-
[show abstract]
[hide abstract]
ABSTRACT: This article describes the conceptual framework for the Coping Power program that has focused on proximal risk factors that can actively alter preadolescent children's aggressive behavior. The results of initial controlled efficacy trials are summarized. However, consistent with the theme of this special section, some clinicians and workshop participants have indicated barriers to the implementation of the Coping Power program in their service settings. In response to these types of concerns, three key areas of programmatic adaptation of the program that serve to address these concerns are then described in the article. First, existing and in-process studies of variations in how the program can be delivered are presented. Existing findings indicate how the child component fares when delivered by itself without the parent component, how simple monthly boosters affect intervention effects, and whether the program can be reduced by a third of its length and still be effective. Research planned or in progress on program variations examines whether group versus individual delivery of the program affects outcomes, whether the program can be adapted for early adolescents, whether the program can be delivered in an adaptive manner with the use of the Family Check Up, and whether a brief, efficient version of the program in conjunction with Internet programming can be developed and be effective. Second, the program has been and is being developed for use in different settings, other than the school-based delivery in the efficacy trials. Research has examined its use with aggressive deaf youth in a residential setting, with Oppositional Defiant Disorder and Conduct Disorder children in outpatient clinics, and in after-school programs. Third, the article reports how variations in training clinicians affect their ability to effectively use the program. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Psychotherapy Theory Research & Practice 05/2012; 49(2):135-142. · 0.98 Impact Factor
-
[show abstract]
[hide abstract]
ABSTRACT: Problems with anger and aggression represent two of the most common causes for referral for mental health treatment, often
because of the implications these problems have on social relationships. In some cases the aggressive and antisocial behavior
leads to social rejection by the people around them; in some cases the social rejection from others triggers escalating anger
and aggression, and in many cases the relation between aggression and social rejection is bidirectional. Because of their
difficulties with social relationships, it is critically important to understand the nature of the social skills of angry
and aggressive individuals. In this chapter we will discuss normal and problematic development of anger and aggression in
youth and adults and will review the types of social-cognitive and social skill deficits that are apparent for aggressive
individuals. The chapter will then review assessment and treatment issues with this population, with a particular emphasis
on measures specifically tailored to provide information that can be useful in intervention.
12/2009: pages 155-166;
-
[show abstract]
[hide abstract]
ABSTRACT: This study examined an important but rarely investigated aspect of the dissemination process: the intensity of training provided to practitioners. Counselors in 57 schools were randomly assigned to 1 of 3 conditions: Coping Power-training plus feedback (CP-TF), Coping Power-basic training (CP-BT), or a comparison condition. CP-TF counselors produced reductions in children's externalizing behavior problems and improvements in children's social and academic skills in comparison to results for target children in both the comparison and the CP-BT conditions. Training intensity was critical for successful dissemination, although the implementation mechanism underlying this effect remains unclear, as condition effects were not significant for completion of session objectives but were significant for the quality of counselors' engagement with children.
Journal of Consulting and Clinical Psychology 07/2009; 77(3):397-409. · 4.85 Impact Factor
-
[show abstract]
[hide abstract]
ABSTRACT: This paper illustrates the application of the Coping Power program with an 11-year-old boy and his father. Coping Power is
a manualized preventive intervention for school-age children at-risk for disruptive and delinquent behavior. Cognitive-behavioral
techniques are taught in separate child and parent groups to improve children’s social and emotional competencies. This case
study highlights the core content of the Coping Power child and parent intervention components, the contextual social cognitive
risk factors that the program targets, and the empirical support for the program’s effectiveness.
Journal of Contemporary Psychotherapy 08/2007; 37(3):165-174.
-
[show abstract]
[hide abstract]
ABSTRACT: This article describes the successful application of the Coping Power program by school-based clinicians to address a 10-year-old girl's disruptive behavior symptoms. Coping Power is an empirically supported cognitive-behavioral program for children at risk for serious conduct problems and their parents. The following case study illustrates the core features of the Coping Power child and parent components while describing the use of assessment data and clinical decision making during the implementation of a manualized intervention. (Contains 1 table.)
Journal of Clinical Child & Adolescent Psychology 01/2007; · 1.92 Impact Factor
-
[show abstract]
[hide abstract]
ABSTRACT: This chapter describes potential drawbacks of using intent-to-treat (ITT) analyses to examine intervention effects and presents several additional analytic methods as alternatives to ITT.
New Directions for Evaluation 08/2006; 2006(110):19 - 32.
-
[show abstract]
[hide abstract]
ABSTRACT: Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person-environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3-95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination.
Child Development 77(5):1325-37. · 4.72 Impact Factor
-
[show abstract]
[hide abstract]
ABSTRACT: Callous and unemotional (CU) traits have been linked to severe antisocial behavior in youth, but studies examining the etiology of CU traits are lacking. Based on prior research, it was hypothesized that childhood anxiety and parenting practices would interact to predict changes in CU traits over time. Hypotheses were tested using a sample of 120 moderate to highly aggressive fifth graders followed over a 1-year period. Although CU traits displayed moderate temporal stability and predicted increases in antisocial behavior, evidence suggested that these features were not immutable. Children exposed to lower levels of physical punishment showed decreases in CU traits over time, whereas higher levels of child-reported parental warmth and involvement predicted decreases in both CU traits and antisocial behavior over time. Lower levels of anxiety were uniquely related to increased CU traits for children who described their primary caregiver as exhibiting low warmth and involvement.
Journal of Clinical Child & Adolescent Psychology 36(3):319-33. · 1.92 Impact Factor
-
[show abstract]
[hide abstract]
ABSTRACT: This article describes the successful application of the Coping Power program by school-based clinicians to address a 10-year-old girl's disruptive behavior symptoms. Coping Power is an empirically supported cognitive-behavioral program for children at risk for serious conduct problems and their parents. The following case study illustrates the core features of the Coping Power child and parent components while describing the use of assessment data and clinical decision making during the implementation of a manualized intervention.
Journal of Clinical Child & Adolescent Psychology 36(4):677-87. · 1.92 Impact Factor
