Established Evidence Results

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Below are articles that support specific interventions to advance MCH National Performance Measures (NPMs) and Standardized Measures (SMs). Most interventions contain multiple components as part of a coordinated strategy/approach.

Displaying records 1 through 2 (2 total).

Liu, X., Xiao, R., & Tang, W. (2022). The impact of school-based mindfulness intervention on bullying behaviors among teenagers: mediating effect of self-control. Journal of interpersonal violence, 37(21-22), NP20459-NP20481.

Evidence Rating: Moderate

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.

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Matthews J, Moran AP, Hall AM. The feasibility of a theory-based self-regulation intervention in schools to increase older adolescents’ leisure time physical activity behavior. AIMS Public Health. 2018;5(4):421.

Evidence Rating: Emerging Evidence

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM_SCHOOL, Self-Regulation

Intervention Description: The purpose of this study was to test the feasibility of a theory-based self-regulation intervention to increase older adolescents' leisure time physical activity (LTPA) behavior. Forty-nine adolescents (M = 15.78 years; SD = 0.52; 31% female) from two schools agreed to participate. Participants were randomly assigned to the experimental or control arm at the school level. The experimental group (n = 24) underwent a brief self-regulation intervention for six weeks. The control group (n = 25) continued with standard classes.

Intervention Results: Intervention fidelity data was collected to assess feasibility. Outcome measures included self-reported LTPA behavior and self-regulation technique use. Intervention sessions were delivered as intended, participant attendance was high and compliance with intervention content was acceptable. The experimental group reported higher levels of LTPA behavior eight weeks post-intervention and increased use of self-regulation techniques.

Conclusion: A brief theory-based self-regulation intervention delivered in a school-setting appears feasible and may increase LTPA behavior and self-regulation in adolescents.

Study Design: Randomized controlled feasibility trial

Setting: 2 schools in Dublin, Ireland

Population of Focus: Older Adolescent students

Data Source: Pedometers, questionnaires

Sample Size: 49 students (24 intervention, 25 control)

Age Range: Ages 14-16 years

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