Solid as a rock, flexible as water? Effectiveness of a school intervention targeting the intrapersonal and interpersonal domains.
The present study aimed to investigate whether 1) the school intervention Rots en Water (R&W) was effective in improving competencies and preventing problems in the intra- and interpersonal domain of students in preparatory secondary vocational education (vmbo), and whether 2) intervention effects change as more people were involved in the intervention (core team of teachers, whole school team, whole school team and parents). We conducted a randomized controlled study among bridge students (N = 1299; M age = 12.38; 54 % boys) who completed digital questionnaires four times. The results showed that R&W improved a number of intervention-specific outcomes (self-control and emotional self-regulation), outcomes in the intrapersonal domain (psychological well-being, sexual autonomy and internalizing behavior) and in the interpersonal domain (aggression), but only when a core team of teachers was involved in the implementation of the intervention. The (moderate) intervention effects were greatest in the first year of the two-year intervention. These results show that R&W can produce positive effects among vmbo students when implemented by a core team. So it seems valuable for schools to invest in interventions with a learning style that matches that of the target group, with a high quality of implementation and a limited number of people involved.
Practice leaflet
1. Vmbo students report more problems in the intra- and interpersonal domain than havo and vwo students.
2. We examined: 1) the effectiveness of the school intervention Rots and Water for stimulating the intra- and interpersonal domain in vmbo students and 2) whether effectiveness changed as different people were involved in the intervention (core team teachers, whole school team, whole school team and parents).
3. The intervention showed moderate positive effects, particularly on outcomes in the intrapersonal domain, when only a core team of teachers was involved in implementing the intervention.
4. Intervention effects were greatest in the first year of the intervention.
5. It seems valuable to invest in proper training for and quality implementation by a core team.
- Mertens, E., Dekovic, M., van London, M., & Reitz, E. (2023). Solid as a rock, flexible as water? Effectiveness of a school intervention targeting the intrapersonal and interpersonal domains. Youth in Development, 1(1). https://doi.org/10.54447/JiO.13371
