Interventions with high schoolers and young adults show strong consistent improvement in cognitive regulation and small but significant improvements in health, mental health, and delinquency¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Results from 60 studies of intervention with high schoolers and young adults show strong and consistent improvement in cognitive regulation, and small but significant improvements in health, mental health, and delinquency. → Murray 2017

Evidence¶

Murray 2017¶

Murray, D. W. & Rosanbalm, K. (2017). Promoting Self-Regulation in Adolescents and Young Adults: A Practice Brief. OPRE Report #2015-82. https://www.acf.hhs.gov/opre/resource/self-regulation-and-toxic-stress-implications-for-programs-and-practice

q2 · i? · the article prints no effect size for this finding · review · r2

The brief summarizes its OPRE comprehensive review of self-regulation interventions, reporting that "results from 60 studies of intervention with high schoolers and young adults" showed these outcomes. No effect sizes are printed, so magnitudes beyond the stated directions are not reported.

"results from 60 studies of intervention with high schoolers and young adults show: • Strong and consistent improvement in cognitive regulation • Small but significant improvements in health, mental health, and delinquency"

Discussion¶

Learner Variables¶

• Physical Well-Being — outcome: instruction changes it

Related Claims¶

• A practice brief reviewing self-regulation interventions reports substantial benefits of mindfulness programs for cognitive and emotional regulation, stress and mental health in adolescents and young adults — a narrower finding that bears on this claim
• Social-emotional learning benefits persist at follow-up — a broader claim this one bears on
• Effects on secondary behavioural outcomes (conduct problems, delinquency, substance use) are negligible or non-significant — reports the opposite
• Childhood poverty interferes with adult working memory, with chronic childhood stress a major contributor — related
• Mindfulness interventions in schools show the largest between-group effects for cognitive performance (g = 0.80) and smaller significant effects for stress (g = 0.39) and resilience (g = 0.36) — related
• Mindfulness and yoga interventions improved self-regulation in 4 of 8 interventions (50%), mostly applied within the adolescent age group. — related
• Meditation shows significant but predominantly small effects on social competence, with teacher-facilitated programmes showing more significant effects — related
• Relationship-centered near-peer support from young adults (ages 18-24) creates conditions for student engagement with mental health support across YMHC sites — a narrower finding that bears on this claim
• Family-based interventions improved self-regulation in 5 of 9 studies (56%) and had longer follow-up durations than other intervention types. — related
• Environmentally focused interventions appear to be particularly effective for reducing delinquency and drug use — related
• Across all RCTs, mindfulness-based interventions significantly improve mindfulness, executive functioning, attention, depression, anxiety/stress and negative behaviours in youth, with small effect sizes — related
• Some social-emotional and cognitive-behavioural initiatives showed no effect or a negative effect on educator wellbeing — related