Systematic review and classification of: MOT Robust youth 12 – 16

Authors

DOI:

https://doi.org/10.7557/25.7120

Keywords:

School-related difficulties, Universal Preventive Program, Systematic review, School Program

Abstract

Background: MOT Robust youth 12 – 16 is a universal preventive and health promoting program targeting youth aged 12-16 years. The goal is to develop warmer and safer communities by developing robust youth that include everyone. The program consists of twelve class visits over the course of all three years in secondary school where various topics are discussed and reviewed in a structured way. In addition, there are other activities during the school year. The initiative is owned by the MOT Foundation, an idealistic organization that was established in 1997 by Norwegian top athletes.

Methods: This review is based on a systematic literature search in the databases Embase, Medline, Psykinfo, 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. Results 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 intervention.

Results: The results presented in this paper consist of assessments of the intervention´s description, available studies, quality of research methodology and quality of implementation. MOT Robust youth 12-16 is considered to be satisfactory described and it is founded on widely accepted theories. However, no Nordic effect studies have been identified. This review describes four Norwegian studies, but none of these are of the scientific quality necessary to draw conclusions about the effect of the intervention.

Conclusion: MOT Robust youth 12-16 is classified at evidence level 2 – Theoretically-based interventions.

References

Bandura, A. (1971). Social Learning Theory. New York: General Learning Corporation

Bandura, A. (1977a). Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev, 84(2), 191–215. Hentet fra https://www.ncbi.nlm.nih.gov/pubmed/847061. https://doi.org/10.1037//0033-295x.84.2.191

Bandura, A. (1977b). Social Learning Theory. Oxford, England: Prentice-Hall

Bandura, A. (1986). Social foundationsof thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Dev, 67(3), 1206–1222. Hentet fra https://www.ncbi.nlm.nih.gov/pubmed/8706518. https://doi.org/10.1111/j.1467-8624.1996.tb01791.x

Befring, E., & Moen, B.-E. (2017). Ungdom, læring og forebygging (2 utg.). Oslo: Cappelen Damm Akademisk

Befring, E., & Moen, B. E. (2010). Positive holdninger: Ressurser for et verdig liv. Organisasjonen MOT under lupen. Trondheim: MOT

Brofenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press

Brofenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage Publications

Martinussen, M., Reedtz, C., Eng, H., Neumer, S.-P., Patras, J., & Mørch, W.-T. (2019). Ungsinn. Tidsskrift for virksomme tiltak for barn og unge. Kriterier og prosedyrer for vurdering og klassifisering av tiltak. 2. utgave (V2.1). Tromsø: UiT Norges Arktiske Universitet

Moen, B. E. (2011). Utvikling ved nye MOT-skoler – Fra 2009 til 2011. Hentet fra http://ftp.mot.no/public/motno/resultater/UtviklingSkoler2009_2011.pdf

Moen, B. E. (2012). Holdningsskapende arbeid for å unngå hyppig mobbing og lav trivsel. MOT-skoler vs skoler på landsbasis. Rapport nr 2. Hentet fra http://ftp.mot.no/public/motno/resultater/MOTsBetydning2012-r2.pdf

Moen, B. E. (2016). Opplevelsen av MOT. Svar fra elever, lærere og rektorer ved MOT-skoler 2015. Trondheim: MOT.

MOT. (udatert). MOTs teoretiske grunnlag. Trondheim: MOT

Pajares, C. (2002). Overview of social cognitive theory and of self-efficacy. Hentet fra http://www.uky.edu/~eushe2/Pajares/eff.html

Peterson, C., & Park, N. (2004). Classification and measurement of character strenghts: Implications for practice. In P. A. Linley & S. Joseph (Red.), Positive psychology in practice (s. 433–446). Hoboken, NJ: John Wiley & Sons

PROBA Samfunnsanalyse. (2010). Evaluering av MOT i ungdomsskolen. Rapport 2010 – 05. Hentet fra http://ftp.mot.no/public/evaluering/ProbaEvalueringMOT_2010.pdf

PROBA Samfunnsanalyse. (2011). Evaluering av MOT i ungdomsskolen. Rapport nr 5. Hentet fra https://proba.no/wp-content/uploads/rapport-2011-05-evaluering-av-mot-i-ungdomsskolen-sluttrapport.pdf

Rate, C. R., Clarke, J. A., Lindsay, D. R., & Sternberg, R. J. (2007). Implicit theories of courage. The Journal of Positive Psychology, 2(2), 80-98. https://doi.org/10.1080/17439760701228755

Rosenberg, M. (1965): Society and the Adolescent Self-Image. Princeton, N.J: Princeton University Press

Scheier, M. F. & Carver, C. S. (1985). Optimism, Coping, and Health: Assessment and Implications of Generalized Outcome Expectancies. Health Psychology, 4, 219–247. https://doi.org/10.1037//0278-6133.4.3.219

Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 29(3), 239–268. https://doi.org/10.1002/ab.10047

Stajkovic, A., & Luthans, F. (1998). Self-Efficacy And Work-Related Performance: A Meta-Analysis. Psychological Bulletin, 124(2), 240–261. https://doi.org/10.1037/0033-2909.124.2.240

Barn som leker

Downloads

Additional Files

Published

2021-10-21

How to Cite

Rye, M., Kaiser, S., & Martinussen, M. (2021). Systematic review and classification of: MOT Robust youth 12 – 16. Ungsinn. Journal of Effective Interventions for Children and Adolescents, 13(2). https://doi.org/10.7557/25.7120

Issue

Section

Peer-reviewed Articles