Coping Power Universal for middle school students: The first efficacy study. (February 2020)

• Record Type: Journal Article
• Authors: Muratori, Pietro; Bertacchi, Iacopo; Catone, Gennaro; Mannucci, Francesca; Nocentini, Annalaura; Pisano, Simone; Lochman, John E.
• Is Part Of: Journal of adolescence. Volume 79(2020)
• Page Start: 49
• Page End: 58
• Publication Date: 2020-02
• Subjects: Middle school -- Hyperactivity -- Conduct problems -- Coping power -- Prevention; Adolescent psychiatry -- Periodicals; Adolescent psychology -- Periodicals; Adolescence -- Periodicals; Electronic journals; 305.23505
• DOI: 10.1016/j.adolescence.2019.12.014
• Languages: English
• ISSNs: 0140-1971

Abstract

Abstract: Introduction: The present study examined the efficacy of the universal prevention version of the Coping Power Program in reducing behavioral and emotional problems and in promoting prosocial behaviors in middle-school classrooms. Methods: The study used a randomized control study design; and the sample included 839 middle-school Italian youths (411 males), attending 40 middle-school classrooms. The students were in seventh or eighth grade, and they had an average age of 13.24 years (SD = .65; range 12–14 years). Ninety students were Africans, the rest were Caucasian. Teachers and parents completed the Strengths and Difficulties Questionnaire, before and after intervention. We used the 24-session universal prevention adaptation of Coping Power, which aims to improve children's emotional regulation and social problem-solving skills. Results: Linear mixed models and effect sizes indicated that behaviors improved as a result of the Coping Power intervention. Specifically, the program was effective in reducing internalizing problems and increasing prosocial behaviors. Conclusions: The Coping Power Universal effectively adapts an existing evidence-based program, and is believed to be a useful strategy also to improve social emotional skills in middle-school students. Highlights: We adapted Coping Power Universal for middle-school students. The study involved 839 middle-school Italian youths. The program was effective in reducing students' internalizing problems. The program was effective in increasing students' prosocial behaviors.