Evaluation of ‘Dream, Think, Act’, a self-regulation intervention to promote mental wellbeing among young people

Abstract

Background: Effect and process of a self-regulation intervention (‘Droom, denk, doe’; DDD) that promotes mental wellbeing among secondary vocational students. Methods: A clustered RCT with a pretest-posttest (at 3 & 6 months) was carried out. 74 classes ( 1261 students, 74 classes) were randomized to the intervention (DDD) or control condition. DDD is a 5 module class room intervention, developed with Intervention Mapping, using methods such as goal setting, action planning, and different materials (legacy game, buddy demonstration movies and peer mentoring) . Measurements include psychological wellbeing (RPWB, MHI-5, SDQ), depression (CES-D), and self-regulation skills. Findings: No differences were observed between the conditions over time. The process evaluations shows that students were generally favorable: 64% of the students liked the class exercises. Half of the students agreed with the statement that ‘they have learned important things from DDD’. 85% of the students liked helping their buddy with his/her goal. The teacher evaluations showed that program implementation was not optimal, and they evaluation the program as complex. Discussion: No positive overall intervention effects were found. Additional implementation strategies may be needed.