonsmokers (b = -2.33, p < .0001), and increased cessation among smokers (OR = 5.8, CI [3.81, 8.81]). Use of each program component was significantly associated with success in creating a smoke-free home. Using an intent-to-treat effect size of 40.1%, program benefits from 5 years of health care savings exceed program costs yielding a net savings of $9,633 for delivery to 100 households.

Conclusion: Cost effectiveness, subpopulation analyses, and identification of core elements can help in assessing the scalability potential of research-tested interventions such as this smoke-free homes program.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Community Events,

Intervention Description: The intervention described in the study was designed to promote youth thriving and included additional training for mentors and group and dyadic activities for mentors and youth to participate in together. This mentoring program was unique in its focus on promoting youth thriving and its inclusion of additional training and activities for mentors and youth.

Intervention Results: The results of the study showed that program staff characteristics and approaches, such as work engagement, adherence to program guidelines, and supervisor-rated staff competence, predicted more favorable mentoring relationship quality. By contrast, a nondirective approach to supporting mentors predicted lower relationship quality.

Conclusion: The conclusion of the study was that further investigation of program staff influences on mentoring relationship development could be fruitful and ultimately provide a basis for enhancing program effectiveness.

Study Design: The study design was a randomized comparative effectiveness trial of an intervention intended to enhance youth outcomes in CBM programs operated by 10 agencies affiliated with Big Brothers Big Sisters of America.

Setting: community-based youth mentoring programs, specifically the Big Brothers Big Sisters program

Population of Focus: mentor-youth pairs in the Big Brothers Big Sisters program, as well as program staff who support the development of these relationships.

Sample Size: 450 mentor-youth pairs supported by 76 program staff across 10 agencies.

Age Range: child adolescent

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Assessment, Group Education,

Intervention Description: The Mindlink center providing screening, counseling, case management, therapy groups, family interventions, etc. for youth mental health.

Intervention Results: A community‐based early‐intervention service for youth was first introduced in 2012, when a special team was formed in a community mental health centre of Korea. As the numbers of young clients increased, a youth‐friendly, early‐intervention centre called Mindlink was opened in 2016. Mindlink targets those aged 15–30 years with mental illness less than 5 years in duration. Its goal is to detect mental illness in young people early and provide comprehensive multidisciplinary interventions. It provides intensive case management and group programmes including cognitive‐behavioural therapy, family intervention, psychoeducation, behavioural activation and physical health promotion. The Korean government has officially announced that the Mindlink model is effective and is currently in the process of scaling it up on a national level.

Conclusion: Our community‐based early intervention for youth mental health gradually evolved from a special team to the Mindlink centre and is ready for expansion to other areas. We are currently collecting more systematic evidence and hope to open hundreds of early‐intervention centres for Korean youth. Many young people with distressing mental illnesses, and their family members, now voluntarily visit Mindlink for help. They are seeking early psychiatric treatment despite the major associated stigma. Although stigma is problematic, low investment in effective mental health services may be of greater concern. Our experience with the Mindlink model suggests that investments in youth mental health and good service delivery can overcome stigma and other barriers to early access to mental health services.

Study Design: Quantitative analysis of an early intervention program

Setting: Community mental health center and separate Mindlink early intervention center in Gwangju, South Korea

Population of Focus: Community mental health center and separate Mindlink early intervention center in Gwangju, South Korea

Sample Size: 206 young people registered for services in 2019

Age Range: 15-30 years old

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Training, Mentor Engagement

Intervention Description: The intervention described is a school-based mentoring program where students select their mentors based on personal preferences and mentor availability. This program is unique in that it is compulsory, does not specifically target socially and academically at-risk students, and its mentors are almost solely teachers rather than community volunteers.

Intervention Results: The results suggest that higher quality of mentoring environment is associated with greater school engagement and personal benefit, but not academic benefit.

Conclusion: The conclusion is that school-based mentoring programs can have positive outcomes for students, but the quality of the mentoring relationship is an important factor in determining the success of the program.

Study Design: cross-sectional survey

Setting: School-based: private high school in Bratislava, Slovakia.

Population of Focus: high school students

Age Range: 14-20

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Referrals, Telephone Support, YOUTH, PATIENT_CONSUMER

Intervention Description: This study investigated the effects of a multi-level smoking intervention on mediators of long-term abstinence in parental smokers, including smoking cessation self-efficacy, smoking urge coping, and perceived support to quit smoking.

Intervention Results: Relative to AAR + control, AAR + counseling was associated with higher self-efficacy, urge coping, and perceived support to quit (all p's<.001). Self-efficacy, but no other mediators, had a significant positive effect on 12-month bioverified smoking abstinence (p < .001). The indirect effect of intervention on 12-month abstinence via self-efficacy suggested mediation via this pathway (p = .002).

Conclusion: Results suggest that all putative treatment pathways were improved more by the multi-level AAR + counseling than the clinic-level AAR + control intervention. Further, self-efficacy at end-of-treatment prospectively predicted long-term cessation, suggesting that building of self-efficacy through treatment may be key to sustained cessation.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Strengths-Based Approach

Intervention Description: emphasis on mutuality and the relational aspects of the mentor-mentee bond, as well as its long-term follow-up to assess the effects of the program on individuals 5 years later .

Intervention Results: insights into the experiences and perspectives of both mentors and mentees regarding the development of mutuality in their relationships, as well as the long-term effects of the mentoring program on the individuals involved .

Conclusion: the importance of mutuality in youth mentoring relationships and the potential long-term benefits of such relationships on the individuals involved .

Study Design: qualitative, involving semi-structured interviews with mentors and mentees 5 years after their participation in the mentoring program

Setting: School-based: youth mentoring program

Population of Focus: mentor-mentee

Sample Size: 23 mentor and mentee pairs

Age Range: early stages of adolescence through emerging adulthood

Intervention Components (click on component to see a list of all articles that use that intervention): Group Education, PATIENT_CONSUMER, CLASSROOM_SCHOOL, Self-Regulation, YOUTH, Adult-led Support/Counseling/Remediation

Intervention Description: The current study aimed to explore the impact of a school-based mindfulness intervention on bullying behaviors among teenagers

Intervention Results: The results were as follows: (1) the post-test scores of trait mindfulness and self-control in the experimental group significantly increased (p < 0.01) while the scores of bullying behavior significantly decreased (p < 0.01); (2) trait mindfulness was positively associated with self-control (r = 0.13 to 0.63, p < 0.05), whereas trait mindfulness and self-control were both negatively associated with bullying behavior (r = -0.38 to -0.13, p < 0.05); and (3) the mediating effect of self-control accounted for 50% of the overall effect of trait mindfulness on bullying behavior.

Conclusion: These findings demonstrated that the school-based mindfulness intervention distinctly improves trait mindfulness and self-control and reduces bullying behavior among teenagers. Moreover, self-control plays a mediating role between trait mindfulness and bullying behavior.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Strengths-Based Approach

Intervention Description: used a critical Black feminist mentorship approach, which emphasized an intersectional identity development, the actualization of voice, the creation and preservation of sisterhood and solidarity, and consciousness raising. The program was designed to create safe spaces for marginalized youth and transform the lives of Black adolescent girls by providing them with tools to change the narratives depicted by society. The program was also staffed by university students enrolled in a mentorship course, who received academic credit for their participation.

Intervention Results: The femtor-mentee relationships within the program allowed the girls to dissect a diversity of topics and unpack the issues that impact them as racialized and gendered individuals

Conclusion: The program provided a unique space for the girls to engage in dialogue, consciousness-raising, and action, leading to a deepened awareness of their identities and the political state around them.

Study Design: qualitative design that employed phenomenological interviewing techniques and ethnographic observations to explore the experiences of Black adolescent girls in one university-sponsored mentorship program

Setting: School-based: one after-school program and its participants. in the Midwest

Population of Focus: Black adolescent girls in middle school who participated in the after-school mentoring program, specifically focusing on their experiences and the impact of the program on their development

Sample Size: not stated

Age Range: 12 to 14

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Assessment, YOUTH, HEALTH_CARE_PROVIDER_PRACTICE, EMR Reminder

Intervention Description: This study aimed to assess the feasibility of a CDSS to address caregivers' tobacco use and child tobacco smoke exposure (TSE).

Intervention Results: We screened 185 caregivers whose children were exposed to TSE for study inclusion; 155 (84%) met the eligibility criteria, and 149 (80.5%) were included in the study. Study nurses advised 35.2% of the caregivers to quit, assessed 35.9% for readiness to quit, and assisted 32.4%. Of the 149 participants, 83.1% were female; 47.0% were white and 45.6% African American; 84.6% had public insurance or were self-pay; 71.1% were highly nicotine dependent; 50.0% and 50.7% allowed smoking in the home and car, respectively; and 81.3% of children were biochemically confirmed to be exposed to tobacco smoke. At follow-up (86.6% retention), 58.9% reported quit attempts at 3 months. There was a significant decrease in nicotine dependence and a significant increase in motivation to quit. Self-reported quit rate was 7.8% at 3 months.

Conclusion: An electronic health record-embedded CDSS was feasible to incorporate into busy UC nurses' workloads and was associated with encouraging changes in the smoking behavior of caregivers. More research on the use of CDSS to screen and counsel caregivers who smoke in the UC and other acute care settings is warranted.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Mentor Engagement

Intervention Description: The intervention described is a mentoring program called Generation Citizen, which is unique in its focus on civic engagement and its use of college student volunteers as mentors.

Intervention Results: The results of the study identified three common characteristics possessed by the strongest college mentors: a passion for civic engagement, a strong sense of empathy, and the ability to build relationships with students.

Conclusion: The conclusion of the study is that effective college student volunteer mentors in school-based educational programs possess specific characteristics that can be identified and selected for.

Study Design: a mixed-methods approach using individual interviews, classroom observations, and college student volunteer and high-school student surveys.

Setting: school-based educational programs

Population of Focus: adolescent student

Sample Size: 9

Age Range: adolescent

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Strengths-Based Approach

Intervention Description: emphasis on the establishment of healthy relationships and the use of these relationships to promote prosocial thinking and behaviors.

Intervention Results: an enhanced understanding of the design and implementation of university-based mentoring programs that broadly target elementary, middle, and high school children's anti- and prosocial thinking, attitudes, and behaviors.

Conclusion: the importance of relationship-based mentoring approaches for school districts and colleges, as well as students of criminal justice, psychology, education, and social work.

Study Design: survey-based research, and the intervention described was a semester-long relationship-based mentoring program where university students interacted with youth in school settings.

Setting: School-based: mentoring in school settings

Population of Focus: primary, middle, and high school pupils

Sample Size: 155 student-mentors

Age Range: 7/18/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Motivational Interviewing,

Intervention Description: The intervention described was a nine-month mentorship program for high school-aged adolescent females living in a low socio-economic status neighborhood. The program provided a mix of online and face-to-face interaction between adolescent aged program participants and a volunteer mentor that were leaders in various occupational fields. Four employment skills workshops that focused on skill development were also provided to mentees by the organization during the 9-month period. All mentors received mandatory training in a group setting with other mentors at the outset of the program that lasted for part of one day before they began their relationship with their mentee. This mentoring program was unique in that it focused specifically on adolescent female participants living in a low-income neighborhood and combined mentorship with concrete professional development and skills to impart to girls.

Intervention Results: The results of the study identified three general thematic categories that help to explain mentors' motivation to volunteer as a mentor: social propensity, psychological propensity, and organizational dynamics. These categories were interrelated and provided a broad conceptual framework to consider when seeking volunteers to act as mentors for high school-aged adolescent females.

Conclusion: The conclusion of the study was that organizations can better support recruitment and retention in youth development programs by incorporating the findings of this study into their recruitment process for volunteers.

Study Design: The study design was a pragmatic qualitative research design.

Setting: non-profit community-based youth mentorship program in Toronto, Canada

Population of Focus: adult, female mentors who volunteer to mentor high school-aged adolescent females living in a low socio-economic status neighborhood.

Sample Size: 22 adult, female mentors

Age Range: 16-17

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement

Intervention Description: Quality Mentoring System (QMS), which is an initiative undertaken by MENTOR/The National Mentoring Partnership designed to offer affiliate Mentoring Partnerships a systematic way to help local mentoring programs improve sustainability and program quality using an approach akin to quality rating and improvement systems.

Intervention Results: dissertation - results not explicit

Conclusion: the importance of mentor experiences and retention in youth mentoring programs and provides specific recommendations for practices that should be adopted by programs to improve mentor retention.

Study Design: secondary data from a longitudinal study examining the development of mentoring relationships over a 2-year period

Setting: youth mentoring programs, particularly within the context of Big Brothers Big Sisters affiliated agencies.

Population of Focus: mentors, youth, and the youth's parents involved in mentoring relationships

Sample Size: a sub-sample of 16 matches chosen for analysis from a larger longitudinal, mixed-methods study of 67 mentor-youth relationships

Age Range: youth

Intervention Components (click on component to see a list of all articles that use that intervention): Home Visits, Telephone Support, Adult-led Support/Counseling/Remediation, YOUTH, PATIENT_CONSUMER, Incentives

Intervention Description: The First Breath Wisconsin study examined the cost-effectiveness of providing incentives to pregnant women who smoked to engage in stop smoking treatment.

Intervention Results: Cost-effectiveness analysis calculated the incremental cost-effectiveness ratio (ICER) per one additional smoker who quit. The incentive group had higher 6-month post-birth biochemically-confirmed tobacco abstinence than the control group (14.7% vs. 9.2%). Incremental costs averaged $184 per participant for the incentive group compared to controls ($317 vs $133). The ICER of financial incentives was $3399 (95% CI $2228 to $8509) per additional woman who was tobacco abstinent at 6 months post-birth. The ICER was lower ($2518 vs $4760) for women who did not live with another smoker.

Conclusion: This study shows use of financial incentives for stop smoking treatment is a cost-effective option for low-income pregnant women who smoke.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Pharmacotherapy (Nicotine), Referrals, YOUTH, PATIENT_CONSUMER

Intervention Description: To determine if the Clinical Effort Against Secondhand Smoke Exposure (CEASE) intervention can be implemented and sustained in pediatric practices and test whether implementing CEASE led to changes in practice-level prevalence of smoking among parents over 2 years.

Intervention Results: Of the 8184 parents screened after their child's visit 2 weeks after intervention implementation, 961 (27.1%) were identified as currently smoking in intervention practices; 1103 parents (23.9%) were currently smoking in control practices. Among the 822 and 701 eligible parents who completed the survey in intervention and control practices, respectively 364 in the intervention practices (44.3%) vs 1 in a control practice (0.1%) received meaningful treatment at that visit (risk difference, 44.0% [95% CI, 9.8%-84.8%]). Two years later, of the 9794 parents screened, 1261 (24.4%) in intervention practices and 1149 (25.0%) in control practices were identified as currently smoking. Among the 804 and 727 eligible parents completing the survey in intervention and control practices, respectively, 113 in the intervention practices (14.1%) vs 2 in the control practices (0.3%) received meaningful treatment at that visit (risk difference, 12.8% [95% CI, 3.3%-37.8%]). Change in smoking prevalence over the 2 years of intervention implementation favored the intervention (-2.7% vs 1.1%; difference -3.7% [95% CI, -6.3% to -1.2%]), as did the cotinine-confirmed quit rate (2.4% vs -3.2%; difference, 5.5% [95% CI, 1.4%-9.6%]).

Conclusion: In this trial, integrating screening and treatment for parental tobacco use in pediatric practices showed both immediate and long-term increases in treatment delivery, a decline in practice-level parental smoking prevalence, and an increase in cotinine-confirmed cessation, compared with usual care.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Referrals, Educational Material, YOUTH, PATIENT_CONSUMER, HEALTH_CARE_PROVIDER_PRACTICE, Screening Tool Implementation

Intervention Description: The obective of this study was to describe innovations added to the CEASE intervention and to track 2 year post-intervention implementation data on families who were screened for tobacco use.

Intervention Results: Electronic screening was used to routinely identify tobacco users, leading to increased potential for offering cessation assistance to all household members who smoke.

Conclusion: Improved delivery of smoking cessation services to families may be achieved by integrating technological innovations into routine pediatric practice.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Educational Material, PATIENT_CONSUMER, YOUTH

Intervention Description: This pilot project aimed to assess implementation feasibility and impact of an intervention designed to increase smoke-free rules among socioeconomically disadvantaged households with children.

Intervention Results: Results showed 83% of participants were recruited through DM. OR had a high recruitment rate, and DM recruited more participants with a low response rate but higher retention rate. Among recruited participants with data (n = 47), smoke-free home rules increased by 50.4 percentage points during the study period (p < 0.001). Among recruited participants who had a vehicle (n = 38), smoke-free car rules increased by 37.6 percentage points (p < 0.01) and comprehensive smoke-free rules rose 40.9 percentage points (p < 0.01). Home SHS exposure declined, and within-person increase in smoke-free home rules was significantly related to less home SHS exposure (p < 0.05). It is feasible to adapt and implement the evidence-based SFHP intervention through a national cancer program, but the current pilot demonstrated recruitment is a challenge. DM produced a low response rate and therefore OR is the recommended recruitment route.

Conclusion: Despite low recruitment rates, we conclude that the SFHP can successfully increase comprehensive smoke-free rules and reduce SHS exposure among socioeconomically disadvantaged households with children recruited through a NBCCEDP.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Peer-led Mentoring/Support Counseling,

Intervention Description: The provider- and peer-delivered intervention tested was based on the 5A model recommended by the US Public Health Service clinical practice guidelines and the American Academy of Pediatrics and consisted of brief counseling by the pediatric provider followed by 1 visit and 4 telephone calls by older peer counselors aged 21 to 25 years.

Intervention Results: Compared with the usual care condition, nonsmokers who received the provider- and peer-delivered intervention were significantly more likely to self-report having remained abstinent at 6-month and 12-month follow-up; smokers who received the provider- and peer-delivered intervention were more likely to report having quit at the 6-month but not the 12-month follow-up. A number of adolescent characteristics (eg, age, peer smoking, tobacco dependence, and susceptibility) were found to be predictive of abstinence at follow-up.

Conclusion: A pediatric practice-based intervention delivered by pediatric providers and older peer counselors proved feasible and effective in discouraging the initiation of smoking among nonsmoking adolescents for 1 year and in increasing abstinence rates among smokers for 6 months.

Study Design: Randomized controlled trial

Setting: Primary care clinics

Population of Focus: Adolescent primary care clinic patients

Sample Size: 2700 youth

Age Range: ages 13-17

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, Peer-led Mentoring/Support Counseling, CLASSROOM, Peer-led Curricular Activities/Training, SCHOOL, Assembly, Reporting & Response System, Teacher/Staff Training, School Rules, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Description: To counter bullying at an Australian coeducational secondary school, staff and students co-operated in developing and implementing appropriate policies and procedures.

Intervention Results: Questionnaires assessing the incidence of bullying and related attitudes were completed by students in Years 7, 9, 10 and 11 in 1995 and again in 1997. Significant reductions in levels of victimization were recorded for Year 7 students only. Significantly increased support for anti-bullying initiatives was found among senior students (Years 10 and 11)

Conclusion: Anti-bullying activities directed and undertaken by students themselves received most approval from peers.

Study Design: QE: pretest-posttest

Setting: Australia

Population of Focus: Not specified

Data Source: Not specified

Sample Size: NR (The school has a total of ~1200 students; 4 of the 5 grades included in the study)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): Access, Adult-led Support/Counseling/Remediation, Community Events, YOUTH, COMMUNITY

Intervention Description: In October 2013, Johns Hopkins Medicine clinicians established the Center for Salud/Health and Opportunities for Latinos (Centro SOL) to better address the health needs of Baltimore's growing Latino community. Centro SOL's mission focuses on four core activities: clinical services; advocacy and community engagement efforts; pipeline/education opportunities; and research consultations. Progress is measured through a scorecard reviewed annually by Centro SOL leadership.

Intervention Results: Centro SOL's program has expanded health care access for undocumented immigrants, patient safety and quality of service/care programs for patients with limited English proficiency, and pipeline opportunities for Latino youth. In 2017, 2,763 uninsured patients received primary or specialty care and 290 people received group therapy to address stress-related conditions. In addition, 49 Latino students (ranging from high school to postgraduate students) received mentorship at Centro SOL.

Conclusion: In the next five years, Centro SOL plans to expand the pipeline for Latinos interested in health professions fields and to further improve access to health services for Latino families through both advocacy efforts and enhanced clinical services.

Study Design: Program evaluation

Setting: Centro SOL established by Johns Hopkins Medicine to address the healthcare needs of the emeging Latino settlement in Baltimore, Maryland

Population of Focus: Latino immigrant community in Baltimore, Maryland

Sample Size: 2,763 uninsured patients from different age groups, including children and adults, received primary or specialty care; 49 Latino high school and postgraduate students aged 15-20 received mentorship and provided feedback

Age Range: Children and adolescents 0-20 years of age

Intervention Components (click on component to see a list of all articles that use that intervention): Home Visits, Adult-led Support/Counseling/Remediation, PATIENT_CONSUMER, YOUTH, Feedback

Intervention Description: This paper reports the findings of qualitative interviews with participants that explored their experiences of the intervention and why outcomes varied.

Intervention Results: The intervention increased women’s capability to change home-smoking behaviour, through increasing awareness and salience of SHS risks to their children, and motivation to act. However, taking effective action was constrained by their limited social and environmental opportunities, including others’ smoking in the home.

Conclusion: The FS2SF intervention was ineffective as it was unable to fully address the precarious, complex life circumstances that make creating a smoke-free home particularly difficult for women experiencing intersecting dimensions of disadvantage.

Intervention Components (click on component to see a list of all articles that use that intervention): Presentation/meeting/information Session (Classroom), Adult-led Support/Counseling/Remediation, CLASSROOM_SCHOOL, YOUTH

Intervention Description: The current effectiveness trial evaluated the combination of a whole-school program designed to prevent bullying perpetration and victimization together with a targeted intervention for at-risk students, teaching them individual and dyadic strategies to reduce their anxiety and manage victimization, allowing schools some latitude to implement programs as they typically would.

Intervention Results: Victimization decreased significantly and similarly across all four conditions at 12 and 24 months following baseline. Similar reductions and failure to discriminate conditions were found on other key constructs: anxiety; bullying perpetration; and depression.

Conclusion: Possible reasons for the failure to demonstrate victimization prevention differences and lessons learned from this large, effectiveness trial are considered.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Mentor Engagement

Intervention Description: The intervention described was community-based mentoring programs that pair youth with volunteer mentors who provide support and guidance. This mentoring program was unique in that it assessed interests, values, and demographic characteristics prior to any interaction between mentor and youth.

Intervention Results: The results showed that racial and ethnic similarity between mentor and youth was predictive of longer match duration. Moreover, a shared dislike of activities was associated with longer matches than either shared interests or discordant interests in activities.

Conclusion: The conclusion was that mentor-youth matching practices influence the length and effectiveness of mentoring relationships, and that matching based on shared characteristics and interests can improve the longevity and impact of these relationships.

Study Design: The study design was a retrospective analysis of baseline and follow-up data from community-based mentoring programs.

Setting: community-based mentoring programs in the northeastern United States.

Population of Focus: youth and their volunteer mentors

Sample Size: 9,803 mentor-youth pairs

Age Range: 6/18/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Motivational Interviewing, Adult-led Support/Counseling/Remediation, YOUTH, PATIENT_CONSUMER, Feedback

Intervention Description: This study assessed the effect of Project Zero Exposure-an intervention program designed to help parents protect children from TSE-on children's exposure.

Intervention Results: Most enrolled families completed the trial (IG: 98.6%[68/69], RCG: 97.1%[68/70]). Log hair nicotine (LHN [ng/mg]) decreased in both the IG (Baseline: -1.78 ± 1.91, Follow-up: -2.82 ± 1.87, p = .003) and RCG (Baseline: -1.79 ± 1.54, Follow-up: -2.85 ± 1.73, p = .002), but did not differ between groups at study end (p = .635). Three of five parentally-reported outcomes showed improvement over time in the IG, and one in the RCG. Among IG participants, 90% found hair nicotine feedback useful.

Conclusion: No difference between the intervention and control groups was found on the objective biomarker, LHN. Child TSE decreased during the trial in intervention and control groups. Trial participation, which included hair nicotine monitoring, may have contributed to decreasing exposure in both groups. Concurrent control group improvements may partially explain lack of proven intervention benefit. Biomarker monitoring warrants further investigation for reduction of child TSE.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, YOUTH

Intervention Description: The present study investigated the impact of developing empathy skills in reducing cyberbullying among a sample of adolescents using two groups (i.e., an experimental group and control group).

Intervention Results: Results showed that there were statistically significant differences on TEQ scores and BCS-A scores in the experimental and control groups after the intervention but more so in favor of the experimental group in terms of reduced levels of cyberbullying (both victimization and perpetration). Positive gains among the experimental group in both empathy and reduced cyberbullying remained at two-month follow-up.

Conclusion: It is recommended that teachers and school counselors tackling cyberbullying should use empathy training as part of their cyberbullying prevention programs.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Supports

Intervention Description: aimed to address the needs of girls of color by investigating the roles of girls’ cultural mistrust and mentor support on girls’ ethnic/racial identity. The program also combined mentoring with structured group activities, which provided a potential after-school context for fostering relationships between girls and mentors.

Intervention Results: The study found that higher youth-reported mentor support for ethnic/racial identity three months into their mentoring relationships predicted better relationship quality as well as higher ethnic identity and less cultural mistrust 12 months later, adjusting for baseline levels of these variables. The study also found that cultural mistrust may serve as a barrier to relationships between female mentees of color and White mentors. The study highlighted the importance of providing training and supervision of cultural and relational dynamics in mentoring relationships between girls of color and White mentors, particularly for girls who harbor cultural mistrust. The study recommended that mentors are trained to support girls of color in their ethnic/racial identity development, and that mentoring staff can train mentors to not only help girls explore their ethnic/racial identity, but to also affirm their identity and help girls of color develop a sense of belonging to their ethnic/racial group.

Conclusion: mentor support for ethnic/racial identity is an important factor in how girls of color experience their mentoring relationships over time, and that cultural mistrust may serve as a barrier to relationships between female mentees of color and White mentors.

Study Design: longitudinal quasi-experimental design, with three time points: Time 1 (prior to the start of the intervention), Time 2 (three months later), and Time 3 (one year after baseline, which coincided with the end of the intervention)

Setting: community-based mentoring program for adolescent girls of color in the United States

Population of Focus: adolescent girls of color who are often marginalized in settings in which they interact with adults

Sample Size: 40 girls who were newly matched with 40 women volunteer mentors

Age Range: 10 and 14

Intervention Components (click on component to see a list of all articles that use that intervention): Peer-led Mentoring/Support Counseling, Adult-led Support/Counseling/Remediation, Education on Disease/Condition,

Intervention Description: The headspace Brief Interventions Clinic (BIC) aims to provide quick access to evidence-based interventions for young people presenting with early signs of mental disorders. The treatment package includes skill-building and behavioral intervention modules.

Intervention Results: Allocation to the BIC occurred within 2 to 3 weeks of initial referral. Most young people (73%) completed their treatment, attending on average four sessions. Significant reductions in overall psychological distress, depressive symptomatology and anxiety severity ratings were observed at completion of treatment, as well as significant improvements in social and occupational functioning. About 91% of young people stated that their outcome expectations had been entirely met and 95% were entirely satisfied with their treatment experience. A strong therapeutic relationship, specific strategies for managing emotions, coping and problem-solving and a choice of engaging in flexible and modularised content were identified as the most valued experiences by young people.

Conclusion: The BIC might be ideally suited for health care settings aiming to promote timely access to treatments for young people with early signs of mental disorders.

Study Design: Clinical intervention study

Setting: The headspace Brief Interventions Clinic (BIC) in Australia

Population of Focus: Young people with early signs of mental health problems

Sample Size: 4172

Age Range: School students (aged 15 ± 0.9 years)

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, CLASSROOM, Adult-led Curricular Activities/Training, Enforcement of School Rules, Notification/Information Materials (Online Resources, Information Guide), SCHOOL, Bullying Committee, Reporting & Response System, Teacher/Staff Training, School Rules, POPULATION-BASED SYSTEMS, COMMUNITY, Media Campaign (Print Materials, Radio, TV), Presentation

Intervention Description: The goal of this large population-based initiative was to reduce bullying by producing a quantifiable change in school climate using an established program and standardized measurement tool.

Intervention Results: After 1 to 2 years of program implementation, across cohorts, there were reductions in student self-reports of bullying others, and improvements in student perceptions of adults' responsiveness, and students' attitudes about bullying.

Conclusion: This initiative reaffirms the efficacy of the OBPP, emphasizes the importance of an identified coalition, and highlights several positive outcomes. It is recommended that the OBPP be implemented through the establishment of community partnerships and coalitions as consistent with the public health model.

Study Design: QE: pretest-posttest age-equivalent cohort

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: HALT! Schools Cohort 1: Middle school (n=0); High school (n=999) Cohort 2: Middle school (n=12972); High school (n=7436) PA CARES Schools: Middle school (n=9899); High School (n=6048)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Parent Engagement, Education/Training (caregiver),

Intervention Description: The mentoring program described in the study was the Big Brothers Big Sisters (BBBS) community-based program, where volunteer mentors were matched with youth in one-on-one relationships. The unique aspect of this mentoring program was the emphasis on regular support and coaching provided by a program staff person (PSP) throughout the duration of the mentoring relationship.

Intervention Results: The results of the study indicated that some mentors and program staff held deficit views of the youth and their family, which appeared to be at least partially rooted in negative social class-based assumptions about attitudes and behaviors. These deficit perspectives contributed to the minimization of parent/caregiver voice in the mentoring process and negative interpretations of parent/caregiver and, in some cases, youth attitudes and behaviors.

Conclusion: The conclusion drawn from the study was that social class bias can influence youth mentoring relationships, leading to negative interpretations of the attitudes and behaviors of the youth and their families.

Study Design: narrative thematic analysis of qualitative interviews conducted with the participants.

Setting: community-based youth mentoring relationships, specifically within the Big Brothers Big Sisters (BBBS) affiliated agencies

Population of Focus: mentors, mentees' parents/caregivers, and program staff

Sample Size: 36 matches

Age Range: 9/15/2024

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Training, Consultation

Intervention Description: We tested the effects of a school-based, multisystemic intervention to reduce relational aggression among adolescent girls, Growing Interpersonal Relationships through Learning and Systemic Supports (GIRLSS).

Intervention Results: Intervention participants demonstrated significantly more change in the desired direction than control participants according to school counselors and an averaged score of school counselor and teacher-reported relational aggression.

Conclusion: We discuss the clinical significance findings and implications of perceptual data from social validity surveys of each intervention component. Limitations are also discussed and the need for future research to further examine empirically and ecologically valid interventions for relational aggression in schools, community, and family contexts is highlighted.

Study Design: RCT: pretest-posttest

Setting: US

Population of Focus: Not specified

Sample Size: Total (n=28) Intervention (n=22); Control (n=12)

Age Range: 12/15/2022

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, Class Rules, SCHOOL, Teacher/Staff Meeting, Teacher/Staff Training, School Rules

Intervention Description: The purpose of the present study was to evaluate behavioural effectiveness of a school-based anti-bullying approach within Flemish schools. In addition, specific attention was given to the relationship between outcome findings and external support.

Intervention Results: The findings regarding the effects of the school-based anti-bullying intervention programme on the extent of bullying and victimisation showed a mixed pattern of positive changes in primary schools and zero outcomes in secondary schools. The findings regarding the effects of external support revealed limited outcomes.

Conclusion: The outcomes of the evaluation study confirm that a school-based anti-bullying intervention strategy can be effective in reducing problems with bullying, especially within primary schools. It was argued that the developmental characteristics of secondary school students interfered with the programme outcomes. In addition, the findings revealed no extra effects of specific training sessions.

Study Design: Cluster RCT: pretest-posttest

Setting: Belgium

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Treatment with Support (n=284) Treatment without Support (n=277) Control (n=151)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Training, Strengths-Based Approach

Intervention Description: online mentoring program CyberMentor. This mentoring program was unique in that it facilitated multifaceted communication among participants on a platform, allowing discussions with a large number of higher-status role models (mentors) as well as with a large number of same-status role models (mentee peers).

Intervention Results: The results indicated that suitably implemented online mentoring was related to an increase in STEM-specific educational capital in talented female students. Positive changes in the learning environment were associated with positive changes in mentoring outcomes related to later real-life choices in STEM.

Conclusion: The conclusion drawn from the study was that suitably implemented online mentoring, operationalized via relationship quality, was indirectly related to an increase in STEM activities, elective intentions in STEM, and certainty about career plans via an increase in educational capital.

Study Design: longitudinal mediation analysis using the parallel process latent growth curve approach.

Setting: online mentoring program for talented girls in STEM.

Population of Focus: female students enrolled in high achiever track secondary education in Germany

Sample Size: 1,258 female students

Age Range: adolescents

Intervention Components (click on component to see a list of all articles that use that intervention): Motivational Interviewing, Adult-led Support/Counseling/Remediation, PATIENT_CONSUMER, YOUTH, Incentives

Intervention Description: To evaluate a hospital-initiated intervention to reduce tobacco smoke exposure in infants in the neonatal intensive care unit.

Intervention Results: The intervention effect on infant cotinine was not significant, except among mothers who reported high baseline readiness/ability to protect their infant (P ≤ .01) and mothers who completed the study within 6 months postdischarge (per protocol; P ≤ .05). Fewer mothers in the motivational interviewing plus financial incentives condition were smoking postdischarge (P ≤ .01). More mothers in the motivational interviewing plus financial incentives group reported a total home and car smoking ban at follow-up (P ≤ .05).

Conclusion: Motivational interviewing combined with financial incentives reduced infant tobacco smoke exposure in a subset of women who were ready/able to protect their infant. The intervention also resulted in less maternal smoking postpartum. More robust interventions that include maternal and partner/household smoking cessation are likely needed to reduce the costly effects of tobacco smoke exposure on children and their families.

Intervention Components (click on component to see a list of all articles that use that intervention): Pharmacotherapy (Nicotine), Adult-led Support/Counseling/Remediation, YOUTH, PATIENT_CONSUMER

Intervention Description: The Tobacco Dependence Program was developed to help reduce first-, second-, and thirdhand smoke exposure to our patients while they are in the hospital.

Intervention Results: As of March 2019, we enrolled 138 participants, 5% were in-patients. Fifty-five percent had children who were critically ill and in the ICU: pediatric ICU/progressive care unit (PCU) 28%, neonatal ICU 19%, cardiac ICU (CICU) 9%. The ethnicity of the participants was predominately white (56%), followed by African American (33%), Hispanic (12%), and Asian (<1%). Fifty-six percent of the participants were female. Fifty-nine percent of the participants began smoking between the ages of 12 and 18 y, 21% began between the ages of 18 and 25 y, 9% began before the age of 12 y, and 7% between the ages of 25 and 35 y. Fifty percent of the survey respondents stated that they were able to quit before discharge.

Conclusion: The Tobacco Dependence Program offers support to families as they begin the cessation process and provide the tools to continue a smoke-free lifestyle after discharge. The program is feasible and welcomed to assist patients and families in this process.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement

Intervention Description: The intervention described in the study was the Campus Connections youth mentoring program, which is unique in its site-based model and focuses on distinguishing features of site-based programs that are essential to program impacts .

Intervention Results: The results of the study highlighted the experiences of youth in the program, distinguishing between different mentor alliance and sense of belonging based on self-reported survey data .

Conclusion: The study concluded that understanding youths’ experiences of site-based mentoring programs is crucial to identifying ways in which mentor- and setting-specific factors contribute to mentor alliance and a sense of belonging .

Study Design: The study design used an exploratory sequential design, which aimed to illustrate the lived experiences of youth engaged in the site-based mentoring program .

Setting: Community-based: site-based mentoring program called Campus Connections at a local university

Population of Focus: youth

Sample Size: 76

Age Range: 11/18/2024

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation

Intervention Description: The main aim of this study was to analyze whether adolescents attending a PA consultation in a clinical setting show more therapeutic success at 6 months, based on body mass index (BMI) z-score and waist circumference (WC), compared to those only followed by the pediatrician and nutritionist.

Intervention Results: Patients in both groups decreased their BMI z-score. The PAc has shown a higher decrease in the BMI z-score (PAc -0.12, p < 0.0001; STc -0.05, p < 0.0001). The WC of the PAc group has increased 2.2 cm less than the one of the STc group (p < 0.005). The difference in waist-to-height ratio between the PAc and STc groups was of 0.015 (p < 0.005), showing a trend to decrease in the PAc group (-0.005, p = 172).

Conclusion: Although the success of adolescent obesity management cannot be based only on BMI, a PA consultation on the top of the traditional pediatric and nutrition interventions may further improve the BMI z-score outcome at 6 months.

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), Counseling (Parent/Family), CAREGIVER, Motivational Interviewing/Counseling, Educational Material (caregiver)

Intervention Description: To assess counseling to caregivers and classroom health education interventions to reduce environmental tobacco smoke exposure of children aged 5–6 years in China.

Intervention Results: At the 6-month follow-up, children’s urinary cotinine was significantly lower (Z = –3.136; p = 0.002) and caregivers’ 7-day quit rate was significantly higher (34.4% versus 0%) (p < 0.001; adjusted OR = 1.13; 95% CI: 1.02–1.26) in the intervention than control group.

Conclusion: Helping caregivers quitting smoke combined with classroom-based health education was effective in reducing children’s environmental tobacco smoke exposure. Larger-scale trials are warranted.

Study Design: RCT

Setting: Community (preschools)

Population of Focus: Children ages 5-6 and their caregivers from six districts and one county in Changsha in families where one or more parent/caregiver smoked

Data Source: Caregiver interviews; child urine cotinine feedback

Sample Size: 65 smoker caregivers and their children with 33 in the intervention group and 32 in the control group

Age Range: Not specified

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation, Mentor Engagement, Mentor Engagement

Intervention Description: he study evaluated the impact of mentor attunement on academic outcomes among high-risk youth who participated in the Campus Connections (CC) program . Data were collected at two time points: a baseline survey completed up to one month prior to the program start (T1) and a second survey during the final week of the program (T2)

Intervention Results: The results of the study indicated that mentors' attunement to their mentees' academic support-seeking behavior was associated with positive academic outcomes

Conclusion: he conclusion drawn from the study was that the findings have important implications for mentoring programs, suggesting the need for mentors to be more attuned to their mentees' academic needs and support-seeking behavior .

Study Design: quasi-experimental design, with a single group pretest-posttest design

Setting: Community-based: high-risk youth known as Campus Connections

Population of Focus: adolescents and their mentors

Sample Size: 204 adolescents and 204 mentors

Age Range: 11 to 18

Intervention Components (click on component to see a list of all articles that use that intervention): SCHOOL, School Rules, YOUTH, Adult-led Support/Counseling/Remediation, Reporting & Response System

Intervention Description: A tobacco prevention curriculum comprising social and health consequences of tobacco use and training in refusal skills was introduced. Smoking control policies for schools was encouraged. Children in intervention schools wrote letters to their fathers to ask them to quit smoking and monitored their smoking behavior. At baseline, 68.8% of father in the intervention group smoked and 65.6% of father in the control group smoked.

Intervention Results: At follow-up the scores of students in the intervention group were significantly higher than both the reference group follow-up scores and the intervention group baseline scores. The reported smoking rate for fathers in the intervention group decreased from 68.8% to 60.7% (p<0.05) while the reported rate remained approximately the same among fathers in the reference group. Approximately 90% of the father in the intervention group who were smokers reported to have quit smoking for at least 10 days. The 6-month cessation rate for fathers in the intervention group was 11.7% compared with 0.2% in the reference group.

Conclusion: The findings suggest that school-based tobacco use prevention curricula and policies are effective in increasing knowledge among students about the health consequences of tobacco use.

Study Design: Control trial

Setting: Community (school)

Population of Focus: Children in grades 1-7 from 23 primary schools and their fathers

Data Source: Self-reported questionnaires.

Sample Size: 20,382 children with 10,395 in the intervention group and 9987 in the control group

Age Range: Not specified