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Abstract
The goal of this project was to evaluate the effects of an innovative intervention model created specifically for youth in alternative school settings. The Motivational Interviewing with At-Risk Students (MARS) Mentoring Program is a unique intervention rooted in self-determination and behavior modification theories and delivered through a motivational interviewing framework. Student participants were enrolled at a K–12 district disciplinary alternative school and were predominately Black males who qualified for free or reduced price lunch (N = 39). Students were randomized using a block design to receive MARS Mentoring or to a wait-list control group. Regression analyses revealed significant and large treatment effects at 3-month follow-up. Mean improvements on the Behavior Assessment System for Children-Third Edition (BASC-3) social, emotional, and behavioral composites all indicated medium to large effect sizes. Students enrolled in MARS also experienced significantly fewer school disciplinary actions and improved academic performance. Analysis of intervention feasibility and acceptability reports indicated the program to be well received by stakeholders and practical to implement within the school setting. This brief, manualized intervention can be readily disseminated and has the potential to serve as a model for addressing the unique and profound social, emotional, and behavioral needs of youth in alternative school settings.
DISCLOSURE
The authors have no conflicts of interest to report.
Additional information
Notes on contributors
Lauren Henry
Lauren Henry is a postdoctoral fellow at the Children’s Hospital Colorado. She is the developer of the MARS Mentoring Program and has extensive experience in supporting youth development in alternative school settings.
Wendy M. Reinke
Wendy M. Reinke is a professor in the Department of Education, School, & Counseling Psychology at the University of Missouri. She is the co-founder and co-director of the Missouri Prevention Science Institute. She has an extensive grant and publication record including over 100 peer-reviewed publications and over $40 million in grant funding in the areas of prevention and early intervention of child emotional and behavior disturbances. She is also the director of the National Center for Rural School Mental Health and the co-developer and leadership team member for the Family Access Center of Excellence and the Boone County Schools Mental Health Coalition.
Keith C. Herman
Keith C. Herman is a Curator’s Distinguished Professor in Department of Education, School, & Counseling Psychology at the University of Missouri. He is the co-founder and co-director of the Missouri Prevention Science Institute. He has an extensive grant and publication record including over 140 peer-reviewed publications in the areas of prevention and early intervention of child emotional and behavior disturbances and culturally sensitive education interventions.
Aaron M. Thompson
Aaron M. Thompson is an associate professor in School of Social Work at the University of Missouri. He is the associate director of the Missouri Prevention Science Institute. Dr. Thompson developed the Self-management Training And Regulation Strategy (STARS) intervention, an evidence-based Tier 2 support for youth with disruptive behaviors. He is also the co-developer and leadership team member for the Family Access Center of Excellence and the Boone County Schools Mental Health Coalition.
Crystal G. Lewis
Crystal G. Lewis is director of Data Strategy at the Missouri Prevention Science Institute. She has expertise in data strategy and data management and has several publications in the area of early identification and intervention in school academic and behavior health.