Proven Results


Results indicate that the Coping Power Program is effective in reducing children’s aggressive behavior and preventing their substance use. Specific findings include:
  • Reduced substance use at end of intervention and at one-year follow-up
  • Reduced delinquent behavior at one-year follow-up
  • behavior at home and at school by end of intervention
  • Improved social competence

Benefits


In children, the Coping Power Program:
  • Reduces aggressive behaviore
  • Improves behavioral functioning at school
  • Improves children’s social competence and social information processing
  • Improves internal locus of control for successfully attaining goals
  • Increases ability to resolve problems
  • Improves and increases parental involvement
  • Improves provision of consistent discipline

Outcomes


The Coping Power program is being evaluated in four grant-funded intervention research studies, and has been translated and disseminated in clinical trials in the Netherlands, and in a residential school for deaf children. Follow-up studies of children originally involved in the Coping Power intervention are ongoing and at this time only post intervention and one-year follow-up effects have been examined.

These data show that the Coping Power program has produced significant preventive effects in children’s substance use and a number of improvements in the predictor variables presumed to mediate substance use. By the end of intervention, even though relatively few sixth graders were using substances overall, the Coping Power program had led children to have significantly lower levels of substance use (an overall score of tobacco, alcohol and marijuana use) than did control children (6% of Coping Power children versus 17% of control children).

Teachers rated the Coping Power intervention children as having improvements in social skills, intervention children perceived that their social competence had improved, and intervention children tended to have less aggressive beliefs and were less angered by social problems. Teachers also rated the intervention children as having improved behavior, and both teachers and parents rated the intervention children as having lower levels of proactive aggression by post-intervention.

Intervention effects on school bonding were more limited, although intervention children tended to perceive they were more academically competent. Intervention parents had become more supportively involved with their children.




  
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