Systematic review and classification of: Flyt
DOI:
https://doi.org/10.7557/25.7004Keywords:
Systematic review, Dropout prevention, Life skills developmentAbstract
Background: Flyt is a life skills program for students in the 10th grade aiming to make participants better equipped to complete upper secondary school. The program is a strength-based group initiative for young people at risk for drop-out, but young people with no known risks are also included. For participants, the initiative comprises a total of 80 hours of organized activities divided between weekend and evening gatherings throughout approximately 15 months, starting in the beginning of 10th grade. Parents attend four meetings. TRH Crown Prince Haakon and Crown Princess Mette-Marit’s Foundation is the initiative developers, owner of the initiative and responsible for the training of supervisors in the program. The intervention is carried out locally in the municipality. The first cohort to try the program in finished in 2019, while in 2022-23, it is implemented in 17 municipalities.
Method: This review is based on a systematic literature search in the databases Embase, Medline, Psycinfo, NORART, Cochrane, Cristin, NORA, SCOPUS and SweMed. International databases on evidence have also been searched, as well as information about the intervention from the program provider. Re-sults from literature searches and the other information obtained were reviewed to identify Nordic effect studies, international systematic reviews, and eventually other Norwegian studies of the in-tervention.
Results: The results presented here is an overall assessment of the intervention`s description, available studies, and the quality of implementation. Flyt shows a satisfactory description of the intervention, built upon a known theoretical foundation. Two evaluation studies have been mapping user experiences by interview and recorded changes in some variables measured by questionnaire. However, there are no Nordic effect studies of the intervention.
Conclusion: Flyt has a theoretically sound foundation and the content and procedures are described in detail. We recommend conducting effect studies addressing the aims explicitly, with an adequately strong design.
Flyt is classified at evidence level 2 – Theoretically-based intervention.
References
Bjørnset, M. & Rogstad, J. (2019). Livsmestring med Flyt. Erfaringer med to pilotkommuner. Fafo-notat 2019:22. Hentet fra https://www.fafo.no/zoo-publikasjoner/fafo-notater/livsmestring-med-flyt
Cooperrider, D. & Whitney, D. K. (2005). Appreciative inquiry: a positive revolution in change (1st. utg.). Oakland: Berrett-Koehler Publishers, Inc.
Esch, P., Bocquet, V., Pull, C., Couffignal, S., Lehnert, T., Graas, M., … Ansseau, M. (2014). The downward spiral of mental disorders and educational attainment: a systematic review on early school leaving. BMC Psychiatry, 14, 237. https://doi.org/10.1186/s12888-014-0237-4
Helse- og omsorgstjenesteloven. (2011). Lov om kommunale helse- og omsorgstjenester.(Lov 2011-06-24-30). Hentet fra https://lovdata.no/dokument/NL/lov/2011-06-24-30
Holen, S., Waaktaar, T. & Sagatun, Å. (2018). A Chance Lost in the Prevention of School Dropout? Teacher-Student Relationships Mediate the Effect of Mental Health Problems on Noncompletion of Upper-Secondary School. Scandinavian Journal of Educational Research, 62(5), 737–753. https://doi.org/10.1080/00313831.2017.1306801
Kronprinsparets Fond. (2022a). Flytprogrammet - et initiativ fra Kronsprinsparets fond. Tiltaksbeskrivelse fra utvikler. Kronprinsparets Fond Oslo.
Kronprinsparets Fond. (2022b). Flytprogrammet. Dreieboka 2022–23. Kronprinsparets Fond Oslo.
Kronprinsparets Fond. (2022c). Flytprogrammet. Manual for prosjektleder Kronprinsparets Fond Oslo.
Kronprinsparets Fond. (2023). Teoretisk grunnlag -FLYT. AI, styrkebasert tenkesett - teori og metoder i Flyt Kronprinsparets Fond, Oslo.
Kunnskapsdepartementet. (2021). Fullføringsreformen – med åpne dører til verden og fremtiden. (Meld. St. 21 (2020–2021)). Hentet fra https://www.regjeringen.no/no/dokumenter/meld.-st.-21-20202021/id2840771/
Lillejord, S., Halvorsrud, K., Ruud, E., Morgan, K., Freyr, T., Fischer-Griffiths, P., … Manager, T. (2015). Frafall i videregående opplæring: En systematisk kunnskapsoversikt. Oslo: Kunnskapssenter for utdanning.
Markussen, E. (2010). Frafall i utdanning for 16 –20 åringer i Norden. København: Nordisk ministerråd.
Martinussen, M., Reedtz, C., Eng, H., Neumer, S.-P., Patras, J., & Mørch, W.-T. (2019). Kriterier og prosedyrer for vurdering og klassifisering av tiltak Ungsinn. Tidsskrift for virksomme tiltak for barn og unge. Hentet fra https://ungsinn.no/wp-content/uploads/2019/07/Ungsinn_kriterier_screen_2019-V2.1.pdf
Nordahl, T., Flygare, E. & Drugli, M. B. (2016). Relasjoner mellom elever. Hentet fra file:///C:/Users/aases/Downloads/Relasjoner%20mellom%20elever.cleaned.pdf
OECD. (2014). How many young people finish secondary education? Education at a Glance 2014. Paris: OECD Publishing. Hentet fra https://www.oecd.org/education/Education-at-a-Glance-2014.pdf
Reegård, K. & Rogstad, J. (2018). Motivasjon og mestring. Forprosjekt om gjennomføring av videregående opplæring. (Fafo-notat 13). Hentet fra https://www.fafo.no/zoo-publikasjoner/fafo-notater/motivasjon-og-mestring
Rogstad, J. & Bjørnset, M. (2021). Unge i Flyt. Om et livsmestringsprogram for ungdom på 10. trinn. Oslo: NOVA.
Rumberger, R. W. (2011). Dropping out: why students drop out of high school and what can be done about it. Cambridge: Harvard University Press.
Sagatun, A., Heyerdahl, S., Wentzel-Larsen, T. & Lien, L. (2014). Mental health problems in the 10th grade and non-completion of upper secondary school: the mediating role of grades in a population-based longitudinal study. BMC Public Health, 14. https://doi.org/10.1186/1471-2458-14-16
Seligman, M. E. P. (2006). Learned optimism : how to change your mind and your life. New York: Vintage Books.
Sletten, M. A. (2013). Betydningen av å lykkes sosialt i ungdomstiden - er en dårlig venn bedre enn ingen venn? I T. Hammer & C. Hyggen (Red.), Ung voksen og utenfor : mestring og marginalitet på vei til voksenliv (s. 129–146). Oslo: Gyldendal akademisk.
SSB. (2023). Gjennomstrømning i videregående opplæring, 2015–2021. Hentet 12. august 2023 fra http://www.ssb.no/utdanning/statistikker/vgogjen
Sundal, J. (2021). Skolevegring. Skolens rolle i det forebyggende arbeidet NTNU, Trondheim.
Tetzchner, S. v. (2012). Utviklingspsykologi (2. utg.). Oslo: Gyldendal akademisk.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Åse Sagatun, Rannveig Grøm Sæle
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
