Esther Mertens

136 | Chapter 6 Supplementary Materials Appendix A – Definitions of Components Content components = specific skills adolescents learn to promote positive outcomes Emotion regulation Strategies to help youth identify and appropriately express emotions (including aggression) Assertiveness Exercises designed to promote the youth’s ability to assert his or her needs appropriately with others Self-efficacy Techniques and training to enhance self-confidence and improve self-efficacy Self-control Strategies to help youth interrupt undesired behavioral tendencies (e.g., impulses) and refrain from acting on them. Insight building Activities specifically designed to help a youth achieve greater self-understanding and adjust attitudes Social skills Training youth how to communicate more effectively with others and providing constructive information, training, and feedback to improve interpersonal verbal or non-verbal functioning Problem solving Training in the use of techniques, discussions, or activities designed to bring about solutions to social, emotional, or behavioral problems Peer resistance Techniques or training to learn youth how to resist pressure from peers Instructional components =  techniques and methods of information delivery used by the intervention facilitator Practice Practicing of a desired behavior during session (e.g., role-play) Modeling Demonstration to the youth of a desired behavior Discussion Discussion of topics within a group Goal setting The explicit selection of a therapeutic goal for the purpose of working toward achieving that goal (Self-)monitoring The repeated measurement of a target index (by the youth) Relaxation Techniques or exercises designed to induce physiological calming Multimedia The use of multimedia to bring or reinforce new knowledge or skills Cognitive coping Any techniques designed to alter interpretation of events or deal with stressful situations through examination of the youth’s reported thoughts (e.g., cognitive restructuring) Homework Written, verbal, or behavioral assignments to complete between sessions Didactic instruction The formal (usually didactic) review of information (e.g., psychoeducation) Structural components = describe the structure of the intervention that might impact results Parental involvement Parents are directly or indirectly involved during the intervention Whole school involved The school staff is directly or indirectly involved during the intervention Individual part The intervention includes additional individual guidance or explicit individual progress through the intervention (e.g., expressive writing, internet-based intervention) Number of sessions Number of sessions of the intervention Number of components Number of components implemented in the intervention