Measuring parameters for robustness

24 individual statements:

Important to have some or strong agreement:

• "All in all, I feel that I am a good person."
• "I think I have many positive qualities."
• "I accept myself for who I am." ("It's okay not always to be okay.")
• "I have courage to be myself."
• "I can do things well." ("I am good at what I enjoy doing.")
• "I am happy with who I am."
• "By working hard, I can nearly always achieve my goals."
• "I look forward to my daily activities."

Important to avoid strong disagreement:

• "I am often happy and grateful inside."
• "I can say no if someone asks me to do something wrong or something I don’t want to do."
• "I do things I enjoy even though others may think it is uncool."
• "I can easily turn my focus in a positive way when I have problems or a bad/negative thought/feeling."
• "I am passionate about something." ("I have a life mission." "I feel that what I do is meaningful.")
• "I usually expect good things to happen to me."
• "I evaluate myself independently from others." ("I am confident in myself." " I am more concerned with self-development than grades and comparing myself to others.")
• "I see the humorous side of things."

Important to get strong disagreement:

• "I feel that I am a bad person when I fail on a task."
• "I often lie, cheat, mock and speak condescendingly about others."
• "I can never do anything. I feel stupid."
• "I am unhappy, and I often feel like a failure."
• "I put myself first and I’m more concerned with myself and personal gains rather than the feelings and desires of other people."
• "I’m often tired because I spend so much time thinking about myself, my problems and whether I’m good enough."
• "I feel my life is somewhat empty of meaning."
• "Life in general is boring to me."

24 relational statements:

Important to have some or strong agreement

• "I think it is important to take care of everyone in the class."
• "I treat other pupils with respect even though they might be different than me."
• "I try to see the best/positive in others."
• "I listen to other people’s opinions."
• "I’m conscious about saying hi or smiling to those who are different/outsiders/unpopular."
• "I would speak up/talk to one or several classmates if I am being bullied or don’t feel well."
• "In our class, we think about how we treat each other."
• "The staff at our school dares to care when they see someone who is left out/excluded."

Important to avoid strong disagreement:

• "If someone spends a lot of time by themselves, I would talk to them."
• "My school is a place where other pupils seem to like me."
• "Our class accepts differences."
• "In our class we can easily be ourselves."
• "I easily wish the best for others and admire others."
• "I know that I can talk to someone (family, staff at school, friends) if I don’t feel well."
• "I feel bad if I know the entire class except one or two pupils are invited to something."
• "In our class there are several people who spread joy and kindness, even to those who are excluded, unpopular or different."

Important to get strong disagreement:

• "If I see other pupils being bullied, I wouldn’t tell anyone."
• "I am bullied several times a week."
• "I hate my school."
• "I am not happy with life at all."
• "I don’t have any friends."
• "I usually have more hostile or condescending thoughts than positive and admiring."
• "Hardly no one in our class cares about those who are different/unpopular/excluded."
• "Three or more people in our class have an ironic body language, rolling their eyes, turning their backs on the rest of us, are rude, condescending, talking behind people’s backs, have an arrogant attitude and hostile behaviour."

The measuring parameters are developed based on the following:

• Knowledge-based research since 1977. The sources of knowledge have been among others youth, inmates in Norwegian prisons, ex criminals and expertise within childhood environments, children at risk and violence, and drug and alcohol abuse.
• Observations and experience-based knowledge from MOT's activities in schools, local communities and on the leisure arena through closeness to youth over 25 years.
• Experience based knowledge from top-level athletics.
• Research-based knowledge. Among others inspired by both the Rosenberg self-esteem scale, Hardiness scale (Johnsen, Eid & Bartone 2004) and Connor-Davidson Resilience Scale.

The measuring parameters are recommended used in impact evaluation of MOT. Impact evaluation should be completed both as comparative studies as well as preliminary and follow-up studies. Comparative studies should be made with schools not implementing MOT, and preliminary and follow-up studies should be made from before the youth start with MOT, and when they finish school after having completed the full programme (either over 3 years, or during shorter time if relevant).