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Model Program

Coping Power

University of Alabama
383 Gordon Palmer Hall, P.O. Box 870348
Tuscaloosa, AL 35487

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Contact Information:
John E. Lochman
Director
205.348.7678
jlochman@gp.as.ua.edu

Program Specification:

Emphasis:

Gender:

Rating:

Prevention
Intervention

Both

Moderate Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

Elementary
Middle School

Rural
Urban
Suburban
Inner City

Individuals

Ethnicity:

Other Participation Criteria:

All Ethnicities

Description:

The Coping Power Program is a multicomponent preventive intervention for children displaying mild to moderate problems with aggressive behavior. The program includes separate curricula for parents and children, and is designed to take place over a 15- to 18-month period. The program is typically run in a small group format, but can also be used with individuals. Coping Power is based on a contextual social-cognitive model which identifies risk factors for children's aggression including parenting practices, children's social cognition and emotional regulation, and children's peer relationships. Malleable parent and child risk factors from this model serve as the targets for the Coping Power intervention. Main foci of the child component include: goal setting, organization and study skills, emotional awareness, coping with strong feelings including anger and frustration, perspective taking, social problem solving, development of prosocial skills, and resisting negative peer pressure. Main foci of the parent component include: promoting a positive parent-child relationship, strategies for promoting children's prosocial behaviors, strategies for managing children's disruptive behaviors, improving parents' stress management, and informing parents of skills children are learning in the child component.

Program Descriptors Include:
Behavior Management/Discipline, Bullying/Violence, Family/Parental Involvement, Life Skills Training

Starting Date: Unspecified
Students Served Per Year: Unspecified
Last Verified: 2010

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Has a learning disability or emotional disturbance
  • High-risk social behavior
  • Misbehavior

Program promotes the following:

Relationships

  • Clear social norms

Independence

  • Healthy/conventional beliefs and standards

Competence

  • Social competencies

Creativity

  • Problem-solving skills

Program Resources:

Annual Cost:

Unspecified

Funding Sources Include:

Program Staff Includes:

Unspecified

Counselors

Materials Used:

Supporting / Partner Organizations:

Unspecified

Unspecified

Evaluation Information:

The evaluation used a classical experimental design on two cohorts of boys with a one-year follow-up assessment two summers after intervention. Boys who had participated in the program along with their parents at the time of the follow-up as compared to the control group had lower rates of self-reported covert delinquent behavior (theft, fraud, property damage.) The control group also had significant and continuing improvement in school behavioral problems, particularly for White boys.

How evaluation data was collected:
Data collected and analyzed at state or organizational level