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The Hexagon: An Exploration Tool
The Hexagon can be used as a planning tool to guide selection and evaluate potential programs and practice for use.
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Coping Power is a targeted preventive intervention for pre-adolescent children with early signs of dysfunctional social behaviour and severe aggression. It can also be beneficial to children who have difficulty forming positive peer relations, or show mild-moderate aggressive behaviours. The manualised intervention is delivered to children (aged 9-12 years) and their parents, and is designed to enhance children’s social skills and self-regulation, and promote positive parental involvement.
Coping Power programme consists of two components: the child focused component and parent focused component, delivered to children and their parents respectively. The child component is focused on anger management; social problems and social problem solving skills; coping strategies; and positive peer networks. It consists of 34 structured cognitive behavioural group sessions, and periodic individual child sessions. The 50-60 mins weekly interactive group sessions are delivered to groups of 6 children (typically grouped according to school year) using puppets, videos and demonstrations. The children earn points (for toys, games or end of year pizza party) on completion of their group activities and assignments. Sessions are usually held in school, during the school day, on a day and time that best suits the group. Individual child sessions are typically held once a month and involve delivery of individualised content that maybe difficult to achieve in a group setting.
The parent component is focused on identifying disruptive behaviours in children; promoting positive behaviours and consequences of negative behaviours; giving direct, clear instructions; effective communication; and stress management. It consists of 16 behavioural parent training group sessions; intermittent individual parent contact (as needed); and periodic parental home visits (varies, but up to once a month). The 1.5-2hrs parent group sessions are held every two to three weeks, at the school or a location near the school, in groups of about ten parents or parent dyads.
The Coping Power child and parent components are delivered over the same 15-18 months period. High–risk children included in the programme can be identified using a teacher-rated aggression screening tool, universally completed for all children in the class.
Fidelity
Coping Power programme fidelity is maintained by adherence to the measures below;
• Practitioner use of fidelity measuring tool to report if they cover each session objective (completely, partially, or not at all)
Modifiable Components
The Coping Power programme is available in English, and has been translated to Spanish. Translated adaptations have been made in Italian, Dutch, Swedish and Urdu as part of intervention research projects, and can be obtained from those research groups. The Coping Power programme is usually delivered in small groups, but has been adapted for classroom wide delivery. It is typically delivered in schools, but can also be delivered in outpatient clinics. An abbreviated version (consisting of 24 children group sessions and 10 parent group sessions) is delivered over one school year.
Coping Power programme was developed by Dr. John Lochman and Dr. Karen Wells at the University of Alabama (UA), Tuscaloosa, USA. The Coping Power programme was developed from the Anger Coping programme, a school based, child group intervention programme designed to reduce future substance abuse and delinquency.
Coping Power project staff within UA provide implementation support for effective programme delivery. Implementation support is highly recommended for programme delivery, but it is not required. This support is only offered to levels 2 and 3 training practitioners (see practitioner training levels in training requirements section below). Coping Power staff provide on-site or online practitioner training workshops to practitioners looking to deliver the programme. Training is delivered by trainers from the University of Alabama. Programme staff from University of Alabama also conduct fidelity reviews, make supervision calls, and offer technical assistance (as required) to address barriers and difficulties associated with programme implementation.
Licence Requirements
There are no licence requirements for programme delivery
Start-up Costs
Start-up costs include $59.95 and $47.95 for child and parent practitioner training manuals respectively. Training costs includes $180 for level 1 nine hour online workshop, and $175 for level 1 general online training. Other training costs include $800 for level 2 group training (3-25 practitioners per group), which covers the tailored training workshop, as well as video reviews and supervision call for certification purposes. Practitioner level 3 group training (3-25 practitioners per group) costs $2500. This covers on-site tailored practitioner training, as well as video reviews and supervision call for certification purposes. Certification costs an additional $75 per practitioner. Costs are not inclusive of travel. Puppets, games, and prizes for the children are to be purchased.
Building Staff Competency
Qualifications Required
Coping Power is typically delivered by qualified mental health practitioners including counsellors, social workers, psychologists and practitioners in related disciplines. Each school must have at least one full-time, master’s-level trained practitioner. Experience in delivering group based programmes to children with disruptive behaviours is beneficial. Two practitioners deliver the group sessions, while one practitioner can deliver individual sessions.
Training Requirements
Practitioners are required to purchase Coping Power programme facilitator manuals. The manuals provide step-by-step instructions for delivering the child and parent components of the programme. Practitioner training is highly recommended. Training can be delivered across any of the three levels. There is not typically a progression from level 1 to level 2 to level 3, as practitioners can train only at the level they choose. Not all participants at the training are required to go through the certification process. Video submission and supervision is only required for practitioners who wish to become certified. Training levels are listed below;
• Level 1 training is required to obtain a general certificate of completion. This involves completion of 9 hours online workshop, and attendance of 6 hours (2 days; 3 hours each day) general online training
• Level 2 training is required to obtain primary certification. This involves attendance of 6 hours (2 days; 3 hours each day) tailored online training workshop. Level 2 training can also be delivered on-site. For certification, practitioners submit two recorded video sessions for fidelity check, and receive supervision calls for feedback.
• Level 3 training is needed for practitioners to obtain intensive certification. This involves 2 days of tailored training workshop delivered on-site. For certification, practitioners also submit two recorded video sessions for fidelity check, and receive supervision calls for feedback.
Supervision Requirements
Practitioner supervision is provided by Coping Power programme mentors. As part of the certification process, the mentors conduct fidelity checks on two submitted video recorded sessions, and provide feedback to practitioners. The video review and supervision is done remotely (via Zoom).
Theory of Change
Coping Power programme is guided by a contextual social-cognitive model centred on children’s cognitive processes and parental processes. This indicates that children demonstrating disruptive behaviours are likely to have other emotional, behavioural, cognitive, and social problems. These children are also more likely to have stressed parents who have limited parenting skills. This is evident in the child focused and parent focused components of the programmes.
Primary school: 6 to 12 years - Rating: 4
Research Design & Number of Studies
The best evidence for children aged 6-12 years old comes from two internally conducted RCTs. The studies included pupils in 4th and 5th grades (approximate age 9-11 years). Compared to the control group (who did not receive the intervention), the following outcomes were observed;
Outcomes Achieved
Child Outcomes
• Significantly greater reduction in parent-rated proactive aggressive behaviour, and significant teacher-rated behavioural improvement at post-intervention (Lochman and Wells, 2002)
• Significantly improved teacher-rated social skills (Lochman and Wells, 2002)
• Significantly lower self-reported delinquency rates at 1 year follow-up, and significantly lower substance abuse rates in older children at 1 year follow-up (Lochman and Wells, 2003)
• Significantly greater reduction in self-reported covert delinquency and parent-rated substance use at 1 year follow-up (Lochman and Wells 2004)
• Significantly greater teacher-rated behavioural improvement at 1 year follow-up (Lochman and Wells 2004)
Parent Outcomes
None
Key References
Lochman, J. E., & Wells, K. C. (2004). The Coping Power Programs for preadolescent aggressive boys and their parents: Outcome effects at the 1-year follow-up. Journal of Consulting and Clinical Psychology, 72(4), 571-578
Lochman, J. E., & Wells, K. C. (2003). Effectiveness of the Coping Power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up. Behavior Therapy, 34, 493-515
Lochman, J. E., & Wells, K. C. (2002). The Coping Power program at the middle-school transition: Universal and indicated prevention effects. Psychology of Addictive Behaviors, 16(4S), S40-S54
Need
Comparable Population
Coping Power programme is a targeted prevention intervention for pre-adolescent children (aged 9-12 years) with early signs of dysfunctional social behaviour and severe aggression. The programme is designed to enhance children’s social skills and self-regulation, and promote positive parental involvement.
Is this comparable to the population your organisation would like to serve? Has your organisation identified students with early signs of dysfunctional social behaviour and severe aggression who may benefit from this programme? Is there a need for this programme? Desired Outcome
Coping Power programme delivery is associated with significant improvement across several outcomes including reduced aggressive behaviours, delinquency rates and substance use, as well as enhanced social skills. The evidence is from 4th and 5th grade pupils (approximate age 9-11 years).
Are the above outcomes priorities for your organisation? Are there other outcomes that your organisation would like to achieve which are outside the premise of Coping Power programme? Does your organisation have other systems in place that effectively and efficiency address the above outcomes?
Need Score
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Fit
Values
Coping Power programme is a targeted prevention intervention designed for pre-adolescent children (aged 9-12 years) with early signs of dysfunctional social behaviour and severe aggression. The manualised intervention is delivered to children and their parents. It is designed to enhance children’s social skills and self-regulation, and promote positive parental involvement. Coping Power is usually delivered in the school, during the school day, but has been adapted for delivery in outpatient clinics. The programme is delivered over 15-18 months, but an abbreviated version delivered over one school year is also available.
Is your organisation looking to deliver a prevention intervention to high-risk pre-adolescent children? Are the above goals similar to what your organisation would like to achieve? Priorities
Does your organisation want to implement a universal or targeted intervention? Should the intervention be therapeutic or preventive? Is your organisation looking to implement an intervention that is delivered to parent(s) and child, parent(s) only, or child only? Would an intervention that is designed for children with early signs of externalising behaviours and dysfunctional social behaviours be a good fit for your organisation? Or would an intervention that addresses a wider range of behavioural problems and neurodevelopmental disorders be a better fit? Is your organisations’ priority to deliver a school based intervention, or would a home visiting programme, telehealth programme or clinic based programme fit better? Would Coping Power programme delivered over 15-18 months suit your organisation, or would the abbreviated version delivered over one school year suit better? Would your organisation prefer to implement a programme that is delivered over a much shorter period? Existing Initiatives
Does your organisation have existing programmes for children with dysfunctional social behaviour and severe aggression? Can the existing initiatives be applied in the preventive context? Do existing initiatives have parental components or are they child focused? Are the existing initiatives effective? Do they fit your current and anticipated future requirements? Can they be delivered to pre-adolescents? Are the existing initiatives school based? Do they address similar goals as Coping Power? Are there components within Coping Power that are not met by existing programmes?
Fit Score
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Capacity
Workforce
Coping Power is typically delivered by qualified mental health practitioners including counsellors, social workers, psychologists and practitioners in related disciplines. Each school must have at least one full-time, master’s-level trained practitioner. Experience in delivering group based programmes to children with disruptive behaviours is beneficial. Two practitioners deliver group sessions, while one practitioner can deliver individual sessions. Training is provided across three levels (levels 1, 2 and 3). Levels 2 and 3 provide practitioners the opportunity to become certified.
Does your organisation have practitioners with the required qualifications and experience, who are interested in learning and delivering this programme? If not, does your organisation have the capacity to recruit the qualified practitioners for this programme? How many children and parents will your organisation support in the first year? Will your practitioners receive training? Will they be trained at level 1, 2 or 3? Will practitioners proceed with certification after receiving levels 2/3 training? Technology Support
Level 1 training is always delivered online. As part of certification process, programme mentors conduct fidelity checks on two submitted video recorded sessions, and provide remote feedback to practitioners. The 50-60 mins weekly children group sessions are delivered using puppets, videos and demonstrations.
Does your organisation have the technology (computers/ tablet/ smartphone and broadband) for access to online training? Can the technology be purchased? Does your organisation have video capabilities to show videos during children group sessions and the technology to record videos for review? Does your organisation have the technology to receive remote feedback from programme mentor? Administrative Support
The Coping Power programme is delivered over 15-18 months, typically in schools, but has been adapted for delivery in outpatient clinics. The children earn points (for toys, games or end of year pizza party) on completion of their group activities and assignments. As part of the certification process, programme mentors conduct fidelity checks on two submitted video recorded sessions.
In what setting will this programme be delivered? Does your organisation have the space/ room to deliver the programme in the chosen setting? Does your organisation have administrative capacity and systems to meet the administrative needs of the programme within the chosen setting? Can this capacity be sustained over the 15-18 months of programme delivery? Can your organisation make available all the materials required to deliver the programme (e.g. puppets, videos, toys, games, and end of year pizza party)? Are there policies and procedures in place regarding gaining consent for video recording, and storing of these recordings? Financial Support
Start-up costs include $59.95 and $47.95 for child and parent practitioner training manuals respectively. Other costs include $180 for level 1 nine hour online workshop; $175 for level 1 general online training; $800 for level 2 (onsite or online) training; and $2500 for level 3 onsite training. Certification costs an additional $75 per practitioner. Trainers are based at the University of Alabama. Costs are not inclusive of travel. Puppets, games, and prizes for the children are to be purchased.
How many practitioners does your organisation intend to train within the first year? Will practitioners be trained at level 1, 2 or 3? Can training at the chosen level be financially supported?
Capacity Score
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