Established Evidence Results

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH Peer-led Mentoring/Support Counseling CLASSROOM Peer-led Curricular Activities/Training

Intervention Description: Bullying is common among school students, and some victims hold self-blaming attributions, exhibit low self-esteem, and do not seek social support. A cross-age teaching of social issues intervention was utilized to combat the latter three variables. In small cooperative groups of classmates, participants designed and delivered a lesson to younger students that informed them that bullies not victims are in the wrong, victims have no reason to feel bad about themselves, and that seeking help can be beneficial.

Intervention Results: CATS led to a significant improvement on all 3 dependent variables and changes in self-blame, and separately changes in self-esteem, mediated the positive effect of the intervention on help-seeking.

Conclusion: The theoretical and practical implications of these results were discussed, especially in terms of supporting a highly vulnerable subgroup of adolescents.

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH Peer-led Mentoring/Support Counseling SCHOOL Assembly Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Description: This study examines the impact of a peer support service as an intervention to counteract bullying in a school with a serious problem. The impact of the intervention was assessed by a survey and by qualitative interviews with staff, peer supporters, users and potential users of the service.

Intervention Results: The survey indicated that the intervention had no overall effect on levels of bullying in the school as a whole or on the likelihood that peers would intervene to help. However, the interviews indicated that peer helpers and some victims were helped by the initiative, and some potential users of the service perceived it in a positive light.

Conclusion: Some explanations of the findings and implications for implementation of such interventions are discussed.

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

Intervention Description: An innovative program designed specifically to help middle school girls confront and cope with issues related to RA was developed, implemented, and evaluated in two school systems.

Intervention Results: Results show an improvement in relationship skills after participation in the program. Most noticeable improvements were in a girl's stated willingness to become involved when witnessing another girl being hurt and girls benefiting from the mentoring they received from high school juniors and seniors.

Conclusion: This study shows that the everyday life of many middle school girls is profoundly influenced by the negative consequences of RA, whether it arrives face-to-face or online. The degree to which girls could not concentrate in school or thought of staying home from school because of relationship issues with other girls suggests that verbal aggression is as intimidating and distressing as physical forms of violence.

Study Design: QE: pretest-posttest

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Pretest (n=42); Posttest (n=26)

Age Range: Mean: 13.2

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

Intervention Description: To evaluate whether these effects are long lasting, we questioned young people (YP) from the intervention group (IG) and the control group (CG; no program) 2 years after participation.

Intervention Results: A total of 181 YP (109 IG, 72 CG) completed the questionnaires (60% of previous interviewees; mean age 20 years, 46% female). Compared to the CG, the IG reported significant improvements in transition-specific knowledge, competencies, and patient activation (p < .001) and lower parents' responsibility for their condition (p = .004). The proportion of YP who had already transferred to adult health care was nearly the same (54% IG/56% CG), but the CG was more likely to lose access to medical care (6% IG/14% CG). There were no effects on health-related quality of life.

Conclusion: The 1.5-day ModuS-T program has long-lasting positive effects on knowledge and competencies relevant for the transition of YP. Transition-specific patient education programs close an important care gap and should be integrated into standard care.

Intervention Components (click on component to see a list of all articles that use that intervention): PROVIDER/PRACTICE Planning for Transition YOUTH Peer-led Mentoring/Support Counseling Nurse/Nurse Practitioner PARENT/FAMILY Counseling (Parent/Family)

Intervention Description: The aim of this study was to assess the impact of a transition clinic model on adolescent congenital heart disease (CHD) patients' health perception outcomes. The transition clinic model consists of multidisciplinary standardized interventions to educate and support CHD patients and represents a key element in the adequate delivery of care to these individuals during their transition from childhood to adulthood. Currently, empirical data regarding the impact of transition clinic models on the improvement of health perceptions in CHD adolescent patients are lacking. A quasi-experimental design was employed. Quality of life, satisfaction, health perceptions and knowledge were assessed at the time of enrolment (T0) and a year after enrolment (T1), respectively. During the follow-up period, the patients enrolled (aged 11-18 years) were involved in the CHD-specific transition clinic model (CHD-TC).

Intervention Results: A sample of 224 CHD adolescents was enrolled (60.7% boys; mean age: 14.84 ± 1.78 years). According to Warnes' classification, 22% of patients had simple heart defect, 56% showed moderate complexity and 22% demonstrated severe complexity. The overall results suggested a good impact of the CHD-TC on adolescents' outcomes, detailing in T1 the occurrence of a reduction of pain (P < 0.001) and anxiety (P < 0.001) and an improvement of knowledge (P < 0.001), life satisfaction (P < 0.001), perception of health status (P < 0.001) and quality of life (P < 0.001).

Conclusion: The CHD-TC seems to provide high-quality care to the patient by way of a multidisciplinary team. The results of the present study are encouraging and confirm the need to create multidisciplinary standardized interventions in order to educate and support the delivery of care for CHD adolescents and their families.

Study Design: Quasi- experimental, non-randomized, using a pre/ post-intervention approach

Setting: Clinic-based (Outpatient clinic of a facility for CHD)

Population of Focus: Adolescents with congenital heart disease (CHD)

Data Source: Self-report questionnaires and medical records

Sample Size: 224

Age Range: 11-18 years of age

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): YOUTH Peer-led Mentoring/Support Counseling CLASSROOM Adult-led Curricular Activities/Training SCHOOL School Rules

Intervention Description: To assess the impact of a peer counselling scheme on peer counsellors and the school community.

Intervention Results: Peer counsellors benefited from their involvement through an acquisition of transferable communication and interpersonal skills, and, compared to age-matched control pupils, had increased social self-esteem. There were no reductions in self-reported bullying and victimization, but in general pupils believed that there was less bullying in school and that the school was doing more about bullying, with year 7 students showing the most positive changes.

Conclusion: Peer-counselling schemes can improve self-esteem of peer supporters, and also impact positively on perceptions of bullying in the school; but impact on actual experiences of bullying is less clear, and there may be problems with the acceptance and use of such programmes by older students.

Study Design: QE: pretest-posttest design

Setting: UK

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Pretest (n =375); Posttest (n=342)

Age Range: 11/14/2022

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): Peer-led Mentoring/Support Counseling Education on Disease/Condition Assessment

Intervention Description: The intervention evaluated in the study "Improving Care Linkage for Racial-Ethnic Minority Youths Receiving Emergency Department Treatment for Suicidality: SAFETY-A" is the SAFETY-A program. This program is a brief strengths-based, cognitive-behavioral family intervention aimed at enhancing care continuity and mental health equity for racial-ethnic minority youths at risk for suicide. The study involved a randomized controlled trial comparing the effects of SAFETY-A versus enhanced usual care on care linkage and treatment outcomes for racial-ethnic minority youths receiving emergency department treatment for suicidal episodes

Intervention Results: Racial-ethnic minority youths who received SAFETY-A had higher treatment linkage rates than those receiving usual care. Adequate treatment dose rates did not differ by group.

Conclusion: "SAFETY-A is a promising approach to enhance care continuity and mental health equity for racial-ethnic minority youths at risk for suicide."

Study Design: Randomized controlled trial

Setting: Emergency Department

Population of Focus: Racial-ethnic minority youths at risk for suicide

Sample Size: 105 racial-ethnic minority youths

Age Range: Ages 10–18 years

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

Intervention Description: This paper reports on the evaluation of a peer support model implemented in two Italian secondary middle schools as an anti-bullying intervention.

Intervention Results: The results of this short-term study highlight the fact that a befriending intervention had a positive effect on the experimental classes, preventing the increase of negative behaviours and attitudes reported in the group that did not receive the intervention. The findings that related to the pro-bullying roles and to the role of outsiders are particularly relevant since these roles remained stable or decreased in the experimental group, whereas they clearly increased in the control group. The opposite trend was registered for children's pro-victim attitude, which shows a decrease in the control sample and good stability in the experimental group.

Conclusion: On the whole, the intervention seemed to prevent the escalation of negative behaviours and attitudes that often develop spontaneously in young people of this age.

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

Setting: Italy

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Intervention (n=178); Control (n=115)

Age Range: 11/14/2022

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH Peer-led Mentoring/Support Counseling CLASSROOM Presentation/meeting/information Session (Classroom) SCHOOL Assembly Media Campaign (Print Materials, Public Address System, Social Media) POPULATION-BASED SYSTEMS COMMUNITY Event Outreach

Intervention Description: An investigation of whether and to what extent a peer-led model is able to counteract mechanisms underlying bullying in peer groups, seeking clarification of divergence in reported results on the efficacy of peer-led models.

Intervention Results: Two studies were carried out in Italy within a project tackling bullying and cyberbullying in secondary schools. In the first study (n= 386), concerning the first phase of the project, a significant decrease was found only for cyberbullying, most of all for male peer educators. For the second study (n= 375) the model was improved and significant effects were found for several participating groups (peer educators and the experimental classes), who exhibited a decrease in bullying, victimization, and cybervictimization.

Conclusion: Results suggest that peer educators can act as agents of change in the broader context.

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

Setting: Italy

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Study 1: Intervention 1 (n=126); Intervention 2 (n=63); Control (n=47) Study 2: Intervention (n=231); Control (n=144)

Age Range: 14-20

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH Peer-led Mentoring/Support Counseling CLASSROOM Presentation/meeting/information Session (Classroom) Peer-led Curricular Activities/Training SCHOOL Assembly Media Campaign (Print Materials, Public Address System, Social Media) POPULATION-BASED SYSTEMS COMMUNITY Event Presentation

Intervention Description: The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions.

Intervention Results: Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending their first year at different high schools were conducted. In Trial 1 (control group, n = 171; experimental group, n = 451), latent growth curve models for data from pre-, middle- and post-tests showed that intervention significantly predicted change over time in all the target variables (victimization, bullying, cybervictimization, and cyberbullying). Specifically, target variables were stable for the control group but decreased significantly over time for the experimental group. Long-term effects at the follow up 6 months later were also found. In Trial 2 (control group, n = 227; experimental group, n = 234), the moderating effect of gender was examined and there was a reported decrease in bullying and cyberbullying over time (pre- and post-test) in the experimental group but not the control group, and this decrease was similar for boys and girls.

Conclusion: The significant improvement in target variables in trials of the third edition, compared to the non-significant improvements found for the first and second editions, suggests that the new/modified components may have improved the efficacy of the program.

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

Setting: Italy

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=375) Intervention (n=231); Control (n=144)

Age Range: 14-18

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH Peer-led Mentoring/Support Counseling CLASSROOM Presentation/meeting/information Session (Classroom) SCHOOL Assembly Media Campaign (Print Materials, Public Address System, Social Media) POPULATION-BASED SYSTEMS COMMUNITY Event Presentation

Intervention Description: The aim of the present study is to describe and evaluate an ongoing peer-led model against bullying and cyberbullying carried out with Italian adolescents.

Intervention Results: Results showed a significant decrease in the experimental group as compared to the control group for all the variables except for cyberbullying. Besides, in the experimental group we found a significant increase in adaptive coping strategies like problem solving and a significant decrease in maladaptive coping strategies like avoidance: these changes mediate the changes in the behavioural variables. In particular, the decrease in avoidance predicts the decrease in victimization and cybervictimization for peer educators and for the other students in the experimental classes whereas the increase in problem solving predicts the decrease in cyberbullying only in the peer educators group.

Conclusion: Results are discussed following recent reviews on evidence based efficacy of peer led models.

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

Setting: Italy

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Trial 1: Intervention (n=451); Control (n=171) Trial 2: Intervention (n=234); Control (n=227)

Age Range: Mean: ~16.23

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): Peer-led Mentoring/Support Counseling Group Education Social Network/Peer

Intervention Description: Participants were randomly assigned to either six sessions Mein Weg (n = 50; Mage = 17.00, 94% male) or UC (n = 49; Mage = 16.92, 92% male).

Intervention Results: Intention-to-treat analyses showed that Mein Weg was significantly superior to UC regarding symptom improvement of self-reported PTSS (Mein Weg: d = .61, UC: d = .15) and depression (Mein Weg: d = .63, UC: d = −.06), but not regarding caregiver-reported symptoms and self-reported dysfunctional posttraumatic cognitions.

Conclusion: In summary, this trial provides evidence of the feasibility and effectiveness of the trauma-focused group intervention Mein Weg as a community-based lowlevel cognitive-behavioral intervention for traumatized UYRs. Furthermore, the inconsistency between self-reports and caregiver reports on stress symptoms indicates the need to train social workers to be more sensitive to trauma-related issues and symptoms, as this is usually not included in their education. The benefits from implementing this intervention are twofold. The UYRs report on average improvements in their PTSS and depression and the social workers receive specific trauma-focused training and are thus empowered in their daily work with the refugee population. The intervention could be a valuable lowthreshold component in a stepped care approach.

Study Design: Randomized controlled trial

Setting: Child and adolescent welfare agencies in Germany

Population of Focus: Young refugees with posttraumatic stress symptoms

Sample Size: 50 in the intervention group, 49 in the control group

Age Range: Mean age 17 years old (range not provided)

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): Peer-led Mentoring/Support Counseling YOUTH

Intervention Description: This nonrandomized study evaluated the feasibility, acceptability, and preliminary outcomes of a novel medical student mentor intervention to improve transition outcomes for AYA with SCD.

Intervention Results: Participants (N = 24) demonstrated adequate retention (75.0%), adherence to the intervention (M = 5.3 of 6 sessions), and satisfaction with the intervention components. Participants demonstrated significant improvements in transition readiness (p = .001), self-efficacy (p = .002), medication adherence (p = .02), and health literacy (p = .05).

Conclusion: A medical student mentor intervention to facilitate transition from pediatric to adult care for AYA with SCD is both feasible and acceptable to patients and medical students. Preliminary results suggest benefits for patients, warranting a larger efficacy study.

Intervention Components (click on component to see a list of all articles that use that intervention): School-Based Family Intervention Peer-led Mentoring/Support Counseling Comprehensive School-Based PA Program

Intervention Description: The intervention involved embedding whole-school and classroom-level prevention/promotion programs alongside small group and individual services for selected youth.

Intervention Results: Students participating in early intervention had significantly improved social-emotional competencies and coping skills (particularly those students at highest risk), and students with mental health disorders who participated in clinical treatment had significantly improved symptoms and functioning. Schools significantly enhanced their capacity to provide mental health services across prevention/promotion, early identification/intervention, and crisis management domains. These findings were replicated across 3 consecutive years of program implementation.

Conclusion: A school-hospital partnership using an MTSS model was found to be feasible, valued, and effective in improving students' mental health status and schools' capacities to provide mental health services.

Study Design: The study utilized a school-hospital partnership to implement a multitiered system of support (MTSS) model over 3 consecutive academic years.

Setting: The study was conducted in 6 urban public schools.

Population of Focus: The target audience for the study was elementary through high-school students enrolled in the 6 urban public schools.

Sample Size: 2700 students

Age Range: The schools included high (52% of total students), middle (21%), and elementary (27%) level classrooms.

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

Intervention Description: Project Amp, a four-session one-on-one manualized intervention delivered by young adults with lived experience of substance use recovery (mentors or peers) to enhance SBIRT for moderate-risk youth

Intervention Results: 71 practitioners completed training in SBIRT, 30 mentors were hired and trained for the study, and 20 completed sessions with adolescent participants. Of the 1192 adolescents screened, 139 were eligible, and 51 eligible youth enrolled in the study, and 28 enrolled youth completed the intervention. Five of the six sites were successfully able to integrate the SBIRT-based Project Amp model into their workflow.

Conclusion: The Project Amp intervention can be conducted successfully in school and healthcare settings in conjunction with SBIRT, adding capacity to expand access to screening and early intervention in a developmentally appropriate way. However, the study yielded insights into adaptations for future implementation, such as a more streamlined model and centralized staff roles such as integrated roles for young peer mentors.

Study Design: Project Amp, a four-session one-on-one manualized intervention delivered by young adults with lived experience of substance use recovery (mentors or peers) to enhance SBIRT for moderate-risk youth

Setting: Three school-based programs and three health clinics

Population of Focus: Adolescents ages 13-17 who are at moderate risk for substance use disorder

Sample Size: 51 eligible youth enrolled in the study, and 28 enrolled youth completed the intervention

Age Range: 13-17 years old

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

Intervention Description: This study aims to analyze whether the NoTrap! antibullying program, an evidence-based peer-led intervention, may also be effective in counteracting ethnic bullying and victimization when students with an immigrant background are involved as peer educators.

Intervention Results: Results of two linear mixed models showed a significant interaction Time × Experimental condition for ethnic victimization, F(1, 1170) = 4.185; p = .015. Specifically, the NoTrap! is effective in reducing ethnic victimization when at least one student with an immigrant background is involved as a peer educator. Only in this condition, indeed, peer educators are directly involved in the phenomenon they counteract, and all four circumstances postulated in the contact theory are satisfied. No effects on ethnic bullying have been found, F(1, 1162) = .215; p = .806.

Conclusion: This is in line with the activities proposed in the program, which is more focused on empowering victims than on acting directly on bullies.