Evaluation of a Resiliency Focused Health Coaching Intervention for Middle School Students: Building Resilience for Healthy Kids Program

Lee, Joey A.; Heberlein, Erin; Pyle, Emily; Caughlan, Thomas; Rahaman, Darvi; Sabin, Margaret; Kaar, Jill L.

doi:10.1177/0890117120959152

Cited by 21 publications

(30 citation statements)

References 41 publications

(60 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Building resilience in school children may be one way to foster adolescents to learn new coping skills and strategies to increase their self‐efficacy (Lee et al, 2020). Results of a recently published meta‐analysis indicate that universally delivered interventions can improve adolescent mental health and reduce risk behavior (Skeen et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Association between bullying victimization and e‐cigarette use among German students

Hansen

Morgenstern

Isensee

et al. 2021

Aggressive Behavior

View full text Add to dashboard Cite

This study examined the association between bullying victimization and e‐cigarette use. Data from a 2019–2020 German student survey were used (N = 16,476). The target population consisted of students enrolled in grades 5–10, with a mean age of 13.1 years (SD = 1.8), and equal gender distribution (49.5% female). Mixed‐effect multivariable logistic regression models were used to examine the association between bullying victimization (attacked physically, assaulted verbally, experienced relational bullying, sexual harassment, cyberbullying) and current e‐cigarette use. The multivariable analysis controlled for age, sex, sensation‐seeking, socioeconomic status, school performance, type of school attended, and substance use (current cigarette smoking, hookah smoking, and alcohol drinking). Overall 510 (3.7%) students reported current use of e‐cigarettes. The odds for using e‐cigarettes increased each step of being bullied from “never,” “rarely,” “sometimes,” “once a week,” to “several times a week” by 2.03 (95% confidence interval [CI]: 1.81, 2.29) in the unadjusted model, and by 1.46 (95% CI: 1.24, 1.71) in the covariate‐adjusted model. Data indicate an empirical association between victimization and e‐cigarette use among German students. Design limitations prevent the conclusion of a causal relationship, calling for well‐designed longitudinal studies to investigate the temporal sequence between victimization and e‐cigarette use.

show abstract

Section: Discussionmentioning

confidence: 99%

Association between bullying victimization and e‐cigarette use among German students

Hansen

Morgenstern

Isensee

et al. 2021

Aggressive Behavior

View full text Add to dashboard Cite

show abstract

“…Building Resilience for Healthy Kids (Healthy Kids) is a single group, school-based intervention (Lee et al, 2020(Lee et al, , 2021. Healthy Kids was delivered within an urban middle school from January-March 2020.…”

Section: Methodsmentioning

confidence: 99%

“…Healthy Kids is a 6-week, 1:1 universal health coaching intervention focused on improving resiliency and mental health in early adolescent students. Full program details have been previously published by Lee et al, (2020). In brief, each student was allocated a set time to meet with their Health Coach once a week for 15 min during the school day for six consecutive weeks.…”

Section: Interventionmentioning

confidence: 99%

“…later depression and suicide among youth (Lee et al, 2020;Zhang et al, 2019). Therefore, efforts to decrease anxiety and depression symptoms, collectively referred to as "negative affectivity," in early adolescent youth are integral for early suicide prevention efforts.…”

Section: Introductionmentioning

confidence: 99%

“…The Building Resilience for Healthy Kids program has previously reported evidence for the utility of a universal, 1:1 health coaching framework to improve youth resilience in schools and support youth mental health (Lee et al, 2020). Health coaching offers a pragmatic approach that can be highly personalized, is widely accepted by students, teachers, principals, and administrators.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of a Universal Mental Health Intervention on Youth with Elevated Negative Affectivity: Building Resilience for Healthy Kids

Sabin

Bowen

Heberlein

et al. 2021

Contemp School Psychol

Self Cite

View full text Add to dashboard Cite

Objective In response to the rise in mental health needs among youth, a school-based resilience intervention was implemented for sixth graders at an urban middle school. The goal of this analysis is to examine improvements in key mental health parameters among students who endorsed negative affectivity at baseline. Method A total of 285 11–12-year-olds (72% white, 18% Hispanic, 55% female) participated in a single-arm, non-randomized 6-week 1:1 school-based coaching intervention, Healthy Kids. Youth completed validated surveys at baseline and 6-week follow-up assessing depression/anxiety symptoms, bullying, self-efficacy, academic pressure, grit, and resilience. Participants were determined to have elevated negative affectivity if they reported mild-to-severe symptoms for both depression and anxiety symptoms. General linear models examined differences between groups for each mental health parameter, as well as change in outcomes from baseline to follow-up. Results A third of participants (38%) at baseline endorsed negative affectivity. Youth who endorsed negative affectivity were more often female (71% vs 29%; p < 0.001) and identified as victims of cyberbullying (25% vs 8%; p < 0.001). Youth with baseline negative affectivity scored lower for self-efficacy (total 70.5 vs 86.8; p < 0.0001). Baseline negative affectivity was a significant moderator for change in mental health parameters. Post-intervention, those who endorsed baseline negative affectivity, medium effect sizes were observed for self-efficacy ( g = 0.6; 95%CI 0.3, 0.9; p < 0.001) and anxiety symptoms ( g = − 0.70; 95%CI − 1.0, − 0.4; p < 0.001). Among all youth, there were significant medium intervention effects in resilience ( g = 0.5; 95%CI 0.3, 0.7; p < 0.001) and self-efficacy ( g = 0.7; 95%CI 0.4, 0.9; p < 0.001). Conclusions A universal resiliency program may improve self-efficacy and symptoms of anxiety among youth experiencing negative affectivity, while improving resilience and self-efficacy among all youth. Our findings suggest a universal school-based coaching program benefits all youth, while also specifically targeting the needs of youth with negative affectivity who are most at risk for mental health concerns.

show abstract

School‐based interventions promoting social capabilities among students: A scoping review of literature

Ansari

Rizvi

2023

Review of Education

View full text Add to dashboard Cite

This paper presents a scoping review of existing literature published between 2010 and 2022 on the role of schools in promoting social capabilities among students. It aims to map the evidence regarding the school programmes or interventions that are practised across the globe to promote psycho‐socio‐emotional skills among students. The review indicates a broad scope of social interventions with limited evidence on interventions promoting social capabilities. Notably, both formal and non‐formal programmes are being offered in schools to foster social–emotional learning, self‐awareness (e.g., self‐regulation, resilience and forgiveness in attitude, and mental health awareness), and pro‐social behaviour development (e.g., positive behaviour, mindfulness, management and support, parental involvement, mentorship, sports and animal protection). This review highlights substantially encouraging effect of interventions for promoting social capabilities among students. However, the short‐term nature of programmes hardly allows the sustainability of acquired skills and behaviours among students. Additionally, the review identified a contextual gap in developing countries, including Pakistan. Therefore, it suggests the integration of such programmes in school policies and curricula, after contextualising, to ensure their regularity and sustaining psycho‐socio‐emotional skills. This recommends the development, and execution of an intervention that encompasses all the components of social capabilities collectively, along with examining its efficacy. Context and implicationsRationale of the reviewThis scoping review aims to capture the scope and map the existing evidence regarding school‐based interventions to promote psycho‐socio‐emotional development among students.Why new findings matterThe review provided valuable insights into the significance and necessity of psycho‐socio‐emotional development for students, which is essential in today's world. The lack of evidence from developing countries is found that needs critical attention. The findings contribute to the future of holistic development through the contextual adaptation of practiced interventions in developing contexts like Pakistan.Implications for researchers and policymakersThe emerging findings imply the need for understanding the importance of developing psycho‐socio‐emotional skills collectively among students as part of the school experience. The implications extend to various stakeholders, including policymakers and school practitioners, who need to prioritise the holistic development of students throughout their formal education. Furthermore, this review is a call for researchers to develop, implement and evaluate the effectiveness of such interventions tailored to the specific needs of developing contexts, where there is currently a lack of evidence of school‐based initiatives.

show abstract

Evaluation of a Resiliency Focused Health Coaching Intervention for Middle School Students: Building Resilience for Healthy Kids Program

Cited by 21 publications

References 41 publications

Association between bullying victimization and e‐cigarette use among German students

Association between bullying victimization and e‐cigarette use among German students

The Impact of a Universal Mental Health Intervention on Youth with Elevated Negative Affectivity: Building Resilience for Healthy Kids

School‐based interventions promoting social capabilities among students: A scoping review of literature

Contact Info

Product

Resources

About