Esther Mertens

| 129 Components of School-Based Interventions In sum, interventions that included insight building, where students practiced during the sessions, that involved the whole school staff, and those that had more sessions showed stronger effects for stimulating subdomains of the intrapersonal domain than interventions that did not include these components. Interventions that taught emotion regulation and assertiveness showed weaker effects for stimulating subdomains of the intrapersonal domain than interventions that did not include these components. Interpersonal domain. Of the eight content components, teaching problem solving was related to stronger intervention effects on students’ interpersonal domain in general, specifically for interventions targeting bullying and school climate (see Table 3). In addition, there was a trend that insight building had stronger intervention effects on students’ interpersonal domain overall. The other components were not related to intervention effects on the interpersonal domain in general. For the subdomains, insight building had stronger effects on social competence and bullying. Teaching emotion regulation and assertiveness had weaker effects on respectively bullying and aggression. Of the ten instructional components, cognitive coping had weaker intervention effects on students’ interpersonal domain overall, and specifically for interventions targeting bullying. The other components were not related to intervention effects on the interpersonal domain in general. Regarding the subdomains, using multimedia had stronger effects on social competence. In addition, there were trends that using didactic instruction and relaxation had stronger effects and using discussion had weaker effects on aggression. Of the five structural components, none were related to intervention effects on students’ interpersonal domain in general. Concerning the subdomains, three components were related to stronger intervention effects. Interventions that included more sessions had stronger effects on bullying. Interventions that involved the whole school had stronger effects on bullying and school climate. Interventions with additional individual guidance had stronger effects on school climate and showed a trend that it had stronger effects on aggression. Furthermore, there was a trend that interventions that involved parents had stronger effects on school climate and that interventions that included more components had stronger effects on bullying. In sum, interventions that taught insight building, and problem solving, used didactic instruction, relaxation, and multimedia, involved the whole school and parents, included additional individual guidance, more sessions, andmore components showed stronger intervention effects for stimulating subdomains of the interpersonal domain than interventions that did not include these components. Interventions that taught emotion regulation, and assertiveness, and applied cognitive coping, and discussions showed weaker intervention effects for stimulating subdomains of the interpersonal domain than interventions that did not include these components. 6