Effectiveness of the coping power program in a Mexican-American sample: distinctive cultural considerations

O’Donnell, Susan; Jurecska, Diomaris E.; Dyer, Robert

doi:10.1080/17542863.2010.547272

Cited by 5 publications

(1 citation statement)

References 16 publications

(19 reference statements)

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“…However, this evidence is based largely on studies in urban and suburban settings; a systematic review only identified two studies of Coping Power that had been conducted in rural schools (S. C. . Of these two rural studies, one focused on cultural adaptations for Mexican American youth (O'Donnell et al, 2012) while the other reported impacts in only a subset of twenty participants (Jurecska et al, 2011). Given limited research in rural school contexts, there is value in additional adaptation and research centering rural schools.…”

Section: Introductionmentioning

confidence: 99%

Coping Power-Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools

Nguyen,

Hersh,

Beahm

et al. 2024

School Mental Health

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Background Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a two-tiered (Tier 1 and Tier 2), transdiagnostic intervention to improve fit and feasibility for rural upper elementary and middle schools. Method Identified challenges with the Coping Power program for rural areas included program length, substantial staffing and resource requirements, lack of universal programming, low caregiver engagement, and co-occurring problems. Initial adaptations included a classroom and small group format implemented by school staff, teacher consultations integrated into coaching and co-facilitation, and a technology-supported caregiver component. Implementer feedback forms, coaching notes, and individual interviews informed the iterative development and feasibility testing process. Results Between 2019 and 2023, thirteen schools across six rural districts implemented the program. Student curriculum revisions included order and relative emphasis of content, classroom and small group overlap, necessary simplification of concepts, improved contextualization to the rural setting, and the addition of student workbooks. Supports for implementers included fully developed lesson plans and slides, a comprehensive implementation manual, video lesson overviews, action-focused training, and a 3-session coaching model to support implementer preparation and sustain motivation. Teacher and caregiver infographic text “nudges” were improved to promote generalization of concepts across settings. Discussion By partnering with school-based implementers, the adapted program holds promise to be more feasible and appealing for rural schools than the original model. This fully developed program is now ready for larger-scale testing in rural schools.

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Section: Introductionmentioning

confidence: 99%

Coping Power-Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools

Nguyen,

Hersh,

Beahm

et al. 2024

School Mental Health

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Preliminary Effectiveness Study of Coping Power Program for Aggressive Children in Pakistan

et al. 2016

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Aggression is a characteristic feature of many psychiatric disorders. To address the scarceness for evidence-based interventions for behavioral problems in Pakistan, we evaluated the effectiveness of culturally adapted version of Coping Power Program. The purpose of the study was to determine the extent to which Coping Power Program is capable of reducing aggressive behavior and improving competent behavior, when delivered in a different culture, i.e., Pakistan. With randomized control trial (RCT) of pre- and post-testing, 112 fourth grade boys were allocated to Coping Power intervention condition and waitlist control condition. The intervention group showed significant reduction in aggression at post assessment, in comparison to control group. Boys who received Coping Power intervention also showed improvements in behavior, social skills, and social cognitive processes, with better anger control and problem solving strategies, in comparison to the control group. The results of the study provide preliminary evidence, supporting the effectiveness of Coping Power Program for Pakistani children. Despite its limitations, the results of this study are promising and suggest that Coping Power is an effective intervention to reduce behavioral problems and promote healthy and positive behaviors in children, even when implemented in different contexts with greater potential for violence exposure.

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Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation

McDaniel

Watkins

Chow

et al. 2023

Journal of Applied School Psychology

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Effectiveness of the coping power program in a Mexican-American sample: distinctive cultural considerations

Cited by 5 publications

References 16 publications

Coping Power-Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools

Coping Power-Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools

Preliminary Effectiveness Study of Coping Power Program for Aggressive Children in Pakistan

Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation

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